Keywords
Native American, indigenous, college student, postsecondary, transition, academic persistence
Abstract
Qualitative interviews with 15 successful Native American college students who grew up on reservations identified the following themes related to their persistence in college: (a) family support, (b) structured social support, (c) faculty/staff warmth, (d) exposure to college and vocations, (e) developing independence and assertiveness, (f) reliance on spiritual resources, (g) dealing with racism, (h) nonlinear path, and (i) paradoxical cultural pressure. The results indicated a need for stable mentoring relationships and programmatic support.
Original Publication Citation
Jackson, A. P. & Smith, S. A. & Hill, C. L.."Academic Persistence Among Native American College Students." Journal of College Student Development 44.4 (2003): 548-565. Project MUSE. Web. 12 May. 2016. .
BYU ScholarsArchive Citation
Jackson, Aaron P.; Smith, Steven A.; and Hill, Curtis L., "Academic Persistence Among Native American College Students" (2003). Faculty Publications. 1591.
https://scholarsarchive.byu.edu/facpub/1591
Document Type
Peer-Reviewed Article
Publication Date
2003-7
Permanent URL
http://hdl.lib.byu.edu/1877/3509
Publisher
Johns Hopkins University Press
Language
English
College
David O. McKay School of Education
Department
Counseling Psychology and Special Education
Copyright Status
Journal of College Student Development Volume 44, Number 4, July/August 2003 pp. 548-565 | 10.1353/csd.2003.0039
Copyright Use Information
http://lib.byu.edu/about/copyright/