American Indian High School Completion in Rural Southeastern Montana

Keywords

rural sociology, high school completion, American Indian, Native Americans

Abstract

Factors related to dropping out of school are examined among a rural population of American Indians in southeastern Montana. Analyses assess the relative effects of community location, type of school, and student, family, and school variables on dropout behavior. Findings reveal the importance of students' community residence, parental education, and school experiences. The effects of these factors vary by school, however, suggesting that schools create different environments, opportunities, and relationships with specific communities that affect school outcomes. This research suggests the need to examine interactions among schools and Indian students, their families, and communities to understand school dropout patterns.

Original Publication Citation

American Indian High School Completion in Rural Southeastern Montana, Rural Sociology Volume 60, Fall (1995): 416-434

Document Type

Peer-Reviewed Article

Publication Date

1995-9

Permanent URL

http://hdl.lib.byu.edu/1877/5659

Publisher

Rural Sociology

Language

English

College

Family, Home, and Social Sciences

Department

Sociology

University Standing at Time of Publication

Associate Professor

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