American Indian High School Completion in Rural Southeastern Montana
rural sociology, high school completion, American Indian, Native Americans
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
BYU ScholarsArchive Citation
Ward, Carol, "American Indian High School Completion in Rural Southeastern Montana" (1995). All Faculty Publications. 2833.
Family, Home, and Social Sciences
1995 Rural Sociological Society