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The Factors That Are Related to Native American Community College Students' Intent to Persist
| Content Provider | Semantic Scholar |
|---|---|
| Author | Williams, G. L. |
| Copyright Year | 2011 |
| Abstract | The Factors That Are Related to Native American Community College Students' Intent to Persist Garnet Laureen Williams Old Dominion University, 2011 Director: Dr. Alan M. Schwitzer More than half of Native American higher education students choose community colleges as their institution of choice. However, when compared with other ethnic groups, Native American/Alaska Natives (NA/AN) students earn the second-lowest number of associate degrees and the lowest number of bachelor's degrees. Despite this substantive gap, few studies have explored the factors related to Native American community college students' intent to persist. With the projected population surge of NA/AN residents over the next 15 years, more research on the factors related to Native American community college students' intent to persist in college is warranted. This ex post facto study of 2010 survey data from the Center for Community College Student Engagement examined the relationship between the following educational benchmarks and Native American community college students' intent to persist in college: (a) academic challenge, (b) active and collaborative learning, (c) student effort, (d) student-faculty interaction, and (e) support for learners. Student-faculty interaction and support for learners were found to be predictors of students' intent to remain enrolled in college. This study also explored the relationship between students' participation in extracurricular activities and their intent to persist in college. The number of hours in which students participated in extracurricular activities was statistically significant to their intent to persist in college. The frequency at which students participated in student organizations was also positively associated with their intent to persist. iv ACKNOWLEDGMENTS I am so grateful to my committee members for their attentiveness and support throughout this process. My committee chair, Dr. Schwitzer, provided expertise and motivation every step of the way. Dr. Dustin's knowledge and attention to detail proved extremely helpful during each stage of this journey. Dr. Richels was a constant source of encouragement whose thoroughness often helped to expedite otherwise lengthy and arduous processes. A big thanks to the members of Cohort 5 (p2C5!), my friends, and family. I am indebted to my forebears for exhibiting strength of character in their tireless pursuit for the empowerment and advancement of Native Americans. I would also like to extend my appreciation to the Center for Community College Student Engagement for providing me with the data set used in this dissertation. |
| File Format | PDF HTM / HTML |
| DOI | 10.25777/t9b6-4g58 |
| Alternate Webpage(s) | https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1178&context=efl_etds |
| Alternate Webpage(s) | https://doi.org/10.25777/t9b6-4g58 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
