Cindy Ann Dell
Montana State University-Billings
The problem addressed in this study
concerned low persistence levels among American Indian college students.� This problem exists on both a national and
local level.� One-fifth of the American
Indian students who transfer to Montana University (MU) from Montana tribal
colleges do not persist beyond the first semester.
To better understand persistence factors among American Indian Students at MU, a qualitative study was conducted.� During the fall semester, 1999, seven American Indian students who transferred to Montana University from a Montana Tribal College were contacted and interviewed.� A series of five formal interviews were conducted at predetermined times during the semester.
There are important findings as a
result of this study.� These findings
include (1) the role of personal determination in persistence among these
American Indian college students, (2) variability in their grade point averages
from high school to tribal college to university, (3) the importance of
adopting effective learning skills, (4) the effects of environmental pull, (5)
the role of the American Indian extended family, and (6) the diminished
importance of social integration.�
Consistent with Bean�s research is that persistence is an interactional
process that takes place over time.
����������� All
of the participants experienced some degree of hardship their first semester
after transfer.� Despite the
difficulties with finances, academic difficulty, family problems, travel,
racism, and social isolation, they all persisted.� Personal determination, or the strong desire to complete their
education, was evident in all of the statements.� Most students explained that they wanted to make life better for
their families, which was the driving force behind their determination.�
Changes
in Grade Point Averages
����������� A
pattern of variation in grade point average was found among all of the
participants.� Grade point averages
consistently increased from high school GPAs when students attended the Tribal
College, and then dropped again after transfer to the MU.� High school grade point averages were more
reflective of first semester term at MU than the Tribal College grade point
averages.
����������� A
compelling finding from this study is the importance of acquiring effective
learning skills, specifically effective study strategies and processing
skills.� Academically integrated
students learned to read for meaning, used background experience to assimilate
new knowledge, and learned how to utilize study guides that encouraged
organization and elaboration of new material.�
It appears that if a student acquires more effective learning skills,
they are more likely to academically integrate.
Another important finding was the
impact of environmental pull.� This
component not only affected academic and social integration, but also appeared
to directly influence attitudinal development, especially in the form of
stress.
For this group, family was not only a
source of environmental pull, but also a source of support, motivation, and
attitudinal development.� Participants
received both emotional and material support from members of their extended
families.� Attitudes were also
influenced by family members, especially in the form of their value for an
education.� Extended family members who
had earned bachelors, masters or doctorate degrees were the most influential
members of the family, and appeared to contribute to students� personal
determination.�
Social integration did not seem to be
important to this group.� Six of seven
participants were nontraditional students, only one of whom was considered
socially integrated.� Theresa, the only
traditional student, was also considered to be socially integrated.� This is consistent with the literature
revealing that social integration is less important for nontraditional
students�� Families were important
sources of support, including socialization.�
They did not appear to separate from their families, as is the norm in
the mainstream culture but became more reliant on them.� It appeared that immediate and extended
families took the place of friends on campus for five of the seven
participants.
There are important lessons to be
learned from this study.� Most prominent
of which appear to be related to acquisition of learning and processing skills,
importance of the American Indian family, unfounded expectations of racism,
prominence of in-class activities, magnitude of life and work experience,
levels of personal determination, and the possibility of adjustment phases
during the first semester.�
����������� For the most part, students did not
come equipped with effective learning strategies when they transferred to MU[1].� Although the reasons are unclear, it appears
that the expectations for academic achievement at the Tribal College were
different than what students experienced at Montana University.� Some MU instructors provided direct
instruction of learning skills, including study strategies, which encouraged
more organization and elaboration, both important for deeper processing and
learning. Direct instruction by faculty of such study strategies could benefit
students planning to transfer from a tribal college.
����������� Families, both immediate and
extended, provided housing, food, money, childcare and monetary and emotional
support.� Some students believed they
could not survive without the assistance from their grandparents.� The development of goals, motivation, and
commitment appeared to originate with the family.� The extended family was important to all of the participants in
this study.
����������� Many of the participants entered MU
expecting to experience discrimination in the classroom.� However, most discovered that they were not
singled out, but accepted by non-Indian students and instructors.� This may have promoted adjustment, as they
discovered that the amount of discrimination was contrary to their
expectations.
Joining a campus-sponsored group, such
as American Indian Business Leaders
(AIBL) and American Indian Science & Engineering Society (AISES), was not
important to these participants during their first semester at MU (although
several expressed the desire to join an on-campus organization).� Because of travel requirements and families
at home, there was little time for socialization outside the classroom.� However, the friendships that were formed
with classmates were for some, the most salient factor for on-campus
socialization, especially if there were group work and discussions occurring in
class.� Instruction was also
instrumental to student success, especially when it involved teaching study
strategies.�
Developing relationships with faculty
was also important for academic integration.�
Positive interaction with others, both faculty and students, appeared to
reduce the isolation of being the only Indian in class, and fostered motivation
and self-confidence.�
Students who had the benefit of
previous work or life experience appeared to better assimilate new information,
and integrated academically.� Background
knowledge enhances the learning process, and encourages deeper processing into
memory.� Authentic learning experiences,
from both inside the classroom and the work environment may be useful for
students as they enter classes within their majors.� It allows them to refer back to knowledge they already possess
and assimilate it into an existing schema.
����������� Many participants faced tumultuous
semesters, but all persisted in spite of the difficulties they
experienced.� Personal determination has
been found to be an important characteristic among American Indians who have
high levels of persistence.� It appears
that personal determination, based on goal setting, level of commitment and
self-efficacy, contributed to these students' success, since goals are more
likely to be reached if level of commitment and self-efficacy is high.
����������� Students had expectations prior to
entering the university.� They were
fearful of the work, yet confident that they had the skills that were required
to succeed.� They were also fearful of
the size of the campus and the number of students that would be in the
classroom.� After the first week,
expectations were altered.� After
attending classes for a week, participants determined that it would not be as
difficult academically as they expected.�
They also adjusted quickly to the size of the campus and increased
numbers of fellow students.� Six weeks
into the term, their grades were falling and self-confidence, for most, was
faltering.�
����������� A
primary limitation of this study is the uniqueness of the participants and the
size of the sample.� Since there were
only seven students, all coming from the same institution and the time frame
spanning only one semester, the results of this study cannot be generalized to
any other groups.� The purpose was not
to gather information to apply to another setting or group of American Indian
students, but to better understand how this particular group of students
experienced their first term at MU.�
����������� Additionally,
three male students from the Tribal College chose not to participate in the
study.� Their experiences would have
been useful to consider as well, especially since one failed all his classes,
and two completed the semester, one with a GPA over 3.00.� It is unfortunate that these men�s
experiences were not included in the study.
����������� Finally,
the short period spent studying the participants limits the longitudinal
implications and information that could be acquired.� Since the group was only followed for one semester, the results
regarding institutional fit and commitment are inconclusive.� To increase understanding of their
experiences, one would need to follow this group for two to four years.� Questions regarding persistence and
attitudinal development cannot be fully understood without more time in the
field.
����������� Research on American Indian persistence
is limited and contradictory.� At times,
researchers do not know the correct questions to ask.� A qualitative study is often the departure point to decide what
questions ought to be addressed.� The
students who participated in this study shared their lives, goals and
ambitions, as well their fears, misfortune and discouragement.� Through their willingness to share their
experiences, a better understanding of the issues of Indian students has begun.�
A prominent finding in this study is
the importance of acquiring effective study and processing skills.� Because many American Indian students are
academically unprepared, it seems essential for them to learn and use effective
strategies while studying.� Improved
processing skills, such as reading for meaning, organization an elaboration of
new information, and utilizing authentic learning settings, also appeared to be
important for academic achievement.�
Capitalizing on this finding by teaching new strategies and skills to
Indian students could prove to be immensely beneficial.� Additional research should be conducted to
determine if this is the case.��
The family is, essentially, the center
of these American Indian students� lives.�
Children, spouses, parents, grandparents, aunts, uncles, nieces, nephews,
and a multitude of other extended family members add richness, motivation,
meaning, and support to their lives.�
For most, creating a better existence for themselves and their family is
at the center of their motivation.� An
understanding of the American Indian family is crucial to understanding success
as a college student.� Building on this
research could lead to greater achievement for more American Indians in the
future.
Personal determination was key to these
students� persistence.� They all maintained
their enrollment despite facing financial, familial, academic and personal
hardship.� Exploring this construct is
important to future research centering on American Indian persistence.
����������� Adjustment was difficult for these
students.� Most struggled; some
succeeded.� Many were apprehensive about
the transition.� Theresa�s words capture
this apprehension:
At the beginning I expected it was
gonna be like, �Oh my God, I�m at a university!� And I�ll be competing against white man�s world.� How in the hell am I gonna turn out?� How am I gonna be?� How is it gonna be?�� And
just a bunch of questions.� After this
first semester I kinda see how it is.�
And � I kinda answered all my own questions.� Like, how are the people how are the classes going to be?� Or like maybe -- think it�s hard.� But they turn out pretty alright.
����������� American
Indian students have goals, ambitions, hopes and dreams.� Although the students in this study
struggled socially, academically, financially and personally, they all returned
the following semester.� The personal
determination they possessed was inspiring.�
It is hoped that the findings in this study will enlighten personnel
working with Indian students, and provide guidance for future research.�
[1] It is important to note
that the mission of a tribal college is not only to prepare students for
transfer.� Many students at a tribal
college are there for life-long learning opportunities or learning about the
native culture.