Giving Back as a Retention Influence of Urban American Indian and Alaska Native Women Community College Students (Doctoral Dissertation by Tanya Powers - Associate Dean of for BAS and Workforce Pathways )
Abstract: The purpose of this dissertation was to study “giving back” as a retention influence of American/Alaska Native (AI/AN) women who live in urban areas and attended community college in the United States. Three women who had completed at least one year of college and had identified as AI/AN took part in the study. A qualitative design was used to answer the role giving back played as a retention influence for AI/AN women living in urban areas who attend community college. Qualitative interviews were conducted with the women. The findings of the study suggest giving back was one of the most fulfilling things the women had done in the progress toward degree completion. Giving back had been identified as their goal in the process of the academic pathway and the careers they had studied for. The participants’ narratives also suggest goal identification with academic was essential for completing their degree. All of the participants had at least one positive K-12 experience, had shown resiliency in overcoming self-doubt in terms of completing studies at the community college-level and accessed some level of campus support toward completion of their degrees.
Tanya Powers is St. Lawrence Island Yupik and Irish. She received her bachelor and master’s degrees
in public administration from Seattle University. She is the Director of Workforce and Baccalaureate
Education at Highline College.
Lopez, J. D. (2018). Factors influencing american indian and alaska native postsecondary persistence: AI/AN millennium falcon persistence model. Research in Higher Education, 59(6), 792-811. doi:http://dx.doi.org/10.1007/s11162-017-9487-6
Abstract: The purpose of this review of literature is to identify variables (Hart 1998), relevant to AI/AN postsecondary persistence, and to examine the relationship between findings and postsecondary persistence theories at 2 and 4-year institutions. An exhaustive review with selective citation was used to locate relevant documents. Due to the limited amount of articles found for this review, I included both qualitative and quantitative articles. The factors were organized into four emerging themes including; family support, institutional support, tribal community support and academic performance. Due to the lack of research conducted using measures important to AI/AN persistence, the understanding of factors influencing AI/AN student postsecondary persistence is still somewhat limited.
Keith, J. F., Stastny, S. N., & Brunt, A. (2016). Barriers and strategies for success for american indian college students: A review. Journal of College Student Development, 57(6), 698-714. Retrieved from https://bow.highline.edu/login?url=https://www.proquest.com/docview/1826189001?accountid=1327
Abstract: American Indian and Alaska Native students have a significantly lower college graduation rate than that of other ethnic groups in the United States. These students often face a variety of barriers to the completion of their education. Overcoming barriers for the achievement of an advanced education takes commitment, hard work, and dedication on behalf of the educational institution as well as the student. Identified and tested strategies that address barriers and assist American Indian and Alaska Native students with positive academic experiences can contribute to academic success.
Lundberg, C. A., & Lowe, S. C. (2016). Faculty as contributors to learning for native american students. Journal of College Student Development, 57(1), 3-17. Retrieved from https://bow.highline.edu/login?url=https://www.proquest.com/docview/1770054970?accountid=1327
Abstract: With a national sample of 700 Native American students who took the National Survey of Student Engagement (NSSE), this study tested the ways faculty interaction and inclusion of diverse perspectives in the classroom contributed to learning for Native American students. Significant predictors of learning were quality academic advising, faculty interactions that were supportive, instructor feedback that enabled students to work hard to meet expectations, and coursework that emphasized analysis, application, and diverse perspectives.
Lundberg, C. A. (2014). Institutional support and interpersonal climate as predictors of learning for native american students. Journal of College Student Development, 55(3), 263-277. Retrieved from https://bow.highline.edu/login?url=https://www.proquest.com/docview/1526125558?accountid=1327
Abstract: A national sample of 647 Native American students who took the National Survey of Student Engagement was used to test a path model to predict learning for Native American students. Institutional support for students' success and a positive interpersonal environment contributed both to engagement and learning. Support for student success was the strongest predictor for learning in all 3 domains tested. Strategies for providing such support are considered in light of the historical and contemporary challenges Native American students encounter in formal educational settings that routinely dismiss and misrepresent their cultures and experiences.