Enhanced Understanding of Elements Influencing Tribal College Math Students' Post-Secondary Persistence: Student Voices
Saved in:
| Title: | Enhanced Understanding of Elements Influencing Tribal College Math Students' Post-Secondary Persistence: Student Voices |
|---|---|
| Language: | English |
| Authors: | Pat Conway (ORCID |
| Source: | Innovative Higher Education. 2025 50(3):815-842. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1853344 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Postsecondary Education Higher Education Two Year Colleges |
| Descriptors: | American Indian Education, American Indian Students, Alaska Natives, Postsecondary Education, Mathematics Education, STEM Careers, College Students, Tribally Controlled Education, Minority Serving Institutions, Academic Persistence, School Schedules, Flexible Scheduling, Attendance Patterns, Academic Achievement, Barriers, Community College Students, Mathematics Achievement |
| DOI: | 10.1007/s10755-024-09755-z |
| ISSN: | 0742-5627 1573-1758 |
| Abstract: | Individuals who are American Indian and Alaskan Native (AI/AN) are less likely to enroll in and complete post-high school educational programs and to enter STEM careers than White students. Completion of math courses is a common barrier to academic persistence for many students, including students who are AI/AN. This qualitative study interviewed 40 students from one rural, tribal college; the students articulated elements that supported them in math and led to academic persistence and those that were barriers to success in math and subsequent graduation. About one-third had attended college intermittently, some for more than 20 years. Most said that flexible class schedules, the ability to complete math coursework in settings other than the math classroom, and using technology allowed them to complete math courses successfully. Students more frequently commented on individual, family, and community elements that influenced their academic progress, especially non-academic barriers such as health and work. The students' words informed development of a more robust description of elements influencing student academic persistence among tribal community college math students to guide future research and program development leading to higher rates of academic success. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475299 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Individuals who are American Indian and Alaskan Native (AI/AN) are less likely to enroll in and complete post-high school educational programs and to enter STEM careers than White students. Completion of math courses is a common barrier to academic persistence for many students, including students who are AI/AN. This qualitative study interviewed 40 students from one rural, tribal college; the students articulated elements that supported them in math and led to academic persistence and those that were barriers to success in math and subsequent graduation. About one-third had attended college intermittently, some for more than 20 years. Most said that flexible class schedules, the ability to complete math coursework in settings other than the math classroom, and using technology allowed them to complete math courses successfully. Students more frequently commented on individual, family, and community elements that influenced their academic progress, especially non-academic barriers such as health and work. The students' words informed development of a more robust description of elements influencing student academic persistence among tribal community college math students to guide future research and program development leading to higher rates of academic success. |
|---|---|
| ISSN: | 0742-5627 1573-1758 |
| DOI: | 10.1007/s10755-024-09755-z |
