Academic Persistence Among Native American College Students

Journal of College Student Development, Jul/Aug 2003 by Jackson, Aaron P, Smith, Steven A, Hill, Curtis L

Qualitative interviews with 15 successful Native American college students who grew up on reservations identified the following themes related to their persistence in college: (a) family support, (b) structured social support, (c) faculty/staff warmth, (d) exposure to college and vocations, (e) developing independence and assertiveness, (f) reliance on spiritual resources, (g) dealing with racism, (h) nonlinear path, and (i) paradoxical cultural pressure. The results indicated a need for stable mentoring relationships and programmatic support.

The academic difficulties and nonpersistence of Native Americans in college are well documented (Steward, 1993; U.S. Department of Education, 1998). Despite evidence of academic ability, postsecondary dropout rates are higher for Native Americans than for any other minority (Reddy, 1993). Native Americans are also underrepresented in graduate programs (LaFromboise & Low, 1989; U.S. Department of Education, 1998). Accordingly, Native Americans consistently have lower educational attainment than other ethnic minorities (Lin, LaCounte, & Eder, 1988; U.S. Department of Education). This is particularly unfortunate given evidence that indicates that once Native American students graduate from college they have initial salaries comparable to the rest of the population and complete graduate and professional programs at a rate comparable to the rest of the population (U.S. Department of Education).

The high rates of Native American nonpersistence in college and their lower representation in the general college student population are puzzling, especially considering that they earn SAT and ACT scores comparable to other ethnic minority groups and have equivalent high school graduation rates (Reddy, 1993; U.S. Department of Education, 1998). Also, despite the fact that Native Americans have recently been admitted to college in such numbers that they are slightly overrepresented in initial enrollments in college, they persist at significantly lower rates than the rest of the population. For example, in NCAA Division I schools the persistence rate for Native American students is about 54% after the first year. For the general population the persistence rate into the second year is 68%. Likewise, the persistence rate into the third year is 33% for Native American students and 49% for the rest of the population. Accordingly, only 36% of Native American students have graduated within 6 years of initial enrollment. Fifty-six percent of the total population graduates in the same period (U.S. Department of Education). The purpose of this study was to explore successful Native American college students' experiences to better understand the barriers to postsecondary success and the means to overcoming those barriers.

Several authors have attempted to explain the puzzle of nonpersistence among Native American students. Their conclusions can be divided into three categories: (a) sociocultural factors, (b) academic factors, and (c) personal factors.

Sociocultural Factors

Lin et al. (1988) suggested that Native American college students feel isolated due to their perceptions that the "White campus is hostile towards them" (p. 13). Benjamin, Chambers, and Reiterman (1993) also concluded that lack of academic persistence was due to colleges' failure to accommodate Native American culture. Other studies (Lamborn et al., 1997; Lin, 1990; Ward, 1998) have suggested that a clearer sense of ethnic identity may lead to better academic performance. Willeto (1999) also found that family influences such as parental education, students' identification with their mothers, and family adherence to traditional cultural practices contributed to commitment to academic commitment and achievement. Rindone's (1988) quantitative study of over 100 Navajos who had successfully completed at least a bachelor's degree also suggested that family encouragement and family adherence to traditional practices were key contributing factors to successful students' experiences. Brown and Kurpius' (1997) data indicated that Native Americans will have greater persistence in college if they have more positive interactions with faculty members (cf. Hornett, 1989). Brown and Kurpius further suggested that finding mentors and creating support groups would be of great benefit (cf. Braithewaite, 1997; Hoover & Jacobs, 1992).

Academic Factors

Brown and Kurpius (1997) found significant relationships between persistence and better high school preparation. They suggested that Native American students receive more training in study skills and college preparation. Hoover and Jacobs (1992) argued that Native Americans do not receive adequate preparation from their high school counselors regarding planning for postsecondary education and careers. They proposed that this leaves these students ill prepared to successfully navigate postsecondary education. Other studies have suggested that better preparation with study skills and career development will lead to greater persistence (Sakiestewa, 1996; West, 1988)