Academic Persistence Among Native American College Students
Abstract
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.
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- Authors
- Jackson, A. P., Smith, S. A., & Hill, C. L.
- Affiliations
- Brigham Young University (US)
- ORCID
- Jackson, Aaron P.
- Venue
- Journal of College Student Development
- Publisher
- Project MUSE
- Published
- 2003-07
- Volume
- 44
- Issue
- 4
- Pages
- 548-565
- ISSN
- 0897-5264 (ISSN-L)
- 1543-3382
- OpenAlex
- W2136531251
- Semantic Scholar
- 9f333aa60f56df30e074162225cb9010042f5ca2
- Cited by
- 218
- References
- 37
- Citations by year
- 2025: 4 · 2024: 7 · 2023: 10 · 2022: 12 · 2021: 7 · 2020: 16 · 2019: 13 · 2018: 16 · 2017: 13 · 2016: 19 · 2015: 10 · 2014: 13 · 2013: 12 · 2012: 12
- FWCI
- 21.27
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of college student development (publishedVersion)
- Project Muse (Johns Hopkins University) (submittedVersion)
- ScholarsArchive (Brigham Young University) (submittedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Health › Indigenous Health, Education, and Rights
- Keywords
- academic persistence, Native American college students, family support, social support, faculty-student relationships, mentoring, spiritual resources, racism, cultural pressure, assertiveness
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