Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Spring 5-11-2024

Abstract

Native American undergraduate students have the lowest college degree completion rates, between 0.7% and 1%, of those earning an undergraduate degree (National Center for Education Statistics, 2017). The purpose of this study was to contribute to the research literature to improve college success by answering this research question: What are the experiences of first-year Native American college students when Indigenous land acknowledgement, dedicated learning spaces, and sacred spaces are present on their campus? This research was a baseline exploratory study that utilized a quantitative approach to survey first year, Native American students at nine public higher education institutions in the Four Corners region of the United States. The top three factors that affected the participants’ college success were financial aid/finances, family support, and academic preparation. The findings point to the importance of providing college counseling for Native students in high schools and academic and cultural support in post-secondary institutions.

Keywords

Native American, Indigenous Land Acknowledgement, Undergraduate Students, Higher Education Institutions, Well-Being Pillars, Tribal Affiliations

Project Sponsors

N/A

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Dr. Allison M. Borden

Second Committee Member

Dr. Shawn Secatero

Third Committee Member

Dr. Gabriel A. Cortez

Fourth Committee Member

Dr. Catherine N. Montoya

Fifth Committee Member

N/A

Sixth Committee Member

N/A

Comments

N/A

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