Strategies for the Recruitment and Retention of Native American Students. Executive Summary.

Autor/inn/en	Thomason, Timothy C.; Thurber, Hanna J.
Institution	Northern Arizona Univ., Flagstaff. American Indian Rehabilitation Research and Training Center.
Titel	Strategies for the Recruitment and Retention of Native American Students. Executive Summary.
Quelle	(1999), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-888557-84-2
Schlagwörter	American Indian Education; American Indians; College Admission; Cultural Awareness; Culturally Relevant Education; Educational Environment; Higher Education; Minority Groups; School Holding Power; Student Recruitment + Suchen Sie Ihr Suchwort? American Indian; Indianer; Hochschulzugang; Hochschulzulassung; Zulassung; Cultural identity; Kulturelle Identität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit
Abstract	This paper describes issues involved in increasing the number of Native American students in higher education, with a specific focus on psychology and rehabilitation training programs. The paper also describes many specific strategies for use by colleges and universities to recruit, retain, and graduate Native American students. Three sections cover strategies to improve recruitment, strategies to improve retention, and model programs and best practices. Recruitment geared towards minorities is different from the recruitment of Anglo students. Strategies include tailoring the admissions process to fit the needs of Native American culture, addressing bias in admission standards, beginning recruitment early, making recruiters aware of minority issues, advertising culturally appropriate programs and support services, and involving Native communities in recruitment efforts. While recruiting minority students can be a challenge, retaining them in school can be even more difficult for institutions. Students face four main potential barriers that affect retention: financial need, the environment of the institution, student characteristics, and academic support. Many specific examples of programs that can aid in the retention of minority students are described. The section on model programs and best practices suggests that rather than reinvent the wheel, models that have been used previously and have reported positive outcomes can be replicated. Programs that have been implemented in North Dakota, California, New York, Arizona, Florida, and Ohio are highlighted. (Contains 34 references.) (CDS)
Anmerkungen	Northern Arizona University, Institute for Human Development, P.O. Box 5630, Flagstaff, AZ. Tel: 520-523-4791.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC