American Indians and Alaska Natives in Higher Education: Research on Participation and Graduation. ERIC Digest.

Autor/in	Pavel, D. Michael
Institution	ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV.
Titel	American Indians and Alaska Natives in Higher Education: Research on Participation and Graduation. ERIC Digest.
Quelle	(1992), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alaska Natives; American Indians; College Attendance; College Graduates; Educational Attainment; Equal Education; Faculty Advisers; Higher Education; Longitudinal Studies; Measurement; Racial Differences; School Holding Power; Secondary Education + Suchen Sie Ihr Suchwort? Inuit; American Indian; Indianer; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Hochschulabsolvent; Hochschulabsolventin; Bildungsabschluss; Bildungsgut; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messverfahren; Rassenunterschied; Sekundarbereich
Abstract	Achieving equity in the number of American Indian and Alaskan Native students who enter college and subsequently graduate is important to Natives and to the nation as a whole. Based on institutional data and demographic data, state equity scores for enrollment (ESEs) and state equity scores for graduation (ESGs) were computed for seven states with relatively large Native populations. The findings indicate that, in general, the number of Native students enrolled in four-year institutions needs to double in order to achieve equity of Native enrollment in the 1990s, and the number of students graduating from four-year institutions needs to increase considerably for Natives to attain equity. Two longitudinal studies examined time-dependent factors that influence postsecondary enrollment and graduation. McEvans and Astin found that Native students were likely to enroll in public four-year colleges and universities, and to have the lowest retention rates among all ethnic groups. Pavel and Padilla's study suggested that both intentions in high school and academic integration on campus are central to postsecondary outcomes. Several qualitative studies suggest that ethnic enclaves help minority students "scale down" the complexities of the campus environment and that advisors chosen by students who were ethnically matched to them were most effective. Achieving equity in participation and graduation also depends on maintaining continuity with K-12 schools in terms of parental involvement, community-based curriculum, appropriate teaching styles, and caring teachers and administrators. (KS)
Anmerkungen	ERIC Clearinghouse on Rural Education and Small Schools, P.O. Box 1348, Charleston, WV 25325 (free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC