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Presently, fewer than 12% of Native Americans
nationwide hold a degree beyond high school (Ting &
Bryant, 2001). This percentage is the lowest among
minority groups. The graduation rates of Native
American students were the primary motivation for
conducting this study. Previous research addressed
success or failure among Native students from the
researchers perspective, not the students
perspective.
This study focused on exploring success factors of
Native college students and connections among these
factors. This study described these factors and
experiences through the qualitative methodology of
grounded theory. The theory built from this study
connected these factors and explored those
connections.
This study described the experiences of successful
Native American college students who were persisters
at a largely white, upper Midwestern, degree-
granting institution. A goal of this research was to
explain and better understand the linkages between
experiences and events, which were related to Native
American college success at a largely white, upper
Midwestern, degree-granting institution.
nationwide hold a degree beyond high school (Ting &
Bryant, 2001). This percentage is the lowest among
minority groups. The graduation rates of Native
American students were the primary motivation for
conducting this study. Previous research addressed
success or failure among Native students from the
researchers perspective, not the students
perspective.
This study focused on exploring success factors of
Native college students and connections among these
factors. This study described these factors and
experiences through the qualitative methodology of
grounded theory. The theory built from this study
connected these factors and explored those
connections.
This study described the experiences of successful
Native American college students who were persisters
at a largely white, upper Midwestern, degree-
granting institution. A goal of this research was to
explain and better understand the linkages between
experiences and events, which were related to Native
American college success at a largely white, upper
Midwestern, degree-granting institution.