Factors associated with the personal assessment of college among American Indian students at a rural university

Terry Huffman

doi:10.35608/ruraled.v29i3.463

Abstract

    This study examines the relationship between four independent variables (gender, age, reservation background, and cultural traditionalism) with three dependent variables (assessment of college, transition to college, and impact of college on an appreciation of Native heritage) among a sample of American Indian students attending a small, rural university. Findings include no significant relationships between any of the independent variables and the assessment of college. However, the transition to college is associated with age, reservation background, and cultural traditionalism while the impact of college on an appreciation of Native heritage is related to cultural traditionalism.    

Highlights

This study examines the relationship between four independent variables with three dependent variables among a sample of American Indian students attending a small, rural university
This paper explores the relationship between four independent variables and three dependent variables
The dependent variable assessment of college (AOC) is not statistically significantly correlated with any of the independent variables or other dependent variables

Summary

Introduction

This study examines the relationship between four independent variables (gender, age, reservation background, and cultural traditionalism) with three dependent variables (assessment of college, transition to college, and impact of college on an appreciation of Native heritage) among a sample of American Indian students attending a small, rural university. During the 1980s and 1990s the college enrollment among Native peoples increased by 68 percent compared to the 30 percent increase among the non-Indian population (Pavel, Skinner, Farris, Cahalan, Tippeconnie & Stein, 1998) This trend should not necessarily surprise educators. This paper explores the relationship between four independent variables (age, gender, reservation background, and cultural traditionalism) and three dependent variables (assessment of college, transition to college, and the impact of college on an appreciation of Native heritage).

Methods

Results

Discussion

Conclusion