Abstract
This study is a secondary analysis of the National Indian Education Study (NIES) federally secured data set, which includes a nationally representative sample of 9,040 self-reported American Indian and Alaska Native (AI/AN) middle school students. Drawing from ecological systems theory, we examined individual background characteristics, school characteristics, and academic planning support (i.e., talking with family, teachers, counselors, peers, and other adults about academic plans) concerning AI/AN student educational aspirations (i.e., plans to attend college). Results from a probit regression model suggest that free and reduced lunch eligibility was not associated with having a college plan, whereas parent education was. AI/AN students who talked with family and teachers about their academic plans four or more times in the past year were more likely to have a college plan. Results also indicate gender differences based on the frequency of talking with family about academic plans.
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