Native American student retention in U.S. postsecondary education

Larimore, James A.; McClellan, George S.

doi:10.1002/ss.150

Cited by 43 publications

(10 citation statements)

References 12 publications

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“…Most of these results point to complex associations between culture, behavior, and cardiometabolic health. The associations of education (often thought as a source of assimilation [ 85 ]) with processed food consumption, adiposity and LDL lipids suggests a potentially deleterious effect of western cultural participation, for example by exposing students to processed food lunches. However the absence of a significant path from processed food to LDL lipids suggests that either our processed food latent variable does not capture the specific processed foods that increase LDL-C, or that education is associated with LDL lipids through another unmeasured mechanism.…”

Section: Discussionmentioning

confidence: 99%

Bi-cultural dynamics for risk and protective factors for cardiometabolic health in an Alaska Native (Yup’ik) population

et al. 2017

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Alaska Native people experience disparities in mortality from heart disease and stroke. This work attempts to better understand the relationships between socioeconomic, behavioral, and cardiometabolic risk factors among Yup’ik people of southwestern Alaska, with a focus on the role of the socioeconomic, and cultural components. Using a cross-sectional sample of 486 Yup’ik adults, we fitted a Partial Least Squares Path Model (PLS-PM) to assess the associations between components, including demographic factors [age and gender], socioeconomic factors [education, economic status, Yup’ik culture, and Western culture], behavioral factors [diet, cigarette smoking and smokeless tobacco use, and physical activity], and cardiometabolic risk factors [adiposity, triglyceride-HDL and LDL lipids, glycemia, and blood pressure]. We found relatively mild associations of education and economic status with cardiometabolic risk factors, in contrast with studies in other populations. The socioeconomic factor and participation in Yup’ik culture had potentially protective associations with adiposity, triglyceride-HDL lipids, and blood pressure, whereas participation in Western culture had a protective association with blood pressure. We also found a moderating effect of participation in Western culture on the relationships between Yup’ik culture participation and both blood pressure and LDL lipids, indicating a potentially beneficial additional effect of bi-culturalism. Our results suggest that reinforcing protective effects of both Yup’ik and Western cultures could be useful for interventions aimed at reducing cardiometabolic health disparities.

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Section: Discussionmentioning

confidence: 99%

Bi-cultural dynamics for risk and protective factors for cardiometabolic health in an Alaska Native (Yup’ik) population

et al. 2017

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“…Many students attribute leaving to separation from families and communities (Office of Student Affairs, 2016). In addition to promoting emotional/behavioral health, cultural identity plays a pivotal role in how students thrive and persist in higher education (e.g., DeCou et al, 2013;Huffman, 2001;Larimore & McClellan, 2005;McKay et al, 2013;Wexler & Burke, 2011).…”

Section: University Settings Cultural Identity and Emotional/behavior...mentioning

confidence: 99%

Knowing Who You Are (Becoming): Effects of a university-based elder-led cultural identity program on Alaska Native students’ identity development, cultural strengths, sense of community, and behavioral health.

Buckingham¹,

Schroeder²,

Hutchinson³

2023

American Journal of Orthopsychiatry

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In part due to cultural loss and identity disruption over many generations from colonial and neocolonial forces, significant emotional/behavioral health disparities exist among Alaska Native (AN) people. Such forces are apparent in higher education, where many AN students feel othered and are more likely to withdraw without a degree than their nonnative counterparts. A strong cultural identity has been found to buffer psychosocial difficulties. The AN Cultural Identity Project (CIP) was developed from the best available scientific literature, local data from AN students, and traditional wisdom from Elders to support cultural identity development. This 8-week Elder-led program incorporated storytelling, experiential learning, connection, exploration, and sharing of identity and cultural strengths to help students remain grounded in their cultures across settings in the hopes of improving emotional/behavioral health outcomes. Through a stepped-wedge design randomized controlled trial, we examined the impact of CIP on cultural identity, cultural strengths, sense of community, and emotional/behavioral health across two cohorts of 44 AN students who ranged in age from 18 to 54 years. On average, students attended 75% of the program. The program had positive impacts on students’ cultural identity development, endorsement of cultural strengths, sense of community with AN people at the university, and overall emotional/behavioral health. While gains in some outcomes were sustained over time, others were not, suggesting the potential benefits of a lengthened program. As the first program of its kind directed at AN university students of diverse cultural groups in urban settings, CIP shows promise for supporting emotional/behavioral health through cultural identity development.

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“…12 Similarly, Native American culture affects how some students define their experiences (Shotton, Oosahwe, & Cintron, 2007), so they require a community of learners' support and culturally pluralistic pedagogies (Bowman, 2003), with an inclusion of values tailored to their needs, as opposed to reflecting Western educational styles and objectives (Fletcher, 2008). Tribal students also enjoy group-learning approaches (Larimore & McClellan, 2005) and engaging with and instructing others (Conley & Bryan, 2009). Even as tribal cultures are unique in background (Fletcher, 2008), formulating peer relationships based upon common subjects, building community, and orchestrating a constructive relationship with one's locale are valuable student practices (Espino & Lee, 2011), as well as premises for orchestrating academic cohorts and themed classes.…”

Section: Cohort Classes Themed Classes and Constructing One's Identitymentioning

confidence: 99%

“…Indeed, even small changes in the university environment can bolster military-oriented and tribal students' feelings of self-relevance and contribute to their academic success, especially during students' first two college years ( Blauu-Hara, 2017;Fryberg, Covarrubias, & Burack, 2013). Of all races, tribal students experience the most difficulty in navigating the distance between their previous home life and their college existence since they feel pressured to assimilate to the university (Clark, 2013;Larimore & McClellan, 2005). However, military-oriented and Native American students who connect with their cultural identity and feel that it is affirmed are more likely to obtain their academic goals.…”

Section: Study Limitations Future Directions and Conclusionmentioning

confidence: 99%

A Study of Rural and Native-American College Students’ Military Identities, Military Family History, and Reading Interests

Hembrough

2020

JVS

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This study addresses college students in a Southwestern, economically depressed, rural area, with their state of residence having a high number, per capita, of service-members and veterans of recent wars. Additionally, some students identified as Native American. The study's purpose was to investigate within this sociocultural dynamic to what extent students with a military identity, a military family history, and/or no military-related affiliation associate with this background and also enjoy reading and writing about military topics, especially within the composition classroom. The students sampled enrolled in a first-year-composition class based upon an experimental course model formulated to be military-friendly and military-theme focused, which assisted them in reading about military topics connected to their personal family background and writing about their military-related identity. The article discusses a three-year, mixed-methods study and involves the following student types: seven service-members/veterans and 57 nonveterans, with 15 being the child of a parent(s) with military service. As instruments, the author utilized surveys, interviews, and course papers. The study resulted in several findings. A majority of students reported having strong connections to their personal and/or family military history as factors correlating with their enjoyment of reading about military topics and writing about their military-related backgrounds, including those who served as role models. The study's results have implications for teaching students who are service-members/veterans, have a military-affiliated identity, and/or possess a recent military family history within a first-year-writing classroom featuring military-themed readings and writings. Furthermore, in addressing the call to identify and accommodate student groups and their academic needs, this article has implications for instructing Native American students of the geographical area.

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Native American student retention in U.S. postsecondary education

Abstract: This chapter surveys the literature on Native American student retention, framing the discussion in the context of the broader body of literature on retention.

Cited by 43 publications

References 12 publications

Bi-cultural dynamics for risk and protective factors for cardiometabolic health in an Alaska Native (Yup’ik) population

Bi-cultural dynamics for risk and protective factors for cardiometabolic health in an Alaska Native (Yup’ik) population

Knowing Who You Are (Becoming): Effects of a university-based elder-led cultural identity program on Alaska Native students’ identity development, cultural strengths, sense of community, and behavioral health.

A Study of Rural and Native-American College Students’ Military Identities, Military Family History, and Reading Interests

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