College of Letters & Science

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The College of Letters and Science, the largest center for learning, teaching and research at Montana State University, offers students an excellent liberal arts and sciences education in nearly 50 majors, 25 minors and over 25 graduate degrees within the four areas of the humanities, natural sciences, mathematics and social sciences.

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An analysis of tribal college student's backgrounds, motivations, and attitudes : the relationship to classroom retention
(Montana State University - Bozeman, College of Education, Health & Human Development, 2006) Thornton, Samuel David; Chairperson, Graduate Committee: Betsy Palmer
The purpose of this study was to determine if a relationship exists between students' backgrounds, motivations, and attitudes and their academic successes or failures while enrolled in a single core level general education class at the Blackfeet Community College. The study examined indicators as identified in the literature and as identified through a pilot survey given to students at the Blackfeet Community College. A literature review yielded little research on student classroom retention in tribal colleges. The population for this study was n=113 students enrolled in core level academic courses. These students responded to a survey developed specifically for this study and were subsequently tracked through the semester to determine academic success or failure. The survey responses were then analyzed to determine which student indicators or groups of indicators were indicative of student academic success or failure. The significant findings of this study revealed that students who were academically unsuccessful were less likely to re-enroll in the next year. Specific indicators were identified to suggest that students who had not completed high school or their GED were at-risk. Male students without school-age children are more likely to be academically unsuccessful than female students without school-age children and female students with school-age children are more likely to be academically unsuccessful than male students with school-age children. Also identified as at-risk were students who did not drive themselves to campus.
A case study of American Indian students at the College of Great Falls
(Montana State University - Bozeman, College of Education, Health & Human Development, 1995) Thompson, Audrey Kay
A Chippewa Cree student's college experience : factors affecting persistence
(Montana State University - Bozeman, College of Education, Health & Human Development, 2009) Drummer, Kadene Sue; Chairperson, Graduate Committee: Marilyn Lockhart; Betsy Palmer (co-chair)
Educators working with Chippewa Cree students need to understand how the students' precollege experiences, college experiences, and cultural backgrounds influence their success in higher education in order to design learning environments, procedures, and policies that will increase the graduation rate of this population. The purpose of this grounded theory study was to explore factors that help or hinder successful completion of a bachelor's degree by students from the Chippewa Cree Tribe. Data was collected in face-to-face interviews using a peer-reviewed interview protocol consisting of open-ended questions for graduates and student services personnel determined by the concepts identified after examination of related literature. Thirty graduates from the Chippewa Cree Tribe and 5 student services personnel from two state colleges in Montana were interviewed. Factors that the graduates found most relevant to their success were family, personal goal, friends, institutional support, and academic preparation. The greatest obstacles they reported were finances, loneliness, commuting, life responsibilities, discouragement, unpreparedness for college work, lack of study skills, and lack of time-management skills. Suggestions to improve the graduation rate for new students included persistence, responsibility, preparation for the transition from high school to college, time management, willingness to leave their comfort zone and develop their social skills, study skills, class attendance, willingness to ask for help, lack of discouragement, academic preparedness, and completion of school work. Recommendations include designing recruiting and retention strategies to meet the specific needs of the Native American student, collaborating with K-12 schools and the community to develop programs that encourage early preparation for college, establishing and advertising Native American centers on campuses, organizing professional development seminars on diversity issues designed to give faculty and staff a safe environment to explore different cultures, encouraging increased faculty-student interactions, creating an advisory committee charged with increasing Native American student retention, recognizing and giving appreciation for success, developing a comprehensive college finance and budgeting workshop that includes the student's whole family, and developing and maintaining an up-to-date data base within the Chippewa Cree Tribe to collect data on educational and cultural issues.
A comparison of Indian and Caucasian students' achievement as measured by the Iowa tests of educational development at an Arizona high school
(Montana State University - Bozeman, 1962) Van Horn, Alan C.
Different hunting grounds: American Indian tribal college student perceptions of predominantly white institutions
(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Birdhat, Cheryl Polacek; Chairperson, Graduate Committee: Sweeney Windchief
American Indian students who have attended tribal colleges have expressed gratitude, appreciation and pride in their educational and cultural experiences at these institutions. Most of the 37 tribal colleges and universities (TCUs) in the US and Canada currently offer two-year degree and certificate programs. Many American Indian students who wish to continue onto a bachelor degree program from a two-year TCU consider transferring to a predominantly white institution (PWI). This qualitative study was meant to better understand the perceptions that American Indian TCU students have of PWIs and what these students believe would be helpful for them to both transfer and succeed at a predominantly white four-year institution. A phenomenological qualitative study was chosen to better understand the perceptions of PWIs and the needs related to attendance at a PWI by American Indian TCU students. Fifteen American Indian TCU students were interviewed at six TCUs in the state of Montana. There were two research questions that were used to guide this study, the first was what are American Indian TCU student perceptions of predominantly white institutions? The second was how do American Indian TCU students believe PWIs can better assist and support American Indian students who desire to matriculate to a PWI? Although a qualitative phenomenological research approach was chosen to approach the research questions and potential answers to those questions, my research was heavily focused on appropriately utilizing Indigenous research methodology in all areas of this study. It was of paramount importance for me as an Indigenous researcher to be responsible, respectful, reciprocal and relevant in all the relationships that were both enriched and created in this research endeavor. The stories shared with me from 15 American Indian TCU students resulted in six themes emerging from their collective interviews. Those themes were 1.) family and community, 2.) acceptance and acknowledgement of cultural identity, 3.) PWI support and excitement for new opportunities, 4.) TCU love/pride, 5.) Fear and isolation and 6.) Humor and relationships. The findings for this research have significant implications for all those interested in working with and for American Indian students, specifically for PWIs and their constituents.
Educators' perceptions of Indian education for all : a tribal critical race theory ethnography
(Montana State University - Bozeman, College of Education, Health & Human Development, 2011) Abercrombie-Donahue, Micki; Chairperson, Graduate Committee: Joyce Herbeck.
This tribal critical race theory (TribCrit) ethnographic study explored educators' perceptions of Indian Education for All (IEFA), the latest in a series of educational reforms designed to preserve the heritages of the Montana Tribal Nations and transform Montana school curricula and teaching. This study found a lack of consensus and understanding among the educators about the purposes and the design of IEFA. The educators believed the most beneficial sources of support for the future implementations of IEFA would be recursive, ongoing and consistent partnerships and collaborations with Indigenous specialists who could equip the educators with the Indigenous knowledge, pedagogies, and skills they needed to build and sustain relationships with Indian students and families. The educators indicated that the greatest obstacles to the implementation of IEFA curricula were: the lasting legacies of colonialism, Native American subjectivity, misrepresentations of Indigenous identities, lack of understanding about Indigenous epistemologies pedagogies and life ways, systemic racism, poor communication, broken relationships, mistrust and lack of rapport, whiteness and white privilege, and a lack of support or professional development opportunities with Indigenous specialists from particular tribal communities in Montana.
The effect of learning style of Native Americans on achievement in academic subject areas in Montana tribal colleges
(Montana State University - Bozeman, College of Education, Health & Human Development, 1989) Atwell, Beverly Arlene
Because Native Americans have had difficulties in conventional college settings resulting in wide-spread attrition, this study investigated the effect of learning styles on achievement in subject areas of Native Americans in Montana tribal colleges. The Canfield Learning Style Inventory was administered to 693 students. A one-way analysis of variance was used to investigate the differences in achievement depending on learning style in each of eight subject areas of Liberal Arts, Science, Mathematics, Business, Vocational, Native American Studies, Developmental, and Physical Education. Tukey a priori post tests were performed on all significant differences. Significant differences at the .05 level were found in all eight subject areas. A total of 39 significant differences were found. These differences suggest that learning styles contribute to the success of the Native American student in all subject areas. Native American students should be made aware of learning style strengths, and should receive counseling on learning strategies. Instructors should use a variety of teaching methods. Overall conclusions suggest that since most students can learn, changes need to be made to teaching-learning methods, grading, and staff development. Areas for further research include similar studies with other ethnic and age populations, replication using larger samples in mathematics and science, and use of results along with learning strategies to counsel students to see if such counseling would produce better achievement.
Embracing the best of two worlds : Native American college graduates of the University of Great Falls
(Montana State University - Bozeman, College of Education, Health & Human Development, 1998) Beu, Pat Alan
How cultural factors of Native American children may affect school and test performance
(Montana State University - Bozeman, 1979) Taylor, Carmen Cornelius; Chairperson, Graduate Committee: Richard K. Horswill
The impact of the tribal college movement on Native American educational attainment
(Montana State University - Bozeman, College of Letters & Science, 2011) Reese, Mitchell Jordan; Chairperson, Graduate Committee: Christiana Stoddard.
This paper looks at the effects of tribal colleges and universities (TCUs) on Native American educational attainment. Using a difference-in-difference-in difference model, this paper attempts to isolate the effects of these schools on Native Americans living in states with TCUs. First, the results offer evidence that TCUs' effects are not evenly distributed across age groups or between the sexes. The findings show that these schools have significant positive effects on associate's degree attainment for older Native Americans, increasing associate's degree attainment by three percent for Native Americans 35 to 55 while not significantly increasing associate's degree attainment for 25 to 55 year olds. There is also evidence that TCUs lower bachelor's degree attainment levels for Native Americans. An additional TCU per 10,000 Native Americans per state lowers bachelor's degree attainment by 4 to 14 percent for 25 to 55 year olds and by 0 to 13 percent for 35 to 55 year olds. This negative effect appears to be disproportionately felt by Native American men. This paper also finds that TCUs do not appear to significantly increase or decrease the overall years of education for Native Americans in TCU states.
An investigation of learning strategy, selected characteristics, and achievement of tribal college students in Montana
(Montana State University - Bozeman, College of Education, Health & Human Development, 1992) Hill, Michael Joseph
Native American warriors in education : journeys of persistence, stories from the heart
(Montana State University - Bozeman, College of Education, Health & Human Development, 1999) Garcia, Florence McGeshick
Parent training project and its effects on academic achievement, attitudes, and absenteeism among Alaska Native students
(Montana State University - Bozeman, College of Education, Health & Human Development, 1993) Eggleston, Kenneth Wayne
A study of educational achievements of Crow Indian students
(Montana State University - Bozeman, 1979) Stops, William Galen; Chairperson, Graduate Committee: Elnora A. Old Coyote
A study of selected characteristics of successful and unsuccessful American Indian students enrolled at Montana State University from September, 1967 to June, 1972
(Montana State University - Bozeman, College of Education, Health & Human Development, 1974) Voyich, Daniel Louis