Native American Studies

Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/51

The Department of Native American Studies was established to provide and advance quality education for and about American Indians of Montana, the region, and the nation. In fulfilling this mission, the Department is committed to meet the changing needs of Montana's Indian tribes and all Montana citizens through excellence in teaching, research, and service. In its academic program, the department provides concentrated study through an undergraduate minor, the first online graduate certificate in Native American Studies offered, and a Master of Arts degree in Native American Studies. Students in any major can also gain a multicultural perspective through NAS offerings in the University's core curriculum. The Department, through its research and other creative efforts, actively pursues interdisciplinary scholarship in the field of Native American Studies.

Browse

Filters

Settings

Start date: 1990Subject: search.filters.subject.College students

Search Results

Now showing 1 - 10 of 11
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    Cultural communication problems experienced by Native American students of the Advance by Choice (ABC) program at Montana State University
    (Montana State University - Bozeman, 1990) Webber, Susan Ann; Chairperson, Graduate Committee: Karen C. Jacobson
  • Thumbnail Image
    Item
    Perceptions of Native American women in college of the impact of the teachers' attitudes and the classroom environment on their K-12 learning
    (Montana State University - Bozeman, College of Education, Health & Human Development, 1999) Parker, Koleen
  • Thumbnail Image
    Item
    Factors that enabled success of Native American baccalaureate nursing graduates at Montana State University from 1986 to 1995
    (Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Yurkovich, Eleanor Eloise
  • Thumbnail Image
    Item
    A study of Crow reservation-oriented college students who attended baccalaureate degree offering colleges from 1965 to 1990
    (Montana State University - Bozeman, College of Education, Health & Human Development, 2002) Enemy Hunter, Luke
  • Thumbnail Image
    Item
    Listening to the student voice : a case study of the Little Big Horn College Mission
    (Montana State University - Bozeman, College of Education, Health & Human Development, 1996) St. Pierre, Nathaniel Rick
  • Thumbnail Image
    Item
    Predicting retention of adult university students
    (Montana State University - Bozeman, College of Education, Health & Human Development, 1996) Waldo, Susan Marusiak
  • Thumbnail Image
    Item
    Learning strategies in the Fort Peck Reservation community
    (Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Bighorn, Robin
  • Thumbnail Image
    Item
    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
  • Thumbnail Image
    Item
    Constructing a model of success for first-year Native American college writers
    (Montana State University - Bozeman, College of Education, Health & Human Development, 2011) Komlos, Barbara Zsuzsanna; Chairperson, Graduate Committee: Betsy Palmer
    The purpose of this grounded theory study was to explore Native American students' experiences with writing in the first year of college at a public research university and two tribal colleges, exploring in particular what helped them succeed as writers. Individual interviews with students served as the main sources of data and included self-portraits of the students as writers, re-creations of their writing process through a flow-chart activity, and reflections on graded writing assignments. Interviews with faculty and academic support staff provided further insights. Findings are organized around 10 themes that shed light on students' writing experiences and the factors contributing to their success: (1) Definition of Success, (2) Preparation for College Writing, (3) Self-Concept and Identity, (4) Academic Writing Literacy, (5) Feedback and Self-Concept, (6) Effectiveness of Feedback, (7) Facilitating Revision, (8)Writing Resources, (9) Native Communities, (10) Native Culture. A theoretical model is proposed to explain the factors influencing Native American students' academic writing success in their first year of college. Recommendations for practice and future research are also provided.
Copyright (c) 2002-2022, LYRASIS. All rights reserved.