Native American Studies

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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.

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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.
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.
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
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
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
Native American students' perceptions of counselor effectiveness at Montana State University
(Montana State University - Bozeman, College of Education, Health & Human Development, 1983) Dynneson, Verla Vester
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
Predicting retention of adult university students
(Montana State University - Bozeman, College of Education, Health & Human Development, 1996) Waldo, Susan Marusiak
Learning strategies in the Fort Peck Reservation community
(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Bighorn, Robin
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

Native American Studies

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