Understanding the factors of influence for the success of undergraduate Native American students at MSU

Abstract

The success of Native American undergraduate students in higher education has been insufficiently researched, as much of the existing literature focuses on the barriers, challenges, and negative factors rather than the success factors for Native students. This study aimed to examine the factors that contribute to Native American undergraduate student success at Montana State University (MSU), explore how perceived barriers influence success, and identify how Native American students personally define success and failure in higher education. A quantitative research design was implemented utilizing Dillman et al.'s (2009) Tailored Design Method to collect survey data from self-identifying Native American undergraduate students enrolled at MSU during the fall 2025 semester. This survey included Likert-scale items and open-ended response questions that addressed family influence, mentorship effectiveness, support from MSU, and personal experiences with barriers and success factors. Descriptive statistics, Pearson Correlation analysis, and qualitative interpretation of written responses were used to analyze the completed participant responses. Results highlighted that family support, personal motivation, individual persistence, mentorship, and a supportive transition experience into MSU played a vital role in the success of Native students. Participants also reported that financial stressors, academic challenges, and cultural experiences of invisibility and discrimination influenced their success in higher education. Additionally, Native students defined success as going beyond academic performance, with factors such as belonging, tribal recognition, support systems, relationships, and the ability to give back to their tribal communities playing significant roles in their definitions of success. Overall, this study highlighted that Native American student success in higher education is influenced by academic, cultural, and personal factors and experiences, and is multifaceted, not confined to the traditional Western definition of success. Higher education institutions can further support Native students by prioritizing culturally responsive campus support systems, enhancing their mentorship opportunities, and working to establish a more inclusive campus environment for Native American students, helping to enhance their success in higher education.