Journal of American Indian Education
Abstracts — 1993

#481
AMERICAN INDIAN AND ALASKA NATIVE POSTSECONDARY DEPARTURE: AN EXAMPLE OF ASSESSING A MAINSTREAM MODEL USING NATIONAL LONGITUDINAL DATA
D. Michael Pavel; Raymond V. Padilla Vol. 32, No. 2, pp. 1-23, Jan. 1993

Using Tinto's model of institutional departure, longitudinal data drawn from sophomore and senior cohorts in the High school and Beyond study (HS&B), and a variation of the statistical technique known as structural equation modeling, the present study sought to call attention to certain theoretical and methodological issues that arise when studying American Indian and Alaska Native (AI/AN) postsecondary departure. A variation of structural equation modeling that treats all constructs as observed variables was used because of the small sample size. An initial confirmatory analysis found a weak fit between the Tinto model and the AI/AN sophomore cohort data. However, during an exploratory analysis minor revisions to the model suggest that family background, postsecondary intentions (both prior and during college), and formal and informal academic integration are the most significant aspects in Tinto's model that influence AI/AN postsecondary outcomes. In addition, important aspects of the Tinto model for the sophomore cohort only included the effects of academic skills, personal abilities, and prior schooling on initial postsecondary intentions. A confirmatory analysis using AI/AN senior cohort data found that initial postsecondary intentions and goal commitment are important factors that influence academic integration. These findings support existing research calling for more programs that foster positive family support and postsecondary intentions early in an AI/AN student's high school experience. Further, it was stressed that support programs should be in place to enhance academic and social integration while AI/ANs are in college. Finally, it was recommended that the sample size of AI/ANs in national data bases like HS&B need to be increased and the indicators need to be improved so that in the future better research can be conducted on American Indian and Alaska Native postsecondary outcomes.

#482
A FOCUS ON AMERICAN INDIAN COLLEGE PERSISTENCE
Don-Paul Benjamin; Stephen Chambers; Gary Reiterman Vol. 32, No. 2, pp. 24-40, Jan. 1993

Studies of college student persistence often concentrate on quantifying the characteristics of those who fail to persist. The present study departs from most research by focusing on those who succeed. American Indians, the least successful ethnic group in higher education, compose the target study population. After demonstrating the inability of quantitative statistics to predict American Indian persistence, the study proposes an alternative social science methodology which suggests that a culturally sensitive approach may help researchers define competencies leading to college persistence.

#483
COMPUTER EXPERIENCE OF MENOMINEE INDIAN STUDENTS: GENDER DIFFERENCES IN COURSEWORK AND USE OF SOFTWARE
Jerilyn R. Grignon Vol. 32, No. 3, pp. 1-15, May 1993

The purpose of this study was to examine computer experiences of Menominee Indian 8th- and 12th- grade students. Seventy-one students filled out a survey questionnaire indicating where they obtained their computer experience and under what circumstances. These findings showed that schools played a central role in providing access to computers and that gender differences occurred in significant proportions within the confine of software applications and differential coursetaking. In 8th-grade, females received similar in-school experience, but significant differences were found in programming where males obtained more experience in the home. In the 12th-grade, the difference occurred in the use if software; females spent significantly less time using games and graphics than same grade males. When considering patterns of coursetaking, females enrolled significantly less in classes where more sophisticated graphics programs were offered--in technical education. Other important differences revealed that more males than females in 12th-grade enrolled in computer science classes.

#484
THE AMERICAN INDIAN HIGH SCHOOL DROPOUT RATE: A MATTER OF STYLE?
John A. Backes Vol. 32, No. 3, pp. 16-29, May 1993

The national high school dropout rate for American Indian students has been shown to be between approximately 30% (Swisher, Hoisch, & Pavel, 1991) to approximately 50% (Chavers, 1991). Although numerous reasons may exist for such a high dropout rate, one specific reason may be that the dominant personal learning styles of American Indian students is markedly different from that of the general population of students. The purpose of this study was to determine the effect that learning style has on the learning success or failure of American Indian Chippewa (Metis) high school students as compared to non-American Indian high school students. The instrument used to determine dominant personal learning style was the Gregorc Style Delineator - Research Edition (Gregorc, 1982). Although no significant difference was found among the personal learning styles between graduates and dropouts in either the American Indian Chippewa (Metis) or the non-American Indian populations, the results of this study did indicate significant differences in learning styles of American Indian Chippewa (Metis) students as compared with non-American Indian students. Recommendations to address the dominant learning styles of American Indian Chippewa (Metis) students include teacher awareness of learning style, staff development, and the adoption of a constructivist/cognitive approach to teaching.

#485
A PILOT STUDY OF SOURCES OF INFORMATION AND SUBSTANCE USE PATTERNS AMONG SELECTED AMERICAN INDIAN HIGH SCHOOL SENIORS
Roland J. Lamarine Vol. 32, No. 3, pp. 30-39, May 1993

Sources of information about alcohol, marijuana, cigarettes, chewing tobacco, and other drugs are examined in a non-randomized sample of 168 American Indian high school seniors in New Mexico. The frequency of substance use is assessed along with selected intrapersonal, social, and environmental variables. The age at which the subjects first used these substances is compared with the age at which they first obtained information about them. Generally, students acquire information before they began to use the various substances. The most common sources in which the subjects received information were school, electronic media, and print media. Levels of use were lower than those reported for national surveys of the American Indian adolescent population. Parents' attitudes toward adolescent substance use were moderately correlated with adolescents' use of these substances. Implications of this pilot study are discussed and suggestions for implementation of a large scale survey are presented.

#486
INSTRUCTIONAL PREFERENCES OF CREE, INUIT, AND MOHAWK TEACHERS
Lynn McAlpine; Donald M. Taylor Vol. 33, No. 1, pp. 1-20, Fall 1993

This study investigated the teaching style preferences of Cree, Inuit, and Mohawk teachers. The results substantiate that mainstream and aboriginal teachers share a number of teaching preferences. Nevertheless, distinctions can be made 1) between mainstream and aboriginal teachers and 2) across aboriginal groups. Confirmation of these differences in teaching preferences provides further evidence of the ways in which aboriginal teachers transform their classrooms away from mainstream patterns towards instructional preferences which may better meet the needs of their students. Of greater significance, the differences across groups highlights the importance of attention to local social and educational factors in understanding the preferences that guide teachers in their classrooms.

#487
INCREASING THE RETENTION OF AMERICAN INDIAN STUDENTS IN PROFESSIONAL PROGRAMS IN HIGHER EDUCATION
Donald S. Tate; Charles L. Schwartz Vol. 33, No. 1, pp. 21-31, Fall 1993

Research literature to date has not documented the barriers American Indian students face over the course of their graduate and undergraduate education while in professional programs such as Social Work, Medicine, Law, and Nursing. To increase the knowledge base surrounding this population, a national survey of 84 American Indian Social Work students was conducted to ascertain the main factors associated with difficulties in student retention. Results indicate that three factors emerged as posing the most difficulty for students in professional Social Work programs: difficulties in acculturation, problems associated with being a non-traditional student, and the presence of faculty support. Although the study only focused on American Indian Social Work students, the results have implications for other professional programs that are trying to increase the success of the American Indian student in their programs. Suggestions for programs that address the concerns of the American Indian student are discussed.

#488
THE RAVEN MATRICES AND NAVAJO CHILDREN: NORMATIVE CHARACTERISTICS AND CULTURE FAIR APPLICATION TO ISSUES OF INTELLIGENCE, GIFTEDNESS, AND ACADEMIC PROFICIENCY
Jim MacAvoy; Stephanie Orr; Craig Sidles Vol. 33, No. 1, pp. 32-43, Fall 1993

Navajo students attending grades 2 through 12 in the Flagstaff Unified School District #1 were assessed using the Raven Coloured and Standard Progressive Matrices. Analysis of normative data compiled for this large scale student population suggests that the Raven Matrices are developmentally sensitive measures that have limited application to gifted populations because of score ceiling considerations. The Raven Coloured Progressive Matrices (RCPM) was found to be appropriate for use through grade 2 and the Raven Standard Progressive Matrices (RSPM) from grades 3 through 9 when assessing giftedness for Navajo students attending school "on" and "off" the reservation. Correlational analyses revealed positive correlations between the Raven Matrices and group achievement measures with higher levels of concordance noted with the RSPM and secondary students than for the RCPM with elementary populations. Gender comparisons of Raven performance revealed significantly higher RCPM scores by males at the elementary level but equivalent RSPM scores for female and male students at the secondary level. Further comparative analyses revealed a significantly higher RCPM and RSPM performance for Navajo students attending Leupp School on the Navajo reservation than for their Navajo counterparts attending schools in the City of Flagstaff.