The purpose of this study was to examine the relationship of selected student background variables and traits with academic persistence of first-time, full-time, Native American students enrolled at a major Southwestern university from the 1988 to 1990 school years. The predictors associated with persistence of Native American students were identified by use of the Student Information Form, a survey questionnaire devised by Cooperative Institutional Research Program (CIRP, 1990). The survey was administered during each Fall semester Freshmen Orientation to a total of 275 Native American students, 147 of whom voluntarily returned the questionnaire. Of this group, 83 questionnaires constituted the sample. The research centered on an examination of probability for six predictors and five psychological characteristics with academic persistence used as a dependent variable. The six predictors were: (1) high school grade point average, (2) American College Test (ACT) scores, (3) residence status, (4) parental income, (5) parental education, and (6) financial aid. The Logistic Regression Analysis was utilized to analyze data, and the obtained findings indicated that there was no significant correlation between Native American students' high school grade point average, ACT scores, parental income, parental education, residency, or financial aid and their academic persistence at a Southwestern university between 1988 to 1990. The analyses suggested a significant correlation between remaining at a university for four or more semesters and leadership, attitude, and values, and future goals. These three factors appeared to be the best predictors of academic persistence for Native American students.

This dissertation was written with the intent to determine the effectiveness of a community college program for Native American students. The procedure consisted of the following steps: (1) design of a survey instrument, (2) collect and collate the survey, (3) review literature with specific emphasis in programs designed for minorities and programs designed for Native American students in higher education, and (4) summarize the findings, and make recommendation to integrate into a reconstructed program that will improve and revitalize Native American students' recruiting, retention and graduation rates at the community college level, and prepare Native American students for university transfer. The major findings in this study are: (1) 95% of all the students enrolled at this particular college had a clear vision of their educational goals, (2) 80.2% of all the students enrolled in college were planning to prepare for a career, (3) most Native American students depend on financial assistance from several sources, (4) approximately half of all Native American students were underprepared for college, (5) less than 50% of the students surveyed actually got involved in special programs to aid them in college, and (6) the demographics of these students were quite similar to the non-Native American counterpart. Recommendations for these students include: (1) strengthen the educational foundation of these students while they are in K-12th grades, (2) in addition to providing financial assistance to these students, colleges need to set up a better support system in terms of transportation, work-study/jobs and housing, (3) when recruiting students, the student should be able to prove through assessment scores that they are able to benefit from a college education, and (4) transfer strategies must be part of the Native American program.

This paper examines Public Law 93-638, the Indian Self-Determination and Education Assistance Act, from its origins to the present. Subsequent laws which have had an impact on the original statute are viewed through their legislative history, legal implications, and effect. Contract schools under the legislation are discussed in regards to their number, location, and structure. A critical look at Indian education is provided along with general comments on contracting under PL 93-638.

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The effective administration of tribally chartered community colleges is critical to the achievement of American Indian goals for self determination. American Indian administrators of community college programs were surveyed to identify their backgrounds, role perceptions as administrators and their concerns related to role conflicts. The study was conducted in 14 of the 16 institutions within the American Higher Education Consortium. Two institutions had no American Indian administrators. Of 75 potential respondents 47 participated in the study. The respondents had the characteristics of being Indian, of speaking an Indian language, of being committed to the integration of an Indian philosophy into college experiences, of being educated in reservation public schools, of having more than three years of experience as an administrator, and of having come into the position from another institution. The two roles perceived by these administrators as important to their institutions were "advisor to non-Indians" and "human relations expert." Roles perceived as being most important to the Indian communities were as provider for educational leadership and intermediary between Indian and non-Indian people. The American Indian administrators also identified their personal roles as catalysts for change, facilitators of institutional excellence, human relations specialists and mediators for Indian and non-Indian relations. These roles form the core features of identity common to the participating American Indian administrators. Participating were asked to determine possible role conflicts. From a list of 20 statements three were perceived as conflicts. Having a simultaneous commitment to the Indian community and to the institution was one source of conflict. Another was allowing conflict to become the basis for institutional change. A third conflict resulted from attempts to be a successful role model for other American Indian people while effectively administering the college programs. Reviewing their own experiences, administrators identified the greatest problems they face as being a successful role model, the expectations of Indians and non-Indians that they should perform at a higher level than their Anglo counterparts, the use of conflict in their own institutions as a condition for improvement, pressures on them to serve as Indian spokesmen, and being torn between the Indian community and their college duties. The findings of this study underscore the importance of staffing American Indian colleges with competent and strong Indian administrators. The problems experienced by American Indian administrators are in many cases the same as non-Indian administrators. In order to provide the very best American Indian administrators for the American Indian community colleges advanced degree training must be emphasized.