Enhanced Understanding of Elements Influencing Tribal College Math Students’ Post-Secondary Persistence: Student Voices

Abstract

Individuals who are American Indian and Alaskan Native (AI/AN) are less likely to enroll in and complete post-high school educational programs and to enter STEM careers than White students. Completion of math courses is a common barrier to academic persistence for many students, including students who are AI/AN. This qualitative study interviewed 40 students from one rural, tribal college; the students articulated elements that supported them in math and led to academic persistence and those that were barriers to success in math and subsequent graduation. About one-third had attended college intermittently, some for more than 20 years. Most said that flexible class schedules, the ability to complete math coursework in settings other than the math classroom, and using technology allowed them to complete math courses successfully. Students more frequently commented on individual, family, and community elements that influenced their academic progress, especially non-academic barriers such as health and work. The students’ words informed development of a more robust description of elements influencing student academic persistence among tribal community college math students to guide future research and program development leading to higher rates of academic success.