Native American students perspectives on higher education

Abstract

The purpose of this study is to determine where Native American students gain their perspectives of post-secondary education and who influences those choices. There has been much publicity about statistics on drop-out rates for Native American students and their absence at post-secondary level schools. These statistics reflect a significantly higher level than the average. Recognizing these facts gives importance for educators to assist students in developing positive perspectives about education in general and post-secondary education in particular. It has long been touted that experiential exposure to post-secondary schools at the critical middle school years is a possible solution to improved student attitude toward higher education. Traditionally, research has shown that students involved in experiential, hands-on type of activities achieved more, liked the curriculum more and improved their attitude and skills more than did students in traditional, textbook-based classrooms. Hence, it is predictable that students would like activity-based, hands-on experience more than textbook generated exploration of the college experience. The study addressed middle school students at Lac du Flambeau Public School in Lac du Flambeau, Wisconsin.