American Indian High School Student Persistence and School Leaving: A Case Study of American Indian Student School Experiences

Persistent Link:
http://hdl.handle.net/10150/265553
Title:
American Indian High School Student Persistence and School Leaving: A Case Study of American Indian Student School Experiences
Author:
Fortuin, Kevin M.
Issue Date:
2012
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
One method by which student success or failure is measured is whether or not students graduate or dropout. The current educational policy, No Child Left Behind Act of 2001, aims to close the achievement gap among different ethnic groups. Despite these goals, American Indian students have the highest dropout rate and lowest graduation rate in the country. For well over a century, federal educational policy has failed to meet the educational needs of American Indian students. This research project shows the need for perspectives to change in terms of "dropping out" and "graduating" in order to address and improve the success rates for Native American students in K-12 public schools. This thesis focuses on urban Native American student schooling experiences, calling for a need to avoid labeling students and for schools to place a greater emphasis on building positive interpersonal relationships with students and families.
Type:
text; Electronic Thesis
Keywords:
Education; Graduation; High School; Native American; American Indian Studies; American Indian; Dropout
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; American Indian Studies
Degree Grantor:
University of Arizona
Advisor:
Lomawaima, K. Tsianina

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleAmerican Indian High School Student Persistence and School Leaving: A Case Study of American Indian Student School Experiencesen_US
dc.creatorFortuin, Kevin M.en_US
dc.contributor.authorFortuin, Kevin M.en_US
dc.date.issued2012-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractOne method by which student success or failure is measured is whether or not students graduate or dropout. The current educational policy, No Child Left Behind Act of 2001, aims to close the achievement gap among different ethnic groups. Despite these goals, American Indian students have the highest dropout rate and lowest graduation rate in the country. For well over a century, federal educational policy has failed to meet the educational needs of American Indian students. This research project shows the need for perspectives to change in terms of "dropping out" and "graduating" in order to address and improve the success rates for Native American students in K-12 public schools. This thesis focuses on urban Native American student schooling experiences, calling for a need to avoid labeling students and for schools to place a greater emphasis on building positive interpersonal relationships with students and families.en_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
dc.subjectEducationen_US
dc.subjectGraduationen_US
dc.subjectHigh Schoolen_US
dc.subjectNative Americanen_US
dc.subjectAmerican Indian Studiesen_US
dc.subjectAmerican Indianen_US
dc.subjectDropouten_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineAmerican Indian Studiesen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorLomawaima, K. Tsianinaen_US
dc.contributor.committeememberNicholas, Sheliah E.en_US
dc.contributor.committeememberBegay, Manly A.en_US
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