Presentation Type
Poster Presentation
Category
STEM (science, technology, engineering, mathematics)
Abstract/Artist Statement
Montana largest race/ethnic non-While population is Native Americans (NAs) - 8.2% of the population compared to 1.7% nationally (American Community Survey 2017; U.S. Census Bureau, 2015). Montana, known for its expansive Native American reservation territories, is also home to a significant number of tribal colleges.
While tribal colleges and universities (TCUs) play a crucial role in preserving cultural heritage and fostering academic growth, Native American students face distinctive challenges when they graduate from a TCU and transfer to a 4-year institution outside their reservations. These challenges include maintaining a sense of community connection, encountering a lack of cultural competence in support services, and confronting stereotypes. Factors that influence their academic performance in four-year institutions include financial difficulties, family responsibilities, and the level of academic preparedness. However, the specific experiences of Native American students in science, technology, engineering, and mathematics (STEM) fields have not been adequately examined. The purpose of this study is to explore the STEM course taken patterns of transfer students from a tribal college.
The project, spearheaded by Chief Dull Knife College (CDKC), a tribal community college in eastern Montana, has been launched with the support of a collaborative agreement with the Montana Office of Commissioner of Higher Education. Student data from CDKC was merged with data from the Montana university system, creating a comprehensive dataset covering the years 2001 to 2019. This dataset was thoroughly compiled, undergoing rigorous protocols for data merging and cleansing to ensure its accuracy and reliability. The majority of CDKC transfer students are Native American, representing 83.9% (208 out of 248 students), with a significant female representation of 66.5%. Preliminary analyses have started to uncover patterns of academic achievement in mathematics and other STEM courses among these students. Further analysis has been conducted on those who successfully earned a bachelor’s degree in a STEM field. Results of the study provides implications to better support transfer students’ persistence and success at 4-year institutions.
Mentor Name
Ke Wu
STEM Course Taking Patterns of Transferred Students from Tribal College
UC North Ballroom
Montana largest race/ethnic non-While population is Native Americans (NAs) - 8.2% of the population compared to 1.7% nationally (American Community Survey 2017; U.S. Census Bureau, 2015). Montana, known for its expansive Native American reservation territories, is also home to a significant number of tribal colleges.
While tribal colleges and universities (TCUs) play a crucial role in preserving cultural heritage and fostering academic growth, Native American students face distinctive challenges when they graduate from a TCU and transfer to a 4-year institution outside their reservations. These challenges include maintaining a sense of community connection, encountering a lack of cultural competence in support services, and confronting stereotypes. Factors that influence their academic performance in four-year institutions include financial difficulties, family responsibilities, and the level of academic preparedness. However, the specific experiences of Native American students in science, technology, engineering, and mathematics (STEM) fields have not been adequately examined. The purpose of this study is to explore the STEM course taken patterns of transfer students from a tribal college.
The project, spearheaded by Chief Dull Knife College (CDKC), a tribal community college in eastern Montana, has been launched with the support of a collaborative agreement with the Montana Office of Commissioner of Higher Education. Student data from CDKC was merged with data from the Montana university system, creating a comprehensive dataset covering the years 2001 to 2019. This dataset was thoroughly compiled, undergoing rigorous protocols for data merging and cleansing to ensure its accuracy and reliability. The majority of CDKC transfer students are Native American, representing 83.9% (208 out of 248 students), with a significant female representation of 66.5%. Preliminary analyses have started to uncover patterns of academic achievement in mathematics and other STEM courses among these students. Further analysis has been conducted on those who successfully earned a bachelor’s degree in a STEM field. Results of the study provides implications to better support transfer students’ persistence and success at 4-year institutions.