Lethbridge Community College Native student retention in the context of personal profiles and social landscapes
University of Lethbridge. Faculty of Education
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1989
Enrollment records from 1981 show that voluntary dropout from Lethbridge Community College among Native students has decreased; however, though more are staying in College many are suspended due to low grades. To determine the most appropriate measures to take to promote Native student retention and success in college courses six Native students were interviewed. These six students were an approximate representation of the general College Native student population in terms of age, Band, gender, marital status, and program area. An unstructured interview was conducted with each student with the intent of having the student speak openly about their school experiences as they grew up and give their personal opinions, suggestions, and recommendations for promoting Native student retention. Each interview was taped, transcribed, and shown to the student for changes or deletions. Findings from each student's educational history show the diversity in school experiences but also adversity in learning due to peer pressure and more often low expectations placed on the Native student by teachers in some non-Native southern Alberta schools. The suggestions and recommendations by the students indicate a willingness to participate in promoting Native student retention through such measures as peer support, group study, and active participation in the Native Student Association not only to provide support for Native students but also to promote good relations with non-Natives within the College and in the community.
vi, 113 leaves : ill, ; 29 cm.
Lethbridge Community College , Indigenous peoples -- Alberta -- Education (Higher) , Dropouts -- Alberta -- Lethbridge -- Prevention