Abstract

With a national sample of 700 Native American students who took the National Survey of Student Engagement (NSSE), this study tested the ways faculty interaction and inclusion of diverse perspectives in the classroom contributed to learning for Native American students. Significant predictors of learning were quality academic advising, faculty interactions that were supportive, instructor feedback that enabled students to work hard to meet expectations, and coursework that emphasized analysis, application, and diverse perspectives.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 3-17
Launched on MUSE
2016-02-01
Open Access
No
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