Native American Transfer Students' Perceptions of the Barriers and Challenges Related to Academic Performance After Community Colleges
Abstract
The research design employed a qualitative approach which used the Interpretative Phenomenological Analysis. Utilizing the Interpretative Phenomenological Analysis allowed the researcher to gain knowledge of what Native American community college transfer students perceive to be the challenges and barriers of transferring to a four-year university with regards to their academic experiences. This study used structured interview questions to gather data by asking open-ended questions that were transcribed and coded for patterns and themes.There were no known risks associated with this study. At most there was a small risk associated with exposing disparities related to Native American students who faced unique challenges and barriers upon transferring to a four-year university. The anticipated benefits were adding to the knowledge of higher education for Native American students and assisting colleges and universities in strategies related to retention and academic success.
Subject Area
Educational leadership
Recommended Citation
Lowry, Rebekah Revels, "Native American Transfer Students' Perceptions of the Barriers and Challenges Related to Academic Performance After Community Colleges" (2022). ETD Collection for Fayetteville State University. AAI29067384.
https://digitalcommons.uncfsu.edu/dissertations/AAI29067384