A comparison between talking circles and mainstream student support groups for college life adjustment with Alaska Native students
AuthorWoods, Tina Marie
ChairDavid, E. J. R.
KeywordPeer counseling of students
Alaska Native college students
Minority college students
MetadataShow full item record
AbstractAlaska Native college students are less likely to graduate within a four year time span, have higher drop-out rates, and have lower grade point averages compared to other students. In addition to the typical life adjustments, challenges, and stressors that come along with college life, Alaska Native college students also commonly face conflicts between their heritage culture and the Westernized systems of colleges and universities, which might make it more difficult for Alaska Native college students to successfully adjust to college life, perform well academically, and remain committed to completing their education. Thus, this study used an experimental design to compare two similar student support groups (Talking Circles or TC and Mainstream Support Groups or MSG) that were administered during an academic semester to determine which works better with Alaska Native college students for facilitating their adjustment to college life, academic performance, and commitment to completing college. Using an experimental, pre-/post-test comparison group design with 24 Alaska Native college students (TC n=10; MSG n=14), the results revealed that neither TCs nor MSGs increased levels of adjustment to college life and commitment to completing college. Furthermore, although the results showed that students who participated in TCs felt more satisfied and felt that they were heard better by their group compared to students in the MSGs., no evidence was found to support the effectiveness of TCs in improving adjustment to college life, academic success, and commitment to college. Along with the study limitations, future research and service implications regarding the use of TCs among Alaska Native college students -- and among Alaska Native Peoples more generally -- are discussed.
DescriptionDissertation (Ph.D.) University of Alaska Fairbanks, 2013
Table of Contents1. Introduction -- A focus on Alaska Native college students -- The potential of talking circles in facilitating adjustment to college life -- Study aims and significance -- Overview of dissertation -- 2. Background and significance -- Overview of Alaska Native culture and history -- Contemporary experiences of psychological distress and historical trauma -- Pilot study: the talking circle -- The talking circle process -- The talking circle practice and history in Alaska -- The talking circle as practiced by various groups in various contexts -- The talking/healing circles with other indigenous groups of the North -- Circles for restorative justice and peacemaking -- Talking circles and mainstream support groups -- A comparison between talking circles and mainstream support groups -- Small steps: a focus on Alaska Native college students -- Adjustment to college life with Alaska Native students attending UAA -- Summary of literature review, research rationale, and significance of the study -- 3. Methodology -- Cultural advisory committee -- Design overview -- Participant recruitment -- Participants -- Measures -- Demographic questionnaire -- Student adaptation to college questionnaire (SACQ) -- Additional (time 1) questions -- Additional (time 2) questions -- Student performance survey -- Procedures -- All participants -- Talking circle condition -- Mainstream support group condition -- Data and sample management -- Quantitative data analysis -- Qualitative data analysis -- Specific hypotheses for this study -- 4. Results -- Participation and attrition rates -- Participant demographics -- Central analyses -- Effects on SACQ academic adjustment scores -- Effects on SACQ social adjustment scores -- Effects on SACQ personal-emotional adjustment scores -- Effects on SACQ attachment to the situation adjustment scores -- Effects on commitment to completing college -- Effects on other time 2 variables -- Supplemental qualitative responses -- Summary of results -- 5. Discussion -- Lack of demonstrated benefits of both conditions -- Lack of differences between conditions -- A glimmer of potential -- Implications for Alaska Native services -- Study limitations -- Conclusion -- References -- Appendices.
Showing items related by title, author, creator and subject.
The impact of parent and student access of student information management systems on student achievementKershner, Catherine Marie; Jacobsen, Gary; Gatto, Mario; Roehl, Roy (2010-12)"The introduction of online student information systems (SISs) has provided parents and students the opportunity to more closely monitor student academic performance. Two years after the implementation of an SIS, PowerSchool, in the Fairbanks North Star Borough School District, data indicates no significant increase in grade point average (GPA) despite significant increases in SIS utilization. System contacts increased during academic years 2008/'09 and 2009/' 10 among populations of middle school and high school students while average GPAs remained essentially unchanged. However, comparisons between SIS contacts and GPAs revealed statistically significant correlations between the two variables, indicating some degree of connection between student/parent monitoring and academic performance. In addition, analysis of student records indicates a positive correlation between average GPAs and contacts recorded during an academic year: records with low GPAs reported fewer contacts with the SIS, with contacts increasing with GPA values. Thus, while families of higher-achieving students are more likely to utilize PowerSchool than lower-achieving students' families, the introduction of PowerSchool has had essentially no impact on promoting academic achievement"--Leaf iii.
Improving Self-Advocacy Among Students with Exceptionalities through Student-Led IEPs: A Meta-SynthesisOwnbey, Rylee (University of Alaska Southeast, 2017)This meta-synthesis explores the relationship between developing self-advocacy among students with exceptionalities through student-led IEPs. Students with exceptionalities often have a more difficult time developing and applying skills necessary for exhibiting self-advocacy. By providing students with an authentic opportunity to practice self-advocacy skills within the context of a school environment, educators better allow students to develop an awareness of self including strengths and needs, both of which are necessary to find success both within and outside of the school framework.
Instructor-student relationships and attrition rates among students enrolled in developmental asynchronous online coursesLeiter, Gary E.; Renes, Susan L.; Topkok, Sean Asiqluq; Anahita, Sine; Stuive, Christina; Graham, M. Lee (2020-05)Most universities and colleges offer the option of online courses, but there is concern over the high student attrition rates in these courses. The dropout rate within the online environment, especially those enrolled in developmental courses, is significantly higher than that of face-to-face courses. Students taking developmental online courses struggle with the same challenges as the traditional college student, but they often have a more demanding personal schedule, lower self-confidence, and are often confused by the online environment (Croxton, 2014; Gaytan, 2015). Each of these struggles strongly influences student attrition and must be overcome to ensure course completion. Although there is literature focusing on the attrition rates of online courses, very little takes the student perspective into account, and whether student-teacher relationships in developmental asynchronous courses can be linked to course satisfaction leading to persistence. This study examined whether a relationship between the instructor and the student might build self-determination in students, help them through their challenges, and possibly lower the attrition rates among students enrolled in developmental asynchronous online courses at the University of Alaska. This study followed a qualitative approach specifically using the phenomenological methodology using individual interviews of 30 students who had been previously enrolled in developmental asynchronous online courses. Three themes emerged as central to student dissatisfaction: the instructor's lack of communication, not being personable with students, and a confusing and complicated course structure. This study is significant in that it helps institutions better understand their need to take an active role to encourage student persistence.