TDNet Discover

The purpose of this quantitative study is to test the correlation between perceived levels of faculty support behaviors on the Native American student's college degree completion experience. Sociocultural Learning Theory and the Social Integration Model are the theoretical frameworks this study used to connect to the related research on the Native American college student experience. Research scarcity and gaps in the existing scholarship justified the study. “What is the relationship between faculty’s perceived supportive classroom behaviors and undergraduate Native American college students’ self-reported persistence to graduation?” and “What is the relationship between faculty’s perceived supportive classroom behaviors and graduate Native American college students’ self-reported persistence to graduation?” are the two research questions asked. A quantitative research approach used Spearman’s rank correlation to analyze n=315 Gates Millennium Scholars and finalists who identified as Native American from 1999 to 2017 (BMGF, 2021). The Spearman rank correlation test conducted in SPSS 29 revealed a statistical significance of perceived faculty support behaviors on the Native American undergraduate (rs (138) = .617, p