Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Joanna Karet

Abstract

The Western pedagogy dominating higher education institutions creates a barrier that is difficult for many Indigenous students (IS) to overcome. To address the concern of low IS retention rates, a local community college (CC) infused culture-based education (CBE) into the existing curriculum. Grounded in Cross’s cultural competence framework, the purpose of this causal-comparative study was to examine the difference in retention rates between first-time degree-seeking 1st- year IS (FTFYIS) who attended the CC from 2008-2010 (n = 1,000), before CBE was implemented, and those who attended the CC from 2011-2013 (n = 1,286), after CBE was implemented. Raw data were provided by the CC’s institutional research and analysis office. One-way analysis of variance showed no statistical difference (p = .701), indicating that CBE did not affect FTFYIS retention rates. Because results of this study contradict findings presented in the literature, consideration has been given to the actual implementation of CBE, mainly if CBE was implemented with fidelity. Therefore, a 3-day professional development training for faculty and staff was developed to enhance faculty and staff understanding, knowledge, skills, and best practices in implementing CBE. A replication of the study is scheduled after the professional development training has been completed by most faculty and sufficient time has been allowed for implementation. Preparing faculty with the necessary skills and knowledge to implement CBE with fidelity might, based on the literature review, support positive social change by helping FTFYIS to persist in college, thus preparing them for success in their further education and career choices.

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