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AN EXPLORATORY STUDY OF PERCEIVED FACULTY DISCRIMINATION AND NATIVE AMERICAN COLLEGE STUDENTS’ INTRINSIC MOTIVATION

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Please use this identifier to cite or link to this item: http://hdl.handle.net/1928/17433

AN EXPLORATORY STUDY OF PERCEIVED FACULTY DISCRIMINATION AND NATIVE AMERICAN COLLEGE STUDENTS’ INTRINSIC MOTIVATION

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Title: AN EXPLORATORY STUDY OF PERCEIVED FACULTY DISCRIMINATION AND NATIVE AMERICAN COLLEGE STUDENTS’ INTRINSIC MOTIVATION
Author: Joe, Jamie Lynn
Advisor(s): Olson, Pamela
Committee Member(s): Atencio, David
Hossain, Ziarat
Olson, Pamela
Department: University of New Mexico. Division of Individual, Family and Community Education
Subject(s): Native American College Students, Perceived Discrimination, Intrinsic Motivation
LC Subject(s): Indian college students--Attitudes
Motivation in education
Discrimination in education
College teachers--Attitudes
Degree Level: Masters
Abstract: Perceived faculty discrimination and its affect on Native American college undergraduate students‟ intrinsic motivation was explored. The following variables were studied, perceived faculty discrimination, family support, and intrinsic motivation in an attempt to gain insight on the changing Native American enrollment rates. An interest was taken in examining perceived faculty discrimination to see if possible negative interactions, such as negative approaches and feedback, occurred during class between instructors and students. Students‟ perception or lack of perceived faculty discrimination was studied to observe its impact on Native American students‟ intrinsic motivation to learn and to see how that would impact their academic success. Lastly, family support was examined in relation to students‟ experiences of perceived faculty discrimination to get a sense of how the presence or absence of support influenced students‟ academic success. The student sample consisted of 40 University of New Mexico Native American undergraduate students enrolled in one of five introductory NATV courses for the Fall 2008 semester. The students ranged in age from 19 years old to 55 years old (M = 27, SD = 9.68). viii There were 65% females (N = 26) and 32.5% males ( N = 13). Student classification was composed of four student groups: 5% sophomore (N = 2), 10% junior (N =4), 62.5% senior (N = 25), and 7.5% other (N =3). A Pearson Bivariate Correlation analysis was conducted and the study revealed that there was no significant relationship between perceived faculty discrimination and Native American students‟ intrinsic motivation to academically succeed.
Graduation Date: December 2011
URI: http://hdl.handle.net/1928/17433

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