Author ORCID Identifier:
Date of Graduation
7-2026
Document Type
Dissertation
Degree Name
Doctor of Education in Adult and Lifelong Learning (EdD)
Degree Level
Graduate
Department
Counseling, Leadership, and Research Methods
Advisor/Mentor
Avery, Niki
Committee Member
Paape, Johnathon
Second Committee Member
Grover, Kenda
Keywords
American Indian Education; Culturally inclusive student support; Culturally Relevant Education; Minority Serving Institutions; Tribal Colleges and Universities
Abstract
The Eurocentric formal education model was first introduced to American Indians as a weapon, a tool by which American Indian culture and lifeways could be dismantled thus forcing the entire population into assimilation. The residual trauma of the Indian Boarding School era and other federal Indian policy continue to impact American Indian students, even at the postsecondary level. For decades, research has focused on exploring the role of Tribal Colleges and Universities (TCU) to explain the increased success American Indian students experience at these institutions when compared to other institutions. Though they have demonstrated an exceptional ability to adequately serve their Tribal citizens, unfortunately TCUs enroll a very small portion of the total population of American Indian students, therefore presenting a need for further research determine how this success might be replicated at other institutions. The study focuses on Muscogee (Creek) Nation college students who are receiving scholarship assistance through the Tribe with the goal of assessing the relationship between individual student success (measured by college GPA) and the use of culturally sensitive academic resources, while controlling for high school GPA and the number of remedial courses taken in college. As a secondary research question, the study seeks to identify how the use of culturally sensitive academic resources may moderate the relationship between college GPA (i.e. success) and the type of institution the student is attending. Data will be collected through an electronic survey and analyzed using multiple regression.
Citation
Barnett Nsakashalo, S. J. (2026). A Quantitative Examination of the Relationship Between College GPA and Culturally Inclusive Support Services. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/6414
