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A Case Study of the Little Big Horn College Mission by Nathaniel Rick St Pierre a Thesis Submit Listening to the student voice : a case study of the Little Big Horn College Mission by Nathaniel Rick St Pierre A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Education Montana State University © Copyright by Nathaniel Rick St Pierre (1996) Abstract: Little Big Horn College (LBHC), located in southeastern Montana, plays a significant role in the lives of students and community members. However research with and about student participation in the tribal college experience is scarce. This study acknowledges the history, present condition, and future considerations of the Crow people as well as LBHC's involvement in its own educational and social movement. Although often overlooked, the student role must be recognized as a vital, integral part of educational process. The purpose of this study was to elicit student perceptions of the LBHC mission. A cross-section of 28 LBHC students were interviewed for this descriptive case study. The investigation of the institutional effectiveness of LBHC involved gathering information from students and then categorizing their responses into five analytical areas. These areas included the experiences of students with the Crow culture and language at the college, the value placed on their own education by the students, the degree to which LBHC's programming meets the needs of each student, the psychological and sociological barriers to education, and the ways in which opportunities are provided through the college mission. Four conclusions were drawn for each of the five areas of categories regarding the student perception of the LBHC mission. Recommendations were provided for each of these areas. Collectively, the testimony of students clearly reveals that a special relationship exists between LBHC and its students. The college is providing a culturally-relevant learning experience. The college is accessible to its students and community. It is meeting the needs of people on the Crow Reservation better than any other institution of higher education. It is facilitating its students to overcome barriers to learning. It is also creating opportunities to empower people. LISTENING TO THE STUDENT VOICE: A CASE STUDY OF THE LITTLE BIG HORN COLLEGE MISSION by Nathaniel Rick St. Pierre A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Education MONTANA STATE UNIVERSITY— BOZEMAN Bozeman, Montana September 1996 © COPYRIGHT by Nathaniel Rick St. Pierre 1996 All Rights Reserved )31% ii APPROVAL of a thesis submitted by Nathaniel Rick St. Pierre This thesis has been read by each member of the graduate committee and has been found to be satisfactory regarding content, English usage, format, citations, bibliographic style, and consistency, and is ready for submission to the College of Graduate Studies. 9- 6,-9 6 Dr. Gary Conti Date Chairperson, Graduate Committee ApprovedXor the Department of Education . Gloria Gfei Approved for the College of Graduate Studies Dr. Robert L. Brown Da Graduate Dean iii STATEMENT OF PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a doctoral degree at Montana State University-Bozeman, I agree that the Library shall make it available to borrowers under rules of the Library. I further agree that copying of this thesis is allowable only for scholarly purposes, consistent with "fair use" as prescribed in the U. S . Copyright Law. Requests for extensive copying or reproduction of this thesis should be referred to University Microfilms International, 300 North Zeeb Road, Ann Arbor, Michigan 48106, to whom I have granted "the exclusive right to reproduce and distribute my dissertation in and from microform, along with the non­ exclusive right to reproduce and distribute my abstract in any format in whole or in part." Signature Date ' 7/ / iv ACKNOWLE DGEMENTS This study is the result of the encouragement and support of several people. A special word of recognition is given to my doctoral committee chair. Dr. Gary Conti, for his unwavering commitment, exceptional scholarly and friendly guidance, and keen sense of humor. I am also grateful for the assistance and expert advice of other committee members, Dr. Robert Fellenz, Dr. Wayne Stein, Dr. Douglas Herbster, and Dr. Bill Lieshoff. The Kellogg Center for Adult Learning Research and the Center for Native American Studies also deserve recognition for helping me in countless ways. My parents, Roger and Gloria, gave me hope and confidence. I am glad all my relatives and friends had faith in me. And thanks to my daughters, Natasha and Christine, for their love and patience. Appreciation is extended to the entire staff at Little Big Horn College to complete this study. President Janine Pease-Pretty On Top, Dale Old Horn, Willie Stewart, and Henry Real Bird, among so many others, will always have my respect because of their success in serving people.from the Crow Reservation. Finally, my gratitude to the students of Little Big Horn College. May your voices be heard throughout the land and echo well into the next century. V < TABLE OF CONTENTS Page ABSTRACT............................................. .vii 1. INTRODUCTION........................................ I Background.......................................... I Statement of the Problem........................ 12 Purpose........................ 14 Research Questions................................. 15 Significance of the Study.... ...................... 15 Definitions........................................ 19 Assumptions.......................... ..............2 0 Limitations........................................ 21 2. LITERATURE REVIEW............................. 22 Introduction....................................... 22 Higher Education Considerations for Indians........ 24 Assessing Impediments......................... 24 Tribal College Student Profile................ 27 The Crows.............................. 29 Crow Education..................................... 33 Little Big Horn College............................ 35 History....................................... 35 LBHC Mission Statement........................ 41 Indian Adult Learners.............................. 43 Needs of Indian Students............... 45 Learning Styles............................... 48 LBHC Student Issues........................... 51 3 . METHODOLOGY.................... 56 Design............................................. 56 Sample............................................. 58 Interview Format................................... 61 Procedures......................................... 65 4. FINDINGS........................................... 70 Introduction....................................... 70 Acknowledging Crow Tradition....................... 71 The College of Choice.............................. 78 Meeting Student Needs.............................. 87 Barriers to Learning............................... 91 vi TABLE OF CONTENTS— Continued Page The Measure of Success............................. 97 5. CONCLUSIONS . ....................................... 104 Summary of Study.................................. 104 Cultural Continuity............................... 107 Conclusions.............................. 107 Recommendations............................. 108 Adequacy of LBHC.................................. HO Conclusions.................................. HO Recommendations.............................. Ill Student Needs..................................... 112 Conclusions.................................. 112 Recommendations.............................. 113 Student Barriers....................... 116 Conclusions...................... 116 Recommendations.............................. 119 Listening to the Student.......................... 12 0 Conclusions.................................. 120 Recommendations.............................. 121 REFERENCES....................... ..................... 126 APPENDIX 135 vii ABSTRACT Little Big Horn College (LBHC), located in southeastern Montana, plays a significant role in the lives of students and community members. However research with and about student participation in the tribal college experience is scarce. This study acknowledges the history, present condition, and future considerations of the Crow people as well as LBHC1s involvement in its own educational and social movement. Although often overlooked, the student role must be recognized as a vital, integral part of educational process. The purpose of this study was to elicit student perceptions of the LBHC mission. A cross-section of 28 LBHC students were interviewed for this descriptive case study. The investigation of the institutional effectiveness of LBHC involved gathering information from students and then categorizing their responses into five analytical areas. These areas included the experiences of students with the Crow culture and language at the college, the value placed on their own education by the students, the degree to which LBHC1s programming meets the needs of each student, the psychological and sociological barriers to education, and the ways in which opportunities are provided through the college mission. Four conclusions were drawn for each of the five areas of categories regarding the student perception of the LBHC mission. Recommendations were provided for each of these areas. Collectively, the testimony of students clearly reveals that a special relationship exists between LBHC and its students. The college is providing a culturally- relevant
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