Factors affecting native Hawaiian student persistence in higher education

UnrestrictedThis study examined the educational outcomes of 515 Native Hawaiian alumni who graduated between 1993 and 1995 from high schools throughout the State of Hawaii. The majority of students graduated from Kamehameha Schools, while the others received postsecondary financial aid from the Ke Alii Pauahi Foundation. Respondents were separated into two sections, college graduates and college non-completers. The entire population was divided into four groups, Native Hawaiians, Kamehameha Alumni, Other High Schools Alumni and Kamehameha Alumni Boarders. Research questions focused on the differences between college graduates and college non-completers as they related to residency, peer involvement and commitment to faculty. Astin’s theory of student involvement provided the theoretical framework for this study. In addition, this study included the Native Hawaiian sense of belonging variable.; Findings revealed that Native Hawaiian college completers were significantly more likely than non-completers to reside on campus, engage with their peers, and engage with faculty. The Native Hawaiian sense of belonging variable did not significantly make a difference between college graduates and college non-completers. Other findings indicated that Kamehameha enrollment status, gender, and Kamehameha boarding vs non-boarding status did not make a difference in college completion rate. Overall findings supported Astin’s theory of student involvement while providing evidence that was contrary to Tinto’s theory of student integration