Life on the other side : Alaska native teacher education students and the University of Alaska Fairbanks
Bibliographic record
Abstract
This study examines the conditions that contribute to the success of indigenous minority students in higher education by focusing on the experiences of 50 Alaska Native teacher education students who graduated from the University of Alaska Fairbanks (UAF) between 1989 and 1993. Although the number of Alaska Native students enrolled at UAF has increased in the past 10 years, the percentage of graduates continues to be significantly lower than their percentage of the student and state population. The study addresses the question: what factors have contributed to the academic success Of Alaska Native teacher education graduates at UAF? It includes three components: a brief history of schooling for Alaska Native people; a description of the programs, student services and academic coursework at UAF designed to respond to the interests and needs of Alaska Native students; and a review and analysis of the experiences of 50 Alaska Native teacher education students based on data obtained through interviews, reviews of student records and participant observation. The study identifies multiple factors that have contributed to the academic success of Alaska Native students, including the following: a teaching and learning environment responsive to the interests and needs of culturally diverse students; student support services respectful of the interests and needs of culturally diverse students; strong family and community support; supportive prior school and life experiences; and exceptional individual efforts. Accommodations and adaptations by both the students and the institution were essential. Recommendations are made for institutions, faculty, students and communities who are interested in developing campus environments where Alaska Native, and other cultural minority students, can be fully represented, respected, involved and successful.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.019 | 0.004 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".