One may conclude, therefore, that additional factors, working in concert with academic preparation, influence persistence. Tinto's model illustrates how family background, skills and abilities, and prior schooling influence intentions and commitments prior to college entrance. These pre-entry influences determine the extent to which students will become part of campus academic and social systems. The extent of such integration, moreover, can further influence students' intentions and commitments. Pavel and Padilla's results suggested that both intentions in high school and academic integration on campus are central to postsecondary outcomes.
Social integration plays a prominent, but indirect role.
In particular, programs that foster aspirations to pursue higher education should come early, rather than late, in a Native student's high school experience. Moreover, once on campus, Native students need support programs to enhance academic integration, together with programs to satisfy the Native student's social needs. The latter study, in particular, illustrates the need for qualitative research. Wise decisions about programming require knowledge about how such influences as student sub-cultures, curriculum, and the quality of advising affect participation and graduation. Two studies that used qualitative methods illustrate the need for further inquiry into the Native student's higher education experiences.