This book seeks to identify factors contributing to the educational success or lack of success of American Indian female students, and to offer a theoretical framework for understanding American Indian female students and their unique position within tribe and school. Part 1 covers: (1) America's dropout problem, particularly for minority groups; (2) the unique history and development of American Indian education; (3) racism and stereotyping directed at American Indians, and how research has reinforced stereotyping in the schools; (4) statistics on American Indian dropouts; and (5) Indian dropout theories focusing on personal problems, family background, and school factors. Part 2 details the results of extensive interviews with 991 women living on American Indian reservations. Subjects were 17 to 36 years old and included high school dropouts, high school graduates, and college graduates. Chapters outline findings related to poverty, cultural discontinuity, self-concept and ethnic/tribal identity, substance abuse, adolescent pregnancy, racism, peer pressure, child abuse, and school and teacher factors. Part 3 summarizes the findings and offers recommendations. Causes of dropping out identified by dropouts include uncaring insensitive teachers, oppressive school policies, poor school climate, teen pregnancy, lack of adjustment to school, peer pressure, and poverty conditions. On the other hand, graduates associated their success with a caring adult or mentor (often a teacher who was a personal advocate), a strong sense of spirituality, and low family stress. This book contains over 400 references and an index. (SV)