American Indian/Alaska Native (AI/AN) students continue to be significantly underrepresented in institutions of higher education and continue to face barriers that impeded their academic success. This volume explores the factors that influence college going in Indigenous communities and,upon enrollment in institutions of higher education, the factors that influence college completion. Chapters cover: The legacy of Western education in Indigemous communities The experiences of Indigenous students in the K-12 system Transition from student to faculty of AI/AN graduates Recommendations that can improve the success of Indigenous students and faculty This is the fifth issue the 37th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Autorentext
BRYAN MCKINLEY JONES BRAYBOY is Borderlands Associate Professor of Indigenous Education, codirector of the Center for Indian Education, and coeditor of the Journal of American Indian Education at Arizona State University.
AMY J. FANN is an assistant professor in the Counseling and Higher Education Program at the University of North Texas.
ANGELINA E. CASTAGNO is an assistant professor of Educational Leadership and Foundations at Northern Arizona University.
JESSICA A. SOLYOM is a doctoral student in the Department of Justice & Social Inquiry at Arizona State University.
Klappentext
AFTER DECADES of national, state, and institutional initiatives to increase access to higher education, the college pipeline for American Indian and Alaska Native students remains largely unaddressed. As a result, little is known and even less is understood about the critical issues, conditions, and postsecondary transitions of this diverse group of students. Framed around the concept of tribal nation building, this monograph reviews the research on higher education for Indigenous peoples in the United States. We offer faculty, staff, students, researchers, and policy makers a concise yet comprehensive analysis of what is currently known about postsecondary education among Indigenous students, Native communities, and tribal nations. We also offer an overview of the concept of tribal nation building, and we suggest that future research, policy, and practice center the ideas of nation building, sovereignty, Indigenous knowledge systems, and culturally responsive schooling.
Inhalt
Executive Summary vii
Foreword xi
Acknowledgments xv
Introduction 1
Situating American Indian and Alaska Native Higher Education in Larger Contexts 3
Historical Background of American Indian and Alaska Native Higher Education 6
Overview of the Monograph 9
Framing the Conversation 11
Tribal Nation Building 12
Higher Education Toward Nation Building 27
Conclusion 29
Postsecondary Access for Indigenous Students 31
Postsecondary Aspirations, High School Completion, and Academic Preparation 32
Accelerated Learning Opportunities 36
College Entrance Examinations 39
Economic Conditions and Paying for College 40
The Role of Schools and College Counseling 43
Protective Factors and Promising Practices for Postsecondary Access 47
Concluding Thoughts 52
American Indian and Alaska Native College Students 53
Enrollment Patterns 53
Retention Patterns 56
The Experiences of Indigenous College Students in Predominantly White Institutions 58
Tribal Colleges and Universities 68
Conclusion 71
American Indian and Alaska Native Graduate Students 73
A Statistical Portrait of Indigenous Graduate and Professional Students 74
The Experiences of Indigenous Graduate and Professional Students 77
Graduate Education and Nation Building 88
American Indian and Alaska Native Faculty 91
Transforming the Academy as Activists and Advocates 93
Indigenous Faculty and Nation Building 94
Native Faculty at Mainstream Institutions 95
Indigenous Faculty in Tribal Colleges and Universities 101
Concluding Thoughts 105
Where Do We Go From Here? 107
Research Recommendations 108
Discussion and Implications for Policy 111
Discussion and Implications for Institutional Practice 116
Notes 119
References 121
Name Index 141
Subject Index 147
About the Authors 153