Postsecondary Education for American Indian and Alaska Natives: Higher Education for Nation Building and Self-DeterminationASHE Higher Education Report 37:5
J-B ASHE Higher Education Report Series (AEHE), Band 161 1. Aufl.
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.
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
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.
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.
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