Postsecondary Education for American Indian and Alaska Natives: Higher Education for Nation Building and Self–Determination. ASHE Higher Education Report 37:5. J–B ASHE Higher Education Report Series (AEHE)

  • ID: 2218498
  • Book
  • Region: India, United States, Alaska
  • 152 Pages
  • John Wiley and Sons Ltd
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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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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

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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.

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