Factors Influencing American Indian and Alaska Native Postsecondary Persistence: AI/AN Millennium Falcon Persistence Model

Lopez, Jameson D.

doi:10.1007/s11162-017-9487-6

Cited by 23 publications

(18 citation statements)

References 50 publications

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“…Family has a profound influence in supporting Native students’ college-going pathways and persistence (Guillory & Wolverton, 2008; Heavyrunner & DeCelles, 2002; Lopez, 2018; Minthorn, 2015; Salis Reyes, 2019; Tachine, Cabrera, & Yellow Bird, 2016; Waterman, 2012). The definition of a Native family moves beyond the White norms that dominate the two-parent (mother and father) paradigm (Kiyama & Harper, 2015), by also including clan relatives and extended family members.…”

Section: Literature and Theory Guiding The Studymentioning

confidence: 99%

“I’ll Be Right Behind You”: Native American Families, Land Debt, and College Affordability

Tachine

Cabrera

2021

AERA Open

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Family connections are critical for Native student persistence, yet families’ voices are absent in research. Using an Indigenous-specific version of educational debt, land debt, we center familial perspectives by exploring the financial struggles among Native families as their students transition to a Predominately White Institution. Findings indicate that Indigenous families experienced fear and frustration surrounding college affordability and the financial aid process. Regardless, these Native families made extreme sacrifices in paying for college. These findings were contextualized within the economic conditions created by land theft from Indigenous peoples. Returning to land debt, we argue that institutions need to begin from a perspective of what is owed to Native peoples in their policy decisions. That is, such decisions should take account of the benefits historically accrued by institutions residing on forcibly taken Indigenous land, and then examine how that debt can be repaid by supporting Native students, families, and communities.

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Section: Literature and Theory Guiding The Studymentioning

confidence: 99%

“I’ll Be Right Behind You”: Native American Families, Land Debt, and College Affordability

Tachine

Cabrera

2021

AERA Open

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“…Nelson (2015), Nelson andTachine (2018), and Youngbull (2018) are some scholars who are exploring the complicated issues regarding financial aid. Others are examining data reporting (Sanders & Makomenaw, 2018) and using statistics to examine external constructs through Indigenous lenses to explore persistence (Lopez, 2018), identity (Marroquin & McCoach, 2014;D. Oxendine, 2016), and sense of belonging (S. Oxendine, 2015).…”

Section: Where We Go From Herementioning

confidence: 99%

New Research Perspectives on Native American Students in Higher Education

Waterman¹

2019

jcscore

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This chapter begins with a brief history of higher education’s role in assimilation, oppression, and removal of Indigenous people. A short literature review outlines the progression of higher education literature from deficit focused ideologies to current research that decolonizes and centers of Indigenous Knowledge Systems. “Sharing circles” as an Indigenous methodology is described. Centering Indigenous experiences in higher education and Indigenous knowledge systems focus on ways that Western forms of education can be used as tools to strengthen Native nations.

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“…Barriers that NA students face to complete a post-secondary education includes health disparities, discrimination in health care delivery, cultural differences, low socioeconomic status, historical trauma, and underrepresentation in the health care professional workforce (4)(5)(6). In the 2010 Census, 22% of American Indian and Alaska Natives (AI/AN) that live on reservations or other trust lands were living in poverty in comparison to non-Hispanic whites at 9.6% (1).…”

Section: Introductionmentioning

confidence: 99%

Engaging Native American High School Students in Public Health Career Preparation Through the Indigenous Summer Enhancement Program

Dreifuss

Belin

Wilson

et al. 2022

Front. Public Health

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Native American1 populations are systematically marginalized in the healthcare and public health workforce. One effective approach to reduce health disparities and improve health care delivery among Indigenous populations is to train more Native American health professionals who integrate academic and cultural knowledge to understand and influence health behaviors and perspectives. Diné College partnered with Northern Arizona University to develop the Navajo Native American Research Center for Health (NARCH) Partnership, funded by the National Institutes of Health. The high school component of the Navajo NARCH Partnership created the Indigenous Summer Enhancement Program (ISEP), a 1-week summer training program providing exposure to health careers and mentorship in pursuing public health careers for Native American high school students. ISEP utilizes the Diné Educational Philosophy (DEP), a Navajo conceptual framework to serve as the foundation of the program. In 2020–2021, due to COVID-19 restrictions, the DEP model had to be incorporated in the Navajo NARCH high school virtual program activities. ISEP used 2018 and 2019 past program evaluation data to inform the virtual programming. Students' perception of the program was collected using an online Qualtrics evaluation questionnaire. Students stated appreciation for program staff, fellow students, peer mentors and culturally relevant learning experiences in both virtual and in-person environments. Recommendations included: expanding the length of ISEP and continuing the hands-on activities and Public Health Leadership series.

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Factors Influencing American Indian and Alaska Native Postsecondary Persistence: AI/AN Millennium Falcon Persistence Model

Cited by 23 publications

References 50 publications

“I’ll Be Right Behind You”: Native American Families, Land Debt, and College Affordability

“I’ll Be Right Behind You”: Native American Families, Land Debt, and College Affordability

New Research Perspectives on Native American Students in Higher Education

Engaging Native American High School Students in Public Health Career Preparation Through the Indigenous Summer Enhancement Program

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