Faculty perceptions of the first‐generation student experience and programs at tribal colleges

Abstract

The authors extend the existing research about first‐generation Native Americans at mainstream institutions by looking at Native Americans enrolled as first‐generation college students (FGS) at tribal colleges. Using the results of interviews with faculty at tribal colleges, the authors discuss the challenges that first‐generation college student Native‐American students face, such as lack of family support and role models, lack of college preparation, and financial concerns.

Creating community on campus: Attracting, retaining, and graduating first-generation Native American students.

“…American Indian and Alaska Native communities have a strong tendency to share cultural knowledge and history orally, while teaching skills by demonstration (Barnhardt & Kawagley, 2005;Yeboah, 2005). Schmidt and Akande (2011) write that reading and writing are not emphasized in these cultures, perhaps leading to the poor reading and math skills identified in the study. Additionally, first-generation Native American college students have a greater tendency than the general population to lack college "survival skills"-such skills as time management, study strategies, maintenance of a proper diet, and knowledge of the connections between health and success in college.…”

“…According to Schmidt and Akande (2011), "It is clear that [first-generation college students] do share certain characteristics and needs, but that one program or approach will not fit the needs of all [first-generation college students]" (pg. 52).…”

“…This is unsurprising, given the stark differences between the histories and cultures of Native American peoples and the histories and cultures of other racial minority groups who arrived in North America from colonial times onward. It is also unsurprising in light of certain obvious mismatches between Native American students and Jehangir's (2010) profile of "typical" first-generation college students (e.g., Native American students do not share the "immigrant characteristics" of many A common challenge for Native American students is a general lack of preparation for college (Tachine, 2015;Schmidt and Akande, 2011;Hibel & Francis-Begay, 2017;Guillory & Wolverton, 2008). This lack of preparation is not solely a lack of academic preparation, although that is a factor; according to Faircloth & Tippeconnic (2010), states with the highest Native American populations have high school graduation rates under 50% for Native American high school students, while Brayboy & Makka (2015) report that common K-12 school practices render Native American students less likely to be placed on the college-bound track.…”

“…This lack of preparation is not solely a lack of academic preparation, although that is a factor; according to Faircloth & Tippeconnic (2010), states with the highest Native American populations have high school graduation rates under 50% for Native American high school students, while Brayboy & Makka (2015) report that common K-12 school practices render Native American students less likely to be placed on the college-bound track. Rather, Schmidt and Akande (2011) write that the culture and teaching traditions of Native American communities are not aligned with the culture and teaching traditions of the modern American university. American Indian and Alaska Native communities have a strong tendency to share cultural knowledge and history orally, while teaching skills by demonstration (Barnhardt & Kawagley, 2005;Yeboah, 2005).…”

First Principles: Designing Services for First-Generation Students

“…Incorporating displays, events, and artwork into the library that are inclusive of a variety of backgrounds and values can help establish community and should support the various identities that first-generation students bring to campus. 34 Inviting student cocreation of these displays and events, and working with first-generation student groups on campus, can also further contribute to a sense of shared ownership and belonging in the library. Beyond temporary displays and events, considering the multiple identities of first-generations in the design of spaces and library furnishings is also critical.…”