Serving American Indian students in tribal colleges: Lessons for mainstream colleges

Martin, Robert G.

doi:10.1002/ss.156

Cited by 19 publications

(2 citation statements)

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“…Many of the participants (51%) were over the age of 25. The large proportion of students over 25 years old reflected differences in enrollment patterns between TCCs and nontribal community colleges (CCCSE, 2019) and is aligned with other research indicating that students enrolled at TCUs tend to be older (Martin, 2005). In terms of gender identity, 65% of respondents identified as female, 34.4% male, .4% selected the “other” response, and .3% preferred not to respond.…”

Section: Methodssupporting

confidence: 78%

“…An important caveat regarding our literature review thus far is that the majority of studies discussed were situated in NTCUs, where feelings of cultural alienation may be heightened given a lack of representation of Indigenous students at these institutions (Fong et al, 2019). However, for the present study, we situated our study in TCUs to expand the empirical focus on these institutions as well as generate potential insights and lessons from TCUs that can be applied to NTCUs (Martin, 2005). The mission of TCUs is to interweave distinct cultural elements into students’ postsecondary education and preserve tribal traditions (Bull & Guillory, 2018; Cajete, 1994; Fogarty, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

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Indigenous cultural development and academic achievement of tribal community college students: Mediating roles of sense of belonging and support for student success.

Fong¹,

Owens²,

Segovia³

et al. 2023

Journal of Diversity in Higher Education

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Understanding the college experiences of Indigenous students in the United States is critical to enhance their goals of educational attainment. Indigenous college students have been historically underserved by institutions they attend, which are often fraught with the uncertainty of belonging and feelings of isolation. A driving force behind this marginalization is the lack of proper valuation of cultural ways of knowing and being central to their identities. Thus, we sought to examine factors associated with tribal college students’ academic achievement: the degree to which institutions support Indigenous students’ cultural development and their other academic, social, and nonacademic needs in addition to perceptions of belongingness. With a secondary data sample of 1,393 self-identifying Indigenous students (65% women) across 22 institutions from the Community College Survey of Student Engagement as part of the Tribal Student Success and Completion Project, we situated our study in tribal community colleges, which by design, prioritize the preservation of Indigenous culture and can provide valuable lessons for all institutions to support the academic goals of Indigenous students. Our structural equation model suggested that perceiving institutional support of Indigenous cultural development did not directly impact students’ grade point average (GPA) but rather indirectly via their sense of belonging and perceptions of support for student success. Our study sheds light on possible pathways through which respecting students’ cultural assets can be linked with their academic performance. Implications for higher education and efforts to forefront Indigenous culture are discussed.

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Section: Methodssupporting

confidence: 78%

Section: Literature Reviewmentioning

confidence: 99%

Indigenous cultural development and academic achievement of tribal community college students: Mediating roles of sense of belonging and support for student success.

Fong¹,

Owens²,

Segovia³

et al. 2023

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

2013

ASHE Higher Education Report

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Research studies most frequently consider systemic diversity, and these concepts infl uence many other institutional diversity aspects identifi ed later. Th e Carnegie Classifi cations, the most widely referenced classifi cation scheme in higher education, creates a typology using six primary criteria: undergraduate instruction, graduate instruction, enrollment profi le, undergraduate profi le, size, and setting. Since the fi rst iteration in 1970, the Carnegie Classifi cations have undergone subtle and more dramatic changes in an attempt to refl ect the changes among higher education institutions. Despite the changes, the infl uence of the classifi cations remains substantial and results in the importance often being placed on systemic diff erences. Furthermore, the aspects of systemic diversity may appear separately but frequently occur together. For example, many small colleges are private institutions, while larger universities tend to be under public control. Research universities off er more graduate programs and typically enroll a larger student body with more full-time students. Th e relationship among the various characteristics of systemic diversity allows a categorizing of institutions that provides an easy shorthand for describing colleges and universities. As an example, if told to imagine what a private liberal arts college looks like, one might think of a small school, located in a rural or suburban area, with a collegial culture and a focus on teaching and student-faculty interactions. Although this would certainly not describe all private liberal arts colleges in the nation, the typical characteristics enable generalizations useful for daily practice. Programmatic: Diversity of Degree Level, Comprehensiveness, and Range of Disciplines Off eredProgrammatic diversity includes fi ve components: degree level, degree area, comprehensiveness, mission, and emphasis. Defi ning institutions based on their highest degree awarded (associate's, bachelor's, master's, or doctorate) remains one of the most common ways to diff erentiate among various higher education institutions. By evaluating an institution based on the highest degree awarded, researchers make broad generalizations about an institution and stereotype the characteristics of the school. For example, observers readily recognize an institution where the associate's degree represents the highest 6 degree awarded as a community college with programs such as college transfer courses and vocational education to serve a sizable adult and part-time student population. A doctoral-granting institution would lead one to expect an institution with a research emphasis, a broader array of academic off erings, faculty who emphasize research and tenure, and graduate education programs. Certainly, a great variety exists among institutions that off er an associate's degree or those that off er doctorates as their highest off ering. However, the use of the highest degree level off ered provides a frequently used variable to diff erentiate and categorize institutio...

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What Dental Schools Can Learn from College Experiences of American Indian Students

Lopez

2010

Journal of Dental Education

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American Indians continue to be underrepresented in dental education. They also remain an understudied group. This qualitative study used interviews to explore the positive and negative experiences of thirty American Indian college students studying at a large public university; these students from eighteen tribal nations ranged from eighteen to forty-four years of age. The intent was to identify challenges they face and factors that contribute to their resilience and persistence in their education. Results show that these students deal with issues related to financing their education, absence from family, alienation from friends, large classes, and lack of guidance and direction. A desire for improvement in their personal lives, parental involvement and encouragement, integration into a community of fellow American Indian students, and having a place of meeting and support were reported as contributing to their persistence. Students expressed preferences for smaller classes and closer relations with faculty members, as well as the need for advisors and orientation at the start of college life. To improve their recruitment and retention programs for American Indian students, dental schools should utilize the high value these students place on education and learn to involve

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Serving American Indian students in tribal colleges: Lessons for mainstream colleges

Abstract: This chapter discusses the ways in which tribal colleges have incorporated culturally relevant education models to serve American Indian students.

Cited by 19 publications

References 1 publication

Indigenous cultural development and academic achievement of tribal community college students: Mediating roles of sense of belonging and support for student success.

Indigenous cultural development and academic achievement of tribal community college students: Mediating roles of sense of belonging and support for student success.

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What Dental Schools Can Learn from College Experiences of American Indian Students

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