The Renaissance of American Indian Higher Education

Nee-Benham, Maenette K.P. Ah; Stein, Wayne J.

doi:10.4324/9781410607003

Cited by 27 publications

(7 citation statements)

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“…The focus of TCUs is to reflect and honor the culture, values, language, and history of their tribal nation (see Benham and Stein 2003;Warner and Gipp 2009). Tribal colleges are institutions of higher education and their uniqueness lies in their mission to ground American Indian cultural values into the teaching, learning, and curriculum of the institution.…”

Section: Background On Tcus and Indian Educationmentioning

confidence: 99%

Welcome to a new world: experiences of American Indian tribal college and university transfer students at predominantly white institutions

Makomenaw

2012

International Journal of Qualitative Studies in Education

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This study utilizes an Indigenous methodology and phenomenological methods to better understand the experiences of eight American Indian tribal college and university (TCU) students who transferred to four-year Predominantly White Institutions (PWIs). The participants attended TCUs and PWIs located in the Midwest, a geographic area that is understudied in analyses of American Indian college students, in contrast to the southwest or Great Plains. While many studies focus on the failure of American Indian college students, this study focuses on the attributes of successful American Indian college students. It specifically examines the relationship between the participants' interaction and engagement with their campus and their successful transition to a PWI. Transferring from a predominantly American Indian institution, the participants showed a lack of interest in interacting with non-native faculty, staff, and students and faced ignorance and stereotypes not present at TCUs. This paper has important implications for future research, theory, and practice related to the successful transition of American Indian students from TCUs to PWIs.

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Section: Background On Tcus and Indian Educationmentioning

confidence: 99%

Welcome to a new world: experiences of American Indian tribal college and university transfer students at predominantly white institutions

Makomenaw

2012

International Journal of Qualitative Studies in Education

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“…The focus of Light Leader was on teachers-that is, preparing teachers to be the lightning rods that will connect students to learning, to living, to service, to their relatives, and to building a future that is grounded in their heritage. Light Leader's vision, actualized in the Oksale Teacher Education Program at Northwest Indian College (NWIC) (Benham and Stein 2003;201-203), embraces the pedagogical knowledge base of good teaching, the content knowledge of the disciplines, and the richness of cultural and spiritual knowledge:…”

Section: Light Leadermentioning

confidence: 99%

Engaging in educational leadership: the generosity of spirit

Benham

Murakami

2010

International Journal of Leadership in Education

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This study presents key principles and a model of engaged leadership in indigenous communities. Engaged leadership champions children and youth, delivers learning and teaching within the context of place and spirit, and occurs in partnerships with diverse communities. Stories of educational leaders grounded in the concepts of ha, place, relations, and collective action are included to: (a) posit the need for alternative indigenous educational settings that emerge from indigenous lifeways; (b) suggest a model of indigenous educational leadership that engages, ensures, and nurtures an ethos of collective will and supports indigenous sovereignty, culture, and language; and (c) share the reflections of educational leaders that articulate a vision for leading, learning, teaching, and living that is culturally respectful and socially just.

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“…When tribes take control of getting their students into college, the likelihood of increasing postsecondary access and persistence grows exponentially. Evidence of this can be found in the outcomes of students who attend tribally controlled colleges (American Indian Higher Education Consortium [AIHEC], 2001; Benham and Stein, 2003;Cunningham, McSwain, and Keselman, 2007) and in innovative college access services and programs being developed by tribes and Native communities across the country.…”

Section: Tribal Nation and Community Involvementmentioning

confidence: 99%

“…TCUs have a unique institutional capacity for promoting tribal students' academic success, transfer, and four-year degree completion (AIHEC, 1999(AIHEC, , 2000(AIHEC, , 2001Benham and Stein, 2003;Cunningham, McSwain, and Keselman, 2007;Gonzalez, 2008;Pavel, Inglebret, and Banks, 2001;Stein, 1992Stein, , 1999. TCUs play a critical role in tribal workforce development and, because of their location on reservations in areas far removed from other college opportunities, provide postsecondary access to many students who would otherwise not be able to attend.…”

Section: Tribal Colleges and Universitiesmentioning

confidence: 99%

2012

ASHE Higher Education Report

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IntroductionSituating American Indian and Alaska Native Higher Education in Larger ContextsHistorical Background of American Indian and Alaska Native Higher EducationOverview of the MonographFraming the CoversationTribal Nation BuildingHigher Education Toward Nation BuildingConclusionPostsecondary Access for Indigenous StudentsPostsecondary Aspirations, High School Completion, and Academic PreparationAccelerated Learning OpportunitiesCollege Entrance ExaminationsEconomic Conditions and Paying for CollegeThe Role of Schools and College CounselingProtective Factors and Promising Practices for Postsecondary AccessConcluding ThoughtsAmerican Indian and Alaska Native College StudentsEnrollment PatternsRetention PatternsThe Experiences of Indigenous College Students in Predominantly White InstitutionsTribal Colleges and UniversitiesConclusionAmerican Indian and Alaska Native Graduate StudentsA Statistical Portrait of Indigenous Graduate and Professional StudentsThe Experiences of Indigenous Graduate and Professional StudentsGraduate Education and Nation BuildingAmerican Indian and Alaska Native FacultyTransforming the Academy as Activists and AdvocatesIndigenous Faculty and Nation BuildingNative Faculty at Mainstream InstitutionsIndigenous Faculty in Tribal Colleges and UniversitiesConcluding ThoughtsWhere Do We Go From Here?Research RecommendationsDiscussion and Implications for PolicyDiscussion and Implications for Institutional PracticeNotesReferencesName IndexSubject IndexAbout the Authors

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The Renaissance of American Indian Higher Education

Cited by 27 publications

References 0 publications

Welcome to a new world: experiences of American Indian tribal college and university transfer students at predominantly white institutions

Welcome to a new world: experiences of American Indian tribal college and university transfer students at predominantly white institutions

Engaging in educational leadership: the generosity of spirit

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