“We Can Do Better”: University Leaders Speak to Tribal-University Relationships

Abstract

Wielding degrees of influence within educational organizations, university leaders are critical in determining how institutions enact their espoused missions and support severely marginalized campus communities. How do universities address and improve educational outcomes for the most severely underrepresented communities? This article presents emergent findings from an illustrative multiple-case study that examined the relationships between two public universities and local American Indian nations in California. As a preliminary step in understanding the present state of “tribal-university relationships,” I present findings on university leaders’ perceptions and knowledge regarding American Indians broadly and relationships with local Native nations specifically. Using tribal critical race theory as an analytical framework, I posit how colonization, federal recognition, and educational practices affect curricular, political, and economic relationships.

Unsettling mission statements: An Indigenous critique of espoused institutional responsibilities.

“…The intention here is to elevate the voices and perspectives of Indigenous Peoples and programs that have otherwise been marginalized or erased from the institutional landscape. Moreover, the views of university leadership were captured in a preceding article (Stewart-Ambo, 2021b). By the request of community partners, a final publication will independently capture the perspectives of local native nations.…”

“…In recent years, scholarship has emerged documenting the historical and ongoing relationships between colleges and universities, Indigenous dispossession, and Black enslavement (Blackhawk et al, 2014; Fuentes & Gray White, 2016; la paperson, 2017; Lee & Ahtone, 2020; Mack & Stolarick, 2014; Nash, 2019; Stewart-Ambo & Stewart, 2023; Wilder, 2014; Williams et al, 2021). However, few empirical studies examine how such studies have yielded institutional change, including demonstrated commitments (Stewart-Ambo, 2021b). The following section reviews relevant literature related to demonstrated and articulated responsibilities between Indigenous Peoples and universities, specifically focused on the espoused missions of settler universities.…”

“…Francis-Begay, 2013, 2022), creation of resource centers (Springer et al, 2013), and adoption of land acknowledgment statements (Ambo & Rocha Beardall, 2023; Stewart-Ambo & Yang, 2021). However, such multicultural and inclusive approaches often silo and marginalize Indigenous Peoples on campuses and release universities of their responsibility to students and communities, tasking staff and faculty with the responsibility of interfacing with these issues (Stewart-Ambo, 2021b). This reality is demonstrated in many ways, including but not limited to continued low student enrollment, retention, and graduation (U.S.…”

“…On some campuses, it is important to note that American Indians/ Alaska Native people have been included in JEDI efforts through the hiring of American Indian/Native American/Indigenous special advisors, tribal liaisons, program coordinators, and directors (K. Francis-Begay, 2013, 2022, creation of resource centers (Springer et al, 2013), and adoption of land acknowledgment statements (Ambo & Rocha Beardall, 2023;Stewart-Ambo & Yang, 2021). However, such multicultural and inclusive approaches often silo and marginalize Indigenous Peoples on campuses and release universities of their responsibility to students and communities, tasking staff and faculty with the responsibility of interfacing with these issues (Stewart-Ambo, 2021b). This reality is demonstrated in many ways, including but not limited to continued low student enrollment, retention, and graduation (U.S. Department of Education, 2018), underfunded or nonexistent institutional student support programs (Nelson et al, 2021;Tachine & Cabrera, 2021), hostile campus climates (Bickel & Jensen, 2012; B. M. J.…”

Culturally inclusive STEM learning: Mentored internships for Native American undergraduates at a tribal college and a university.

“…Of course, TCUs alone are not the answer to the underrepresentation of Native Americans in STEM, leading to calls for transformation of higher education as a whole (e.g., Abrams et al, 2013; Jacob, 2018; Stewart-Ambo, 2021) and changing approaches to existing higher education programs to make them more inclusive (e.g., Brayboy et al, 2014). In STEM education, some research has already suggested important ways to support Native American students.…”