Postsecondary Education for American Indian and Alaska Natives: Higher Education for Nation Building and Self-Determination AEHE, Volume 37, Number 5

by Brayboy, Bryan McKinley Jones; Fann, Amy J.; Castagno, Angelina E.; Solyom, Jessica A.

• ISBN13: 9781118338834
• ISBN10: 1118338839
• Edition: 1st
• Format: Paperback
• Copyright: 2012-03-20
• Publisher: Jossey-Bass

Summary

American Indian/Alaska Native (AI/AN) students continue to be significantly underrepresented in institutions of higher education and continue to face barriers that impeded their academic success. This volume explores the factors that influence college going in Indigenous communities and,upon enrollment in institutions of higher education, the factors that influence college completion. Chapters cover: OL {list-style:disc}P:{margin-left 60px} The legacy of Western education in Indigemous communities The experiences of Indigenous students in the K-12 system Transition from student to faculty of AI/AN graduates Recommendations that can improve the success of Indigenous students and facultyThis is the fifth issue the 37th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Author Biography

Bryan McKinley Jones Brayboy is Borderlands Associate Professor of Indigenous Education, codirector of the Center for Indian Education, and coeditor of the Journal of American Indian Education at Arizona State University. Amy J. Fann is an assistant professor in the Counseling and Higher Education Program at the University of North Texas. Angelina E. Castagno is an assistant professor of Educational Leadership and Foundations at Northern Arizona University. Jessica A. Solyom is a doctoral student in the Department of Justice Social Inquiry at Arizona State University.

Table of Contents

Executive Summary	p. vii
Foreword	p. xi
Acknowledgments	p. xv
Introduction	p. 1
Situating American Indian and Alaska Native Higher Education in Larger Contexts	p. 3
Historical Background of American Indian and Alaska Native Higher Education	p. 6
Overview of the Monograph	p. 9
Framing the Conversation	p. 11
Tribal Nation Building	p. 12
Higher Education Toward Nation Building	p. 27
Conclusion	p. 29
Postsecondary Access for Indigenous Students	p. 31
Postsecondary Aspirations, High School Completion, and Academic Preparation	p. 32
Accelerated Learning Opportunities	p. 36
College Entrance Examinations	p. 39
Economic Conditions and Paying for College	p. 40
The Role of Schools and College Counseling	p. 43
Protective Factors and Promising Practices for Postsecondary Access	p. 47
Concluding Thoughts	p. 52
American Indian and Alaska Native College Students	p. 53
Enrollment Patterns	p. 53
Retention Patterns	p. 56
The Experiences of Indigenous College Students in Predominantly White Institutions	p. 58
Tribal Colleges and Universities	p. 68
Conclusion	p. 71
American Indian and Alaska Native Graduate Students	p. 73
A Statistical Portrait of Indigenous Graduate and Professional Students	p. 74
The Experiences of Indigenous Graduate and Professional Students	p. 77
Graduate Education and Nation Building	p. 88
American Indian and Alaska Native Faculty	p. 91
Transforming the Academy as Activists and Advocates	p. 93
Indigenous Faculty and Nation Building	p. 94
Native Faculty at Mainstream Institutions	p. 95
Indigenous Faculty in Tribal Colleges and Universities	p. 101
Concluding Thoughts	p. 105
Where Do We Go From Here?	p. 107
Research Recommendations	p. 108
Discussion and Implications for Policy	p. 111
Discussion and Implications for Institutional Practice	p. 116
Notes	p. 119
References	p. 121
Name Index	p. 141
Subject Index	p. 147
About the Authors	p. 153
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