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:
- 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 faculty
This 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.
AFTER DECADES of national, state, and institutional initiatives to increase access to higher education, the college pipeline for American Indian and Alaska Native students remains largely unaddressed. As a result, little is known and even less is understood about the critical issues, conditions, and postsecondary transitions of this diverse group of students. Framed around the concept of tribal nation building, this monograph reviews the research on higher education for Indigenous peoples in the United States. We offer faculty, staff, students, researchers, and policy makers a concise yet comprehensive analysis of what is currently known about postsecondary education among Indigenous students, Native communities, and tribal nations. We also offer an overview of the concept of tribal nation building, and we suggest that future research, policy, and practice center the ideas of nation building, sovereignty, Indigenous knowledge systems, and culturally responsive schooling.
