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The purpose of this study is to use Indigenous data collection to present construct validity of an instrument designed to test the American Indian/Alaska Native Millennium Falcon Postsecondary Persistence Model (Lopez, 2018). In the following, I describe an alternative sampling technique based on an Indigenous quantitative methodology to examine how to operationalize the AI/AN Millennium Falcon Persistence Model (AMFPM) in social scientific studies. I used an exploratory factor analysis (EFA) on 117 participants from the Quechan and Cocopah Nations who responded to 30 items. The EFA was set to extract 4 hypothesized factors. The interpretation of rotated scales was with variables loadings greater than .30 and loading on a single factor retained. The 4-factor solution accounted for 43% of the total variance in the items. All 4 of the scales had acceptable levels of internal reliability for empirical research (i.e., Cronbach's alpha Ͼ .7). The exploratory factor analysis confirmed that all 4 of the original AMFPM factors (family, tribal, academic, institutional) were, in fact, captured by the Scale of Native Americans Giving Back. However, the analysis revealed that 2 of the factors merged (family and tribal support). Furthermore, the desire to give back and tribal identity emerged as separate constructs. The final scale that emerged in this study consists of 4 components of postsecondary persistence.

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The underrepresentation and underperformance of men of color relative to women of color within institutions of higher education have been extensively studied the past 20 years. The purpose of this study is to understand trends in how this research has been conducted rather than understand “best practices” to support this student population. To achieve this, we reviewed 153 pieces of scholarship from 1999 to 2019 using an intersectional and critical content analysis approach. Findings revealed that the bulk of scholarship involved onetime interviews for its empirical foundations, and the overwhelming majority centered the racial experiences of Black and Latinx men. In contrast, few analyses critically explored gender, sexual orientation, or social class. Additionally, scholarship that centered Asian American, Indigenous, multiracial, and trans* men of color was scant or nonexistent. Given these large gaps in the knowledge base, we offer guidance for the next generation of men of color in higher education scholarship in terms of analytical foci, theoretical frameworks, and methodologies.