Table of Contents

Abstract

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

Impact of Violence and Relationship Abuse on Grades of American Indian/Alaska Native Undergraduate College Students

“…Additional studies that investigated possible causes for the high college dropout rates identified poor preparatory education and lack of community role models as factors that contribute to poor performance in higher education (Brayboy, Fann, Castagno, & Solyom, 2012). Given the scope of V/RA in the United States, it is important to explore its impact among all populations-including underrepresented ethno-racial minority youth such as AI/ ANs-and contexts, such as academic performance.…”

American Indian Perceptions of Educational Achievement in Predominantly White Culture

“…In addition to low enrollment, high rates of college dropout among AI students throughout the United States have been well documented (Braxton, Brier, & Steele, 2007; Flynn et al, 2012). According to Brayboy, Fann, Castagno, and Solyom (2012), inadequate preparatory education on tribal lands and lack of community role models are responsible for AI students’ limited success in predominantly White higher education. Similarly, Flynn, Duncan, and Evenson (2013) found poor postsecondary outcome expectations and low levels of career self-efficacy affect AIs who receive secondary education on tribal lands.…”

Using Photo-Elicitation with Native American Students to Explore Perceptions of the Physical Library

“…Studies focused on Native Americans in higher education rarely, if ever, mention the academic library (Brayboy et al, 2012;Carney, 1999;Conroy, 2013;Huffman, 2008Huffman, , 2010Oosahwe, 2008;Reyhner & Eder, 2007;Tierney, 1992). One exception is Garrod and Larimore's (1997) study which included students' fond descriptions of their early library experiences.…”

“…The university continues to rank high nationally on degrees conferred on Native American students (Top Native American, 2014). However, as administrators at other institutions have noted, retaining the majority of Native American students both within PWIs and in Tribal Colleges remains an unrealized institutional goal (Belgarde & LoRé, 2007;Brayboy, Fann, Castagno, & Solyom, 2012). At OSU, the firstyear retention rate and six-year graduation rate of full-time freshmen Native students, as well as other racial/ethnic groups, still lags behind those of White students (Oklahoma State University, 2013).…”

“…A congressional mandated study of underrepresented racial/ethnic groups in higher education found that, at 14.4%, American Indian/Alaskan Natives have the lowest six-year graduation rates among the groups noted (Ross et al, 2012). Nationwide, federal and institutional entities have developed programs such as TRIO, GEAR UP, and College Horizons to serve, advance, and retain Native American and other underrepresented students (Brayboy et al, 2012), but little research explores the library's potential to serve underrepresented students in this broader mission.…”