Developing Native Student Leadership Skills: The Success of the Oklahoma Native American Students in Higher Education (ONASHE) Conference

2013 ◽  
Vol 37 (3) ◽  
pp. 59-74 ◽  
Author(s):  
Robin Minthorn ◽  
Stephen Wanger ◽  
Heather Shotton
Keyword(s):  
Higher Education ◽  
Native American ◽  
Role Models ◽  
Student Leadership ◽  
Leadership Skills ◽  
Annual Conference ◽  
Native American Students ◽  
American Students ◽  
Native Student ◽  
The Impact

This article examines the development of leadership skills among Native American college students through the Oklahoma Native American Students in Higher Education (ONASHE) annual conference. It provides opportunities for students to develop and strengthen their leadership skills through interaction with tribal leaders, contemporary and leadership focused workshops, and fellowship with other Native students. A research study was designed to assess the impact of ONASHE on the development of leadership skills among student attendees of the conference. Three major themes emerged regarding Native student leadership development, including developing a positive self-image, community building, and Native role models.

Expanding the Circle: Connecting Native American Learners with Distance Education

2004 ◽  
Vol 8 (1) ◽  
pp. 56-60 ◽  
Author(s):  
CeCelia R. Zorn, ◽  
Mary Ellen Stolder, ◽  
Marina J. Majeski,
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Native American ◽  
Situated Learning ◽  
American Student ◽  
Native American Students ◽  
Cultural Aspects ◽  
Space And Time ◽  
American Students

There appears to be a lack of bridging between Native American students and their culture, and the dominant Anglo system of higher education. This gap widens when the student participates in distance education (DE) and is separated from the teachers by space and time. This article calls for meeting the challenge of caring in academe by addressing cultural aspects of Native American students and provides suggestions for facilitating their learning through DE. After the Native American-Anglo relationship is briefly examined, characteristics and experiences of the Native American student are highlighted, followed by an examination of DE concerns pertinent to this population. Situated learning and a caring pedagogy are used as a framework to provide strategies that enhance success of the Native American student in DE.

A Qualitative Study of Native American Higher Education and Student Resiliency

2021 ◽  
pp. 38-53
Author(s):  
Elizabeth Peralez
Keyword(s):  
Native American ◽  
Role Models ◽  
American Culture ◽  
Research Question ◽  
The United States ◽  
Tribal College ◽  
Tribal Colleges ◽  
Native American Culture ◽  
Native American Students ◽  
American Students

This chapter explores the degree to which Native American culture impacts the resiliency of Native American students earning degrees at three tribal colleges in the southwestern part of the United States. This is a qualitative case study that was based on the following research question: “How does Native American culture contribute to the resiliency of Native American students who are earning a degree at a tribal college?” This chapter focuses on the concerns of Native American students, and the cultural events they may have encountered during their educational journey. The research data were collected from interviews of 18 Native American students who were in their last year of college. Themes surrounding culture, resiliency, tribal colleges, academics, and Native American role models were discovered and used to determine the impact Native American culture has on the resiliency of Native American students.

The impact of financial aid on Native American students.

2011 ◽  
Vol 4 (1) ◽  
pp. 12-25 ◽  
Author(s):  
Jesse P. Mendez ◽  
Pilar Mendoza ◽  
Zaria Malcolm
Keyword(s):  
Native American ◽  
Financial Aid ◽  
Native American Students ◽  
American Students ◽  
The Impact

Intergenerational Trauma and Other Unique Challenges as Barriers to Native American Educational Success

2021 ◽  
pp. 180-199
Author(s):  
Thomas Reed
Keyword(s):  
Native American ◽  
Native Americans ◽  
Role Models ◽  
Intergenerational Trauma ◽  
American People ◽  
Educational Success ◽  
Native American Languages ◽  
Educational Barriers ◽  
Native American Students ◽  
American Students

This chapter examines unique challenges in the way of Native American educational success as well as solutions to overcoming. The chapter addresses why intergenerational trauma matters, the impacts of public policy on Native American people such as the Native American Languages Act of 1990, and the importance of Native American people being connected to the land, protecting traditions, language, and their ancestors. The purpose of this literature review is to shed light on Native American educational barriers and to critique existing literature. Areas analyzed include the trend of low rates of educational attainment among Native Americans, the history of abuse towards Indigenous people and other minorities, the impact on individuals, and solutions for the future. There is a need for Native American students to stay connected to cultural tradition, cultural relevancy in education, role models for Native American people, and an importance of Native American students staying connected to family.

Making It Real: An Engaged Approach for Native American Students in Higher Education

2013 ◽  
Vol 37 (3) ◽  
pp. 97-106 ◽  
Author(s):  
Philip Klasky
Keyword(s):  
Higher Education ◽  
Native American ◽  
Critical Pedagogy ◽  
Student Success ◽  
Alaska Native ◽  
Learning Experiences ◽  
Native Students ◽  
Native American Students ◽  
American Students

This essay responds to two questions: What barriers do Native American and Alaska Native students face in higher education? How are these barriers to student success being addressed theoretically and practically? I address these questions with recommendations for a critical pedagogy applied to the classroom, and with a description of learning experiences outside of the classroom that I have found to be engaging and empowering for Native American students.

Hiding in the Ivy: American Indian Students and Visibility in Elite Educational Settings

2004 ◽  
Vol 74 (2) ◽  
pp. 125-152 ◽  
Author(s):  
BRYAN McKINLEY JONES BRAYBOY
Keyword(s):  
Higher Education ◽  
Native American ◽  
Native Americans ◽  
Campus Community ◽  
Ivy League ◽  
Native American Students ◽  
Cultural Integrity ◽  
American Indian Students ◽  
American Students ◽  
Indian Students

In this article, Bryan McKinley Jones Brayboy explores how the experiences of Tom, Debbie, and Heather, three Native American students attending Ivy League universities in the 1990s, reflect larger societal beliefs and statements about the perceived place of Native Americans in higher education and U.S. society. Brayboy posits that Native Americans are visible in these institutions in ways that contribute to their marginalization, surveillance, and oppression. In response, the three Native American students exercise strategies that make them invisible to the largely White communities in which they attend school. These strategies help to preserve the students' sense of cultural integrity, but further serve to marginalize them on campus. At times, the students in the study make themselves visible to emphasize that they are a voice in the campus community. Brayboy argues that these strategies, while possibly confusing to the layperson, make sense if viewed from the perspective of the students preserving their cultural integrity.

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