A Middle School Program To Attract Native American Students To Stem Higher Education

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.

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Native American Students in U.S. Higher Education: A Look from Attachment Theory

Interchange ◽

10.1007/s10780-015-9256-4 ◽

2015 ◽

Vol 47 (1) ◽

pp. 91-108 ◽

Cited By ~ 1

Author(s):

Demi Simi ◽

Jonathan Matusitz

Keyword(s):

Higher Education ◽

Native American ◽

Attachment Theory ◽

Native American Students ◽

American Students

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

American Indian Culture and Research Journal ◽

10.17953/aicr.37.3.0g7731463g362821 ◽

2013 ◽

Vol 37 (3) ◽

pp. 97-106 ◽

Cited By ~ 1

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.

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

Harvard Educational Review ◽

10.17763/haer.74.2.x141415v38360mg4 ◽

2004 ◽

Vol 74 (2) ◽

pp. 125-152 ◽

Cited By ~ 36

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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Up$tart

Building Better Social Programs ◽

10.1093/oso/9780190945572.003.0012 ◽

2020 ◽

pp. 216-234

Author(s):

David Stoesz

Keyword(s):

Higher Education ◽

Native American ◽

Income Tax ◽

Supplemental Nutrition Assistance Program ◽

Assistance Program ◽

Earned Income ◽

Native American Students ◽

Poor Students ◽

American Students ◽

Nutrition Assistance

Up$tart bundles applications for social benefits—Pell Grants, the Earned Income Tax Credit, and the Supplemental Nutrition Assistance Program—in order to generate income for poor students, increasing their likelihood of graduating from college. In addition to increasing student income, Up$tart indirectly raises significantly revenues for financially stressed institutions of higher education. Because poverty afflicts minorities of color disproportionately, Up$tart promises to accelerate the upward mobility of African American, Hispanic, and Native American students. Bundling benefit applications is also applicable for other fields of activity where silo programs impede benefit take-up rates.

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Creating community on campus: Attracting, retaining, and graduating first-generation Native American students.

10.20944/preprints201810.0055.v1 ◽

2018 ◽

Author(s):

Sydney Freeman ◽

Gracie Forthun ◽

Valer Mapendo

Keyword(s):

Higher Education ◽

Native American ◽

Native Americans ◽

First Generation ◽

Indigenous Research ◽

Key Factors ◽

Native American Students ◽

American Higher Education ◽

American Students ◽

Education Today

Native Americans are the single most underrepresented racial group in American higher education today; those enrolled in college are also disproportionately first-generation students. In order to help universities attract and retain Native American students, this study utilizes the four R’s of indigenous research to document the motivations of first-generation Native American students to attend and remain at a mid-sized public university in the northwest. Student participants report that social and cultural support were key factors in their decisions to attend and remain at their institution. Implications of these findings are discussed, and recommendations are made to higher education institutions seeking to attract and retain Native American students.

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

American Indian Culture and Research Journal ◽

10.17953/aicr.37.3.01843v2733240715 ◽

2013 ◽

Vol 37 (3) ◽

pp. 59-74 ◽

Cited By ~ 2

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.

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