Serving Native American Students: New Directions for Student Services / Edition 1

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The increasing Native American enrollment at campuses across theUnited States is something to be celebrated. It reflects theresiliency of Native people across the country, a commitment on thepart of Native students and their families to pursue educationalgoals, and the growing strength in tribal government and tribaleconomies. However, the underlying reality that the retention ratefor Native American students is the lowest for any group in highereducation ought be a source of tremendous concern. It is aconsequence of the history of Native Americans in the UnitedStates; the state of elementary and secondary education for manyNative Americans; and the lack of awareness in much of highereducation to Native American students, people, and issues.

What are the trends in enrollment for Native American students'What do we know about their experiences on our campuses? Whatcontributes to their success in pursuing their educationalaspirations, and what inhibits them? How might greater awareness ofcontemporary issues in Indian country affect our ability to serveNative American students? How might knowledge of Native Americanepistemology, cultural traditions, and social structures help inour efforts to address challenges and opportunities on ourcampuses? In this volume of the New Directions in StudentServices series, scholars and practitioners alike, most ofthem Native American, address these important questions.

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Editorial Reviews

From the Publisher
"…comprehensive look at what is currently known about the college experience of Native Americans." (Journal of College Student Development)
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Product Details

Table of Contents

Preface (Margaret J. Barr).

Editors’ Notes (Mary Jo Tippeconnic Fox (Comanche), ShellyC. Lowe (Navajo),
George S. McClellan)

Prayer (Henrietta Mann (Cheyenne)).

1. Where We Have Been: A History of Native American HigherEducation (George S. McClellan, Mary Jo Tippeconnic Fox (Comanche),Shelly C. Lowe (Navajo)).
Drawing on the extant literature, this chapter provides an overviewof Native American higher education.

2. Native American Student Retention in U.S. PostsecondaryEducation (James A. Larimore (Comanche), George S.McClellan).
This chapter provides a survey of the higher education literatureon Native American student retention, framing the discussion in thecontext of the broader body of literature on retention.

3. This Is Who I Am: Experiences of Native American Students(Shelly C. Lowe (Navajo)).
This chapter provides insight into the experiences of NativeAmerican students in higher education, but it is not a story aboutwhat faculty and staff should expect from all Native Americanstudents.

4. Perspectives of American Indian Nation Parents and Leaders(Raymond D. Austin (Navajo)).
This chapter discusses tribal leaders’ and parents’perceptions and expectations of higher education as they relate tofive areas: tribal legal status, funding for Indian collegestudents, support for Indian students, cooperative relationshipsbetween universities and Indian nations, and respect for Indiancultures and languages.

5. Voices from Within: Native American Faculty and Staff onCampus (Mary Jo Tippeconnic Fox (Comanche)).
The author addresses the experiences of Native American faculty andstaff in mainstream institutions, the role they can play insupporting Native  American students, and the ways in whichthey can collaborate with non-Native faculty and staff to supportNative American students.

6. Native American Identity (Perry G. Horse (Kiowa)).
Indian or tribal identity is a personalized process that isinfluenced by legal and political considerations, psychosocialfactors, proximity or access to a given culture, socialization, andone’s own sensibility.

7. American Indian Epistemologies (Gregory A. Cajete(Tewa)).
There is no word for epistemology in any American Indian language.However, there is certainly a body of understandings that can besaid to compose what this branch of Western philosophy wouldexplore as the origins, nature, and methods of coming to know a wayof life.

8. Serving American Indian Students in Tribal Colleges:Lessons for Mainstream Colleges(Robert G. Martin (Cherokee)).
This chapter describes the ways in which tribally controlledcolleges work to serve the needs of their students and of tribalcommunities.

9. American Indian Student Services at UND (Donna L. Brown(Turtle Mountain Chippewa)).
This chapter describes and discusses American Indian  StudentServices (AISS) at the University of North Dakota as one model forNative American student support services at predominantly whiteinstitutions.

10. From Discussion to Action (George S. McClellan, Mary JoTippeconnic Fox (Comanche), and Shelly C. Lowe (Navajo)).
The editors provide a brief summary of key recommendations andclosing thoughts.



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