14-2 “American Indian Higher Education Consortium 30th Anniversary” Resource Guide

Nov 15th, 2002 | By | Category: 14-2: American Indian Higher Education Consortium 30th Anniversary, Resource Guides
By Nicole Adams

Many familiar with the current scholarship that exists on tribal colleges and universities can attest to the great need for more research to document the history, accomplishments, and visions of this important educational movement. By no means comprehensive, this annotated bibliography is meant to provide an introduction to the research and commentary that exist on the tribal colleges and universities.

Newspaper & Journal Articles

Conover, Kirsten A. (1997, May 21). “Tribal colleges: Gains for ‘Underfunded Miracles.'” The Christian Science Monitor, p.12.

Highlights the findings of the Carnegie Foundation for the Advancement of Teaching report by Paul Boyer, including the lack of resources and adequate facilities and their continued successful outreach to Native American students and revitalization of many Indian communities.

Daley, Beth. (2000, March 11). “On reservations, a failing mission: Decades-long effort has been unable to help tribal colleges thrive.” The Boston Globe, p.A1.

Describes the complex challenges facing tribal college students who, despite their efforts to attain degree programs in higher education, still face harsh economic realities of reservation life. Despite 30 years of growth and advancement, tribal colleges are producing students to enter reservation economies where poverty is still rampant, and jobs are few. In spite of these conditions, this article emphasizes the desire of students from Sinte Gleska University to remain in their communities, tied to the land and culture, and make a difference for their people.

Hill, James F. (1994). “Tribal colleges: A success story.” ERIC Clearinghouse No. ED370623.

Comprehensive look at the history of the tribal college movement within the context of the civil rights movement, the development of individual colleges and their curriculum, profiles of tribal college students, and the strong role of preserving and perpetuating culture within these academic settings. Advocates for increased funding for tribal colleges.

Holmes, Steven A. (1977, August 3). “Bringing hope and education to the reservation: Tribal colleges grapple with challenges to success.” The New York Times, p. 4A.

Describes the challenges facing tribal colleges and their students in succeeding at chronically under-funded institutions. Despite lack of resources, tribal colleges, such as Little Big Horn College in Crow Agency, MT, are providing culturally-relevant educational opportunities to students and promoting economic development.

Houser, Schuyler. (1991). “Under-funded miracles: Tribal colleges.” ERIC Clearinghouse No. ED343772.

One of the Indian Nations At Risk Task Force commissioned papers, it provides some historical background into the development of tribal colleges and their common premises of local control and cultural values. Despite the unreliability of federal funding, tribal colleges continue to produce successful outcomes ranging from continued education for tribal college graduates to producing higher employment rates.

Institute for Higher Education Policy. (2000). “Options for a federal role in infrastructure development at tribal colleges & universities.” ERIC Clearinghouse No. ED455986.

Advocates for a stronger role of the federal government in supporting tribal colleges and universities based upon its trust relationship with tribes and Indian people, including appropriating funds to levels authorized by Congress and encouraging tribal colleges to seek out funding from supplementary sources.

Marriott, Michel. (1992, February 26). “Indians turning to tribal colleges for opportunity and cultural values.” The New York Times, p. B6.

Emphasizes the impact of culture upon the academic success of students attending tribal colleges. Citing examples of cooperation being valued over competition, the recognition of students’ unique circumstances and cultural backgrounds, and the niche that tribal colleges fill for students who wish to remain in their communities, Marriott concludes that tribal colleges are succeeding in providing opportunity where there once was none.

McLain, Tara. (2000, January 9). “Helping tribal colleges: Fund fosters higher education on reservations.” The Denver Post, p. 2D.

The American Indian College Fund, a Denver-based non-profit organization, has made great strides in fulfilling its mission to address the overwhelming needs of the nation’s tribal colleges. From providing scholarships and money for construction projects on tribal college campuses, to branching out to serve non-tribal college students, the American Indian College Fund’s fundraising efforts are benefiting Indian students nationwide.

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