Volume 14 Winter 2002 Issue #2

Resource Guide
On Tribal Colleges and Universities

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.

Olivas, Michael A. (1982). "The Tribally Controlled Community College Assistance Act of 1978: The failure of federal Indian higher education policy." ERIC Clearinghouse No. ED227973.
Less than three years after the passage of the Tribally Controlled Community College Assistance Act of 1978, this article attempts to publicize the complex factors of both the act itself and the key players involved, which led to only half of the eligible institutions receiving operating grants.

Tribal College Journal of American Indian Higher Education (TCJ). (c1989- ). Mancos, CO: American Indian Higher Education Consortium (AIHEC).
Periodical published quarterly by AIHEC provides multi-faceted reporting on the tribal college movement. Articles of historical significance are:
AIHEC Student Congress celebrates 10 years. (1996, Summer). TCJ, 8(1), 34.
Boyer, Paul (2000, Fall). Kellogg Initiative: Rewriting the way foundations do business in Indian country. TCJ, 12(1), 14-18, 40.
Boyer, Paul (1998, Spring/Summer). Many colleges, one vision: A history of the American Indian Higher Education Consortium. TCJ, 9(4), 16-22.
Stein, Wayne (1990, Summer). Founding of the American Indian Higher Education Consortium. TCJ, 2(1), 18-22.

Books

Stein, Wayne. (1992, out of print). Tribally controlled colleges: Making good medicine. New York: Peter Lang Publishing.
A history of the early years of the tribal college movement. Stein (Turtle Mountain Chippewa) was president of Standing Rock Community College (1981-85) and used numerous interviews with other founders for this history. See dissertation below.

Swisher, Karen Gayton, & Tippeconnic, John W., III. (Eds.). (1999). Next steps: Research and practice to advance Indian education. Charleston, WV: Clearinghouse on Rural Education and Small Schools.
Includes the chapter, "Tribal colleges: 1968-1998" by Wayne J. Stein, that documents the 30-year history of the tribal college movement, the establishment of the American Indian Higher Education Consortium, unique characteristics of tribal college curricula, and efforts to secure funding for tribal colleges.

Szasz, Margaret Connell (1999). Education and the American Indian: The road to self-determination since 1928 (Third ed.). Albuquerque, NM: University of New Mexico Press.
This comprehensive book on Indian education policies and history, now in its third edition, concludes with a brief discussion of tribal colleges. Citing tribal colleges as "the singular story of late twentieth-century Indian higher education, " Szasz focuses upon the relationship of tribal colleges and the federal government, particularly in the area of funding.

Dissertations

Krumm, Bernita L. (1997). Leadership roles of American Indian women tribal college presidents. Dissertation Abstracts International, 58 (06A0), 2006. (University Microfilms International No. 9736939)
Using extensive interviews of four female tribal college presidents (Janine Pease-Pretty on Top, Verna Fowler, Tanya Ward, and Margie Campbell) as well as other sources, the author examines the role of gender in leadership within the tribal college context, finding that the cultural values inherent to tribal colleges' common mission similarly support, and are supported by, the women who hold leadership positions.

Monette, Gerald E. "Carty" (1995). Follow-up study of the graduates of an American Indian tribally controlled community college. Dissertation Abstracts International, 49 (11A), 3242. (University Microfilms International No. 9623660)
A survey of over half of the graduates of Turtle Mountain Community College between the years 1980 and 1990 finds that the college is meeting the educational needs of tribal members in that it is providing appropriate and positive academic experiences for graduates, integrating culture successfully, and helping graduates matriculate to four year colleges.

Pease-Windy Boy, Janine (1994). The Tribally Controlled Community College Act of 1978: An expansion of federal Indian trust responsibility. Dissertation Abstracts International, 55 (06A), 1458. University Microfilms International No. 9428997)
Begins with brief overview of the evolution of the political climates and policy that led to the passage of the Tribally Controlled Community College Act of 1978. With the passage of this act, tribal colleges were provided federal appropriations. Provides analysis of the policy development process and uses extensive interviews of key players to document their role in providing an Indian voice.

Stein, Wayne (1988). A history of the tribally controlled community colleges, 1968-1978. Dissertation Abstracts International, 57 (03A), 0955. (University Microfilms International No. 8902818)
Seeking to address the lack of historical information on the development of the tribal colleges, this dissertation focuses on the first 10 years of the movement. Through interviews and by examining governmental hearings and documents and college documents, Stein recounts how individuals in Indian communities came together, created a national consortium to support their burgeoning efforts, and eventually succeeded in launching the movement that continues to grow.

Reports

American Indian College Fund. (2001). Redefining success: The long-term impacts of tribal colleges on their students. Denver, CO: American Indian College Fund.
A survey of 272 recent tribal college graduates, with additional information provided by focus groups from three tribal colleges, produces major findings on the tribal college experience, the importance of scholarships, and additional educational, professional, and personal experiences of tribal college students.

American Indian Higher Education Consortium and the Institute for Higher Education Policy. (2000). Tribal college contributions to local economic development. Alexandria, VA: AIHEC.
To address the historical problems of unemployment and poverty that characterize many reservations, this report recounts the efforts of TCUs to build the infrastructure for economic development through direct contributions to economic growth, workforce and skills development, small business and entrepreneurship development, and agriculture and land development. It concludes that tribal colleges, while making significant inroads to improving tribal economies, still require policy support and commitment to building diversified avenues of economic development.

American Indian Higher Education Consortium and the Institute for Higher Education Policy. (2001). Building strong communities: Tribal colleges as engaged institutions. Alexandria, VA: AIHEC.
Describes the unique role of tribal colleges as engaged institutions in the tribal communities they serve. Focuses on the role of tribal culture and individual community needs upon shaping programming that serves five areas: involvement in pre-school and K-12 education, participation in health and nutrition activities, the role of faculty, agriculture and natural resource management, and cultural development and preservation.

American Indian Higher Education Consortium, the Institute for Higher Education Policy, and the Sallie Mae Education Institute. (2000). Creating role models for change: A survey of tribal college graduates. Alexandria, VA: AIHEC.
Using a survey of recent tribal college graduates from 17 tribal colleges, this report discusses tribal college graduate characteristics, current graduate activities, and satisfaction with tribal college education. It provides information on the efficacy of a tribal college education in providing long-term satisfaction and increased likelihood of employment and continued education for the non-traditional students who are the norm at TCUs. Student testimonials add valuable insight.

Boyer, Paul. (1997). Native American colleges: Progress and prospects. An Ernest L. Boyer Project of the Carnegie Foundation for the Advancement of Teaching. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
The second of two Carnegie reports on tribal colleges and universities, this report revisits the tribal colleges, updates the subject areas included in the first report, chronicles these institutions' progress, and concludes with several recommendations.

Carnegie Foundation for the Advancement of Teaching. (1989). Tribal colleges: Shaping the future of Native America. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
The first of two Carnegie reports on tribal colleges and universities, this report provides a well-researched and comprehensive account of the development of tribal colleges and attributes this growth and success to several factors. By adhering to culturally-appropriate educational philosophy and curricula, tribal colleges are creating a widespread impact on reservation communities. The report concludes with several recommendations including: increased federal funding based on student enrollment and for facilities, strengthening the relationships between tribal colleges and non-Indian higher education, expansion of cultural preservation programs, increased state governmental support, improved faculty development, increased private support of administrative leadership development, increased national awareness programs, and increased support to institutional endowments.

Robbins, Rebecca L. (2002). Tribal college & university profiles 2002. Pablo, MT: Salish Kootenai College.
This report, funded by the National Science Foundation, provides profiles of tribal colleges including degree programs offered, profiles of college presidents, premier programs at each college, and contact information.

Legislation/Executive Orders

93rd Congress. January 1975. Indian Self-Determination and Educational Assistance Act of 1975, P.L. 93-638. Washington, DC: U.S. Government Printing Office.
Declares that the Congress recognizes a federal obligation to be responsive to the principle of self-determination through Indian involvement, participation, and direction of educational and service programs.

95th Congress. October 1978. Tribally Controlled Community Colleges Assistance Act of 1978, and the Navajo Community College Act, P.L. 95-471. Washington, DC: U.S. Government Printing Office.
Amends the Indian Self-Determination and Education Assistance Act to provide grants for Indian-controlled postsecondary educational institutions.

103rd Congress. October 1994. Equity in Education Land Grant Status Act of 1994, P.L. 103-382. Washington, DC: U.S. Government Printing Office.
Designates certain tribal colleges and universities as land grant institutions, thus entitling them to funding and benefits for the improvement of agriculture and sciences programs and facilities.

105th Congress. January 1998. Higher Education Amendments of 1998, P.L. 105-244. Washington, DC: U.S. Government Printing Office.
Authorizes the federal government to provide grants to be used by tribal colleges or universities to plan, develop, undertake, and carry out activities to improve and expand such institutions' capacity to serve Indian students; limits grant funding used for endowments, and outlines applications processes.

Bush, George W. July 2002. Executive Order No. 13270. "Executive Order on Tribal Colleges and Universities." Washington, DC: U.S. Government Printing Office.
Recognizes the unique relationship between the United States and Indian tribes and Alaska Native entities, the role of tribal colleges, and reaffirms the federal government's commitment to tribal colleges. Establishes board of advisors, White House Initiative on Tribal Colleges and Universities. Defines department and agency participation, establishes three-year plan, and encourages private sector support of tribal colleges.

Clinton, William Jefferson. October 1996. Executive Order No. 13021. "Tribal Colleges and Universities. Executive Order." Washington, DC: U.S. Government Printing Office.
Issued to (a) ensure that tribal colleges and universities are more fully recognized as accredited institutions, have access to the opportunities afforded other institutions, and have federal resources committed to them on a continuing basis; (b) establish a mechanism that will increase accessibility of federal resources for tribal colleges and universities in tribal communities; (c) promote access to high- quality educational opportunity for economically disadvantaged students; (d) promote the preservation and the revitalization of American Indian and Alaska Native languages and cultural traditions; (e) explore innovative approaches to better link tribal colleges with early childhood, elementary, and secondary education programs; and (f) support the National Education Goals, this executive order defines tribal colleges and universities, establishes an advisory committee on tribal colleges, and establishes the White House Initiative on Tribal Colleges and Universities. It outlines department and agency participation and establishes a five-year plan.

Nicole Adams is an enrolled member of the Colville Confederated Tribes and lives in Boulder, CO. She serves as the director of foundation relations at the American Indian College Fund. She also serves as a contributing editor to Winds of Change.