ERIC Number: ED214611
Record Type: RIE
Publication Date: 1981
Reference Count: 0
The American Indian Controlled Community College Movement.
Wicks, David H.; Price, Floyd H.
American Indian controlled community colleges emerged on the educational scene in the late 1960's and early 1970's. The first such college was created in 1968 and since this time ten additional colleges have been established with governing boards whose total membership is American Indian. The philosophy of the colleges emphasizes the interweaving of tribally distinctive cultural elements into the postsecondary process and a pragmatic approach to higher education which focuses on providing and improving individual competencies and skills which are relevant to the individual and to the community. Their purposes are to address tribal needs and concerns; to perpetuate tribal heritage, history, and culture; to prepare students for transfer to four-year colleges; and to provide occupational, adult, and continuing education. The colleges have several common features including the following: (1) official tribal charters form the basis for their establishment; (2) due to accreditation and other requirements the majority are not, in fact, controlled by American Indians; (3) the majority were established without prior needs assessment or long-range planning; (4) teaching and administrative personnel are overwhelmingly American Indian; (5) the students tend to be older, and part-time enrollment exceeds full-time; (6) problems exist in relation to adequacy of facilities, student services, and transportation; and (7) an open-door admissions policy is adopted, and a non-traditional approach to education is employed. (HB)
Descriptors: American Indian Culture, American Indian Education, American Indians, College Role, Community Colleges, Educational Change, Educational Philosophy, Educational Trends, Minority Group Teachers, Minority Groups, Organizational Objectives, School Community Relationship, Tribal Sovereignty, Two Year Colleges
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A