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ERIC Number: ED409037
Record Type: Non-Journal
Publication Date: 1997
Pages: 132
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-931050-63-4
Native American Colleges: Progress and Prospects. A Special Report.
Boyer, Paul
Updating a 1989 report on the status of tribally controlled colleges in the United States, this monograph describes the history and characteristics of the tribal college movement and presents recommendations for the colleges. An introduction provides a brief history of tribal colleges and notes four common characteristics: they establish a learning environment that encourages participation and builds self-confidence in students who have come to view failure as the norm; they celebrate and help sustain Native American traditions; they provide essential community services; and they serve as centers for research and scholarship. Chapter 1 then traces the history of Native American "mis-education," noting the negative role played in the past by boarding schools, and chapter 2 reviews the original needs for establishing tribal colleges, including low college participation and graduation rates among Native Americans. Chapter 3 provides an overview of the 27 existing tribal colleges, describing governance, curriculum, instruction, students, facilities, funding, and intercollege cooperation. Chapter 4 discusses issues affecting reservations to provide a context in which the colleges operate, focusing on economic empowerment, efforts to rebuild traditions, and health care. Chapter 5 describes the role that the colleges play to bring about fundamental change on reservations, highlighting efforts to serve students, rebuild cultures, and strengthen communities. Finally, chapter 6 presents 10 recommendations for ensuring educational quality and tribal renewal. A list of tribally controlled colleges is appended. (HAA)
Jossey-Bass, Inc., Publishers, 350 Sansome Street, Fifth Floor, San Francisco, CA 94104 ($10 plus shipping and handling).
Publication Type: Books; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Carnegie Foundation for the Advancement of Teaching, Princeton, NJ.