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ERIC Number: ED456947
Record Type: RIE
Publication Date: 2000-May
Pages: 24
Abstractor: N/A
Creating Role Models for Change: A Survey of Tribal College Graduates.
Cunningham, Alisa Federico; Redd, Kenneth E.
A survey of 242 graduates from 17 tribal colleges explored the effectiveness of tribal colleges. After a brief description of survey methodology, this report describes demographics and enrollment characteristics of the respondents, all of whom graduated in spring 1998, and compares them to similar data on tribal college students in general. Next, the report presents the current activities of tribal college graduates, including employment patterns, median salaries, and the percentage of students who continued their education at tribal and mainstream institutions. Results show that tribal college graduates tended to be nontraditional, female, American Indian, and first-generation recipients of associate's degrees and certificates, and they remained in the local community. Tribal college graduates seemed to be employed at higher rates than those who had not attended college. Most graduates reported having full- or part-time jobs despite the difficult circumstances in most reservation communities. Many graduates obtained jobs that served their local communities, thereby positively affecting the overall American Indian population. A substantial share of alumni used their tribal college experiences and credentials to transfer to mainstream institutions, indicating that tribal colleges have contributed to increasing levels of educational attainment for American Indians. The majority of respondents were satisfied with their overall college experience, major courses, class sizes, instruction, faculty, and administrators. However, graduates were less satisfied with laboratory and library facilities on campus, and few believed they received adequate career counseling and job placement services. (Contains 28 references.) (TD)
For full text:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Administration for Native Americans (DHHS/OHDS), Washington, DC.; Pew Charitable Trusts, Philadelphia, PA.; Kellogg Foundation, Battle Creek, MI.
Authoring Institution: Sallie Mae Education Inst., Washington, DC.; American Indian Higher Education Consortium, Alexandria, VA.; American Indian College Fund, Denver, CO.; Institute for Higher Education Policy, Washington, DC.