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ERIC Number: ED539699
Record Type: Non-Journal
Publication Date: 2006-Apr
Pages: 47
Abstractor: ERIC
Reference Count: 39
Championing Success: A Report on the Progress of Tribal College and University Alumni
McSwain, Courtney; Cunningham, Alisa
Institute for Higher Education Policy
American Indian students face numerous barriers to higher education. Yet enrollment of native students continues to increase, in large part due to the success of Tribal Colleges and Universities (TCUs) in creating a culturally relevant and supportive atmosphere in which students learn and grow. Organizations such as the American Indian College Fund contribute to this success by helping American Indian students overcome financial barriers to enrollment and degree attainment. This report presents the findings from an original survey and personal interviews conducted with American Indian College Fund scholarship recipients. The report is a snapshot of how scholarship recipients are faring after graduation, their employment and educational activities, their perceived level of satisfaction with services received at the TCU they attended, and their perception of how well they were prepared for employment and further education. The report points to the many benefits students received from TCUs as well as the importance of financial aid received from a variety of sources, including the American Indian College Fund. Appended are: (1) Distribution of survey respondents' first year of enrollment; (2) Distribution of survey respondents' year of graduation from a TCU; (3) Survey respondents' time from first enrollment at a TCU to graduation; and (4) Tribal Colleges and Universities from which survey respondents earned degrees. (Contains 21 figures and 24 footnotes.)
Institute for Higher Education Policy. 1825 K Street Suite 720, Washington, DC 20006. Tel: 202-861-8223; Fax: 202-861-9307; e-mail:; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: Andrew W. Mellon Foundation
Authoring Institution: Institute for Higher Education Policy; American Indian College Fund