This chapter explains how and why Tribal College and University (TCU) enrollment positively influences Native American student persistence in mainstream four-year institutions. It also explores existing partnerships between TCUs and mainstream four-year institutions that could help to improve the transfer process, and overall, Native American…

This chapter provides background on Tribal Colleges and Universities, an exploration of three frameworks that capture the important role of "family" in the success of American Indian students, and recommendations for helping institutions think differently about their structures and processes.

Many issues and elements--including ethnic nomenclature, racial attitudes, and the legal and political status of American Indian nations and Indian people--influence Native American identity. (Contains 3 notes.)

This chapter shares the experiences of some Native American students in mainstream education and provides recommendations for student affairs professionals working with Native American students.

This chapter discusses the ways in which tribal colleges have incorporated culturally relevant education models to serve American Indian students.

What is the role of Native American faculty and staff in majority institutions with relation to Native American students? This chapter provides recommendations for student affairs professionals and further research.

This chapter discusses American Indian student services at one university as a model for providing support for Native American students attending a predominantly white institution.

This chapter provides an overview of the three eras in the history of Native American higher education in the United States: the colonial, federal, and self-determination eras.

The author offers insights into perceptions and expectations that tribal leaders and Native American parents have of higher education.

This chapter describes nine of this volume's themes and offers summary recommendations stemming from those themes.