Power in Culture Report
The Power in Culture study examined campus climate and sense of belonging for Indigenous students in higher education. Conducted by the National Native Scholarship Providers, this research highlights how culture, identity, and representation shape Native students’ experiences on campus and their opportunities to succeed.
Findings from the study are shared through an executive summary and research brief to guide institutions in creating more supportive and inclusive learning environments for Native students.
Power in Culture, Power in Belonging
Our research found that institutional support has the strongest impact on a Native student’s sense of belonging. When colleges and universities actively invest in programs, resources, and environments that affirm Native identity, students report a 65% higher sense of belonging.
When analyzed through Multi-Level Modeling (MLM), one unit of each respective predictor influences sense of belonging as follows:
- Tribal Support +8%
- Campus Climate +9%
- Peer Support +13%
- Institutional Support +65%
Executive Summary
Research Brief
Who We Are
Research Team
American Indian College Fund
- Dr. David Sanders – Vice President for Research, Evaluation, and Faculty Development
Cobell Scholarship Program
- Dr. John L. Garland – Director of Research and Scholar Success
AISES – Advancing Indigenous People in STEM
- Dr. Johnny Poolaw – Director of Student Success
Research Consultants and Support
- Dr. Natalie R. Youngbull – Assistant Professor, Higher Education, University of Oklahoma
- Dr. James D. Wagnon – Senior Program Officer, AISES – Advancing Indigenous People in STEM
- Dr. Craig Marroquin – Analyst, Dallas Independent School District
- Julia Mosconi, MA, Assistant Director of Research and Scholar Success, Cobell Scholarship Program
Featured Reports
Culturally Grounded Assessment Practices at Tribal Colleges and Universities
This report presents the findings from a landscape analysis looking at how TCUs have integrated culturally grounded practices in their assessment work. Relying on previously published literature, strategic documents shared on TCU websites, and first-hand interviews with TCU staff about their college’s current culturally grounded assessment practices (CAPs), a model identifying actions that TCUs take when engaging in CAPs work, along with the characteristics that accompany this work, was created. By sharing this report, we aim to highlight the potential for TCUs to leverage assessment to actualize and drive their cultural missions.
Report on Native Higher Education Success Strategies
The American Indian College Fund held a joint convening with the Brookings Institute and the Institute of Higher Education Policy to examine the status of Native higher education policy and create a proactive, strategic approach to increase policy engagement for Native students and their allies. This report highlights the findings and recommendations of the convening and lays the groundwork for further activities.
Additional Reports
Alumni of Tribal Colleges and Universities Better Their Communities
The Tribal Colleges and Universities #RealCollege Survey
College Affordability Study
