Broadening McClellan’s (2003) study through 2011, the authors utilize qualitative content analysis of over two thousand journal articles, professional association conference programs, and reflective memos, to detail the extent to which Native American college students remain a forgotten group within the literature. The authors’ positionality and Indigenous feminist theory inform the study. The study concludes by exploring the benefits of expanded Native American college student research and the authors propose a research agenda that can guide higher education professionals to better serve the educational needs of this unique group.
Henry Luce Foundation Grants $250,000 to American Indian College Fund for Two-Year Tribal College Faculty Research Initiative
Program to Cultivate Faculty Intellectual Leadership and TCU Capacity April 30, 2020 Denver, Colo.— The American Indian College Fund (the College Fund) will continue its work to strengthen the leadership at tribal colleges and universities (TCUs) and the institutions...
