Tribal Colleges and Universities: Perceptions of Presidents And
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TRIBAL COLLEGES AND UNIVERSITIES: PERCEPTIONS OF PRESIDENTS AND STUDENTS by VICKI BLACK Under the Direction of Judith Preissle and Ronald Simpson ABSTRACT This first part of this qualitative study began with an exploratory question. Thirteen presidents or designated representatives of Tribal Colleges and Universities (TCUs) were asked what they perceived to be a need by their institution that could be identified or improved upon through research. After data analysis of the answers that were received from the presidents, the second purpose of the study was to determine the perception of TCU students about their educational experiences. The presidents wanted to know what their students thought of as strengths and areas for improvement in their educational experiences. The third purpose was to determine how TCU students described or understood the meaning they associated with their educational experiences. Using a hybrid exploratory-phenomenology approach, 45 students were interviewed. Data were analyzed thematically; findings were presented thematically and in alternate forms—composite chapters were written and poetic representations of the data were also presented. Overwhelmingly, students were very positive about their educational experiences; strengths included faculty and staff interactions, language and cultural preservation, and the feeling of belonging and excitement for learning. Areas for improvement included childcare, electronic support and transportation. Students felt that their education was pivotal in their success at communicating with members of their families and communities who were literate in the language and were the keepers of the tradition. They also described their education as being life-changing; they began to view education in a different perspective. They began to recruit their siblings, cousins and other family members to return to school for a GED and then to a TCU for formal education. Students also discussed the fact that they began to expect their children to attend a college or university. Tribal college administrators and faculty can use the information provided in this study to improve their respective colleges or universities. This can also be used to open a dialogue for students to discuss specific information with the administration and faculty at their colleges or universities. Higher education, in general, can benefit from the study by reviewing the successes that are important to American Indian and Native Alaskan students. INDEX WORDS: TCU, Students, Presidents, Strengths, Areas for improvement, Perceptions, Meaning TRIBAL COLLEGES AND UNIVERSITIES: PERCEPTIONS OF PRESIDENTS AND STUDENTS by VICKI BLACK B.S.N., Brenau University, 1981 M.S.N., Georgia State University, 1984 A Dissertation Submitted to the Graduate Faculty of the University of Georgia In Partial Fulfillment of Requirements for the Degree of DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2013 © 2013 Vicki Black All Rights Reserved TRIBAL COLLEGES AND UNIVERSITIES: PERCEPTIONS OF PRESIDENTS AND STUDENTS by VICKI BLACK Major Professors: Judith Preissle Ronald Simpson Committee: Jace Weaver Erik Ness Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia May 2013 iv DEDICATION First, this dissertation is dedicated to the Tribal College and University communities in the United States. I appreciate the presidents, designated representatives and students who took the time to provide me with stories about their educational experiences. Words and stories are, for me, a gift. I am deeply grateful for all those who told me their stories. This dissertation is also dedicated to Thomas Dyer who embodies the very definition of a true scholar. Dr. Dyer encouraged my study of American Indian higher education, even when it was not popular. I also dedicate this dissertation, with genuine appreciativeness, to Judith Preissle and Ronald Simpson. Dr. Simpson graciously allowed me to talk him out of retirement so that he could co-chair my dissertation committee. He and Dr. Preissle supported and encouraged me throughout this lengthy and challenging process. They refused to give up on me even when I wanted to give up on myself. I am very grateful for their perseverance, patience and expertise. v ACKNOWLEDGEMENTS In addition to the co-chairs of my committee, Judith Preissle and Ronald Simpson, I gratefully acknowledge the other two committee members: Jace Weaver and Erik Ness. I appreciate their input and support during this process. A dissertation is a journey. Many people began the journey with me; some did not make it across the finish line but I am grateful for their support nonetheless. The one person who has been with me from the beginning to the end, and who has, in many ways, suffered through the process with me, is my daughter, Ashley. She has listened to me discuss American Indian higher education for hours on end, long before she even knew the definition of higher education. Ashley supported me through the highs and lows experienced during a dissertation experience and I am grateful that she and I experienced this together. I am very appreciative of the support and endless editing provided by Michael Massey throughout my doctoral program. I am grateful to Dr. Karine Crow for reviewing my dissertation and providing input regarding the data analysis and findings. I am grateful for the emotional support and cheerleading provided by Cynthia Evans. vi TABLE OF CONTENTS Page ACKNOWLEDGEMENTS .............................................................................................................v LIST OF TABLES ......................................................................................................................... xi CHAPTER 1 INTRODUCTION .........................................................................................................1 United States American Indians Prior to Contact .......................................................4 Sovereignty .................................................................................................................5 Who Is An American Indian/Alaskan Native? ...........................................................6 The Current Status of American Indians/Alaskan Natives in the United States .....................................................................................................7 Indigenous Education Prior to European Contact .......................................................9 American Indian Educational Experiences After Contact ........................................10 The Founding of Tribal Colleges and Universities ..................................................14 21st Century American Indian/Alaskan Native Participation in Higher Education .................................................................................................15 Problem Statement ....................................................................................................16 Purposes of the Study................................................................................................16 Developing the Research Questions .........................................................................16 Significance of the Study ..........................................................................................17 Overview of the Methodology ..................................................................................17 Chapter Summary .....................................................................................................18 vii Organization of Subsequent Chapters .......................................................................19 2 A HISTORICAL REVIEW OF AMERICAN INDIAN EDUCATION IN THE UNITED STATES .......................................................................................................20 The Colonial Era .......................................................................................................20 The Federal Era .........................................................................................................23 The Treaty Period (1778-1871) ................................................................................24 Forced Assimilation Period.......................................................................................26 Restoration Era..........................................................................................................40 Termination Period ...................................................................................................46 The Self Determination Era ......................................................................................49 Summary ...................................................................................................................58 3 TRIBAL COLLEGES AND UNIVERSITIES ............................................................59 Historical Development of TCUs .............................................................................60 First Six Tribal Colleges ...........................................................................................61 The American Indian Higher Education Consortium ...............................................65 Other Significant Developments for American Indian Education ............................66 Mission of TCUs .......................................................................................................68 Student Profiles .........................................................................................................77