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Tribal Colleges and Universities: RESEARCH a Testament of Resilience and Nation Building by Craig Marroquín, University of Texas at Arlington BRIEF

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Tribal Colleges and Universities: RESEARCH a Testament of Resilience and Nation Building by Craig Marroquín, University of Texas at Arlington BRIEF CMSI Tribal Colleges and Universities: RESEARCH A Testament of Resilience and Nation Building by Craig Marroquín, University of Texas at Arlington BRIEF Executive Summary Tribal Colleges and Universities (TCUs) have a unique history (Boyer, 2015; U.S. Dept. of Education, 1991). This era of within Native American education. Born out of necessity, akin nation-building through self-determination followed the to their federally-designated cousin, Historically Black Colleges federal policy of forced assimilation (Carney, 1999; Oppelt, and Universities (HBCUs), these Minority Serving Institutions 1990; Pevar, 2012). Craig Marroquín (Citizen of the (MSIs) were created to provide educational services for a Since 1968, with the inception of Diné College, the number Apache Tribe of Oklahoma and unique population of students who were denied education or whose physical access to education was limited. Specifically, of TCUs has grown to 37 colleges with 75 campuses and sites of Mescalero Apache descent) HBCUs were created because of segregation, which resulted being operated within 17 states with most of these campuses is a statistical analyst for the in denied admission to Predominantly White Institutions operating in or near reservations or in rural areas (AIHEC, Dallas Independent School (PWIs). TCUs were chartered for three reasons: (1) to facilitate 2018). According to the American Indian Higher Education District and is also a doctoral nation-building through self-determination (Boyer, 2015); (2) Consortium (AIHEC), TCUs are located in seven out of the candidate at the University to increase the completion rates of American Indian/Alaska 10 most economically disadvantage counties. Additionally, of Texas at Arlington. His Natives (AI/ANs); and (3) to counteract the forced assimilation TCUs have a student/faculty ratio of 8:1, provide access to research interests include policies and practices of the U.S. government and religious an affordable education with an average annual tuition rate Indigenous methodologies, institutions. of $2,937, and represent the most diverse student body of Native American tribes (AIHEC, 2018). Specifically, over half of quantitative methodologies, all 573 federally recognized tribes represent the student body higher education, Native Until 1934, education by assimilation was the educational policy implemented by the U.S. government (Pevar, 2012); this at TCUs (AIHEC, 2018). Finally, although TCUs are chronically American education, Tribal policy proved to be both equally ineffective and disastrous. underfunded, with 71% of two-year TCUs funding and 74% of Colleges and Universities, and By 1932, a total of 385 Native American students had four-year TCUs funding subsidized by the federal government, the measurement, assessment, attended a post-secondary institution which resulted in 52 TCUs provide a solid return of $5.20 for every $1 invested in and evaluation of educational Native Americans completing their degrees (Brayboy, Fann, TCUs (Nelson & Frye, 2016; AIHEC, 2018). and cultural outcomes of Castagno, & Solyom, 2012). By the 1950s, the number of Native American college AI/AN college students enrolled increased to an estimated As of the 2015-2016 academic year, TCUs had enrolled students. 2,000 (Wright, 1991). By 1961, a cumulative total of 66 AI/ approximately 11.2% of all American Indian/Alaska Native (AI/ AN college students had earned their bachelor’s degrees since AN) undergraduate students and most institutions have the establishment of Harvard University in 1636 (Wright, Readers with any questions or 1991). Sparked by the civil rights movement and ineffective SPONSORED BY comments should contact Craig at educational practices by PWIs, the tribal college movement [email protected] began to take form with the establishment of the first TCU, Diné College, then known as Navajo Community College 1 TRIBAL COLLEGES AND UNIVERSITIES: A TESTAMENT OF RESILIENCE AND NATION BUILDING expanded their educational efforts to offer dual/concurrent enrollment to the 2015-2016 academic year, on average, these TCUs enrolled 581 AI/ANs high school students (U.S. Dept. of Education, 2015e). Due to the dearth undergraduate students, per institution, compared to the 38 AI/AN students, of empirical quantitative research that analyzes the college experiences of on average, who enrolled at one of the 4,130 non-Native institutions (U.S. students who attend Tribal Colleges and Universities, in this report: I analyzed Dept. of Education, 2018e). The five TCUs with the highest enrollment of AI/AN the descriptive statistics extracted from the National Center for Education undergraduate students during the 2015-2016 year include: Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) for enrollment, completion, and financial aid trends for TCUs; I utilized correlation (1) Navajo Technical University (n = 2,229) analyses, analysis of variances (ANOVAs), and ordinal regression, to examine (2) Dine College (n = 1,955) the perceptions of support and cultural and educational outcomes for 266 AI/ (3) Oglala Lakota College (n = 1,751) AN TCU students, who participated in the Native American College Student (4) Stone Child College (n = 1,135) Study (Marroquín, forthcoming) and then compared their experiences to AI/AN (5) Haskell Indian Nations University (n = 915) students who attended PWIs and Native American Serving Institutions (NASIs). Finally, the percentage of non-Native students attending TCUs has increased by 1% from 20% in 2010-2011 to 21% in 2015-2016 (U.S. Dept. of Education, Enrollment 2018b). On average, AI/AN students comprised 79% of the overall TCU student demographic. The five TCUs with the highest percentages of non-Native students Since 2010, the overall enrollment of AI/AN undergraduate college students during the 2015-2016 year include: has been on a constant decline. According to data generated for the 12-month unduplicated enrollment from the Integrated Postsecondary Educational (1) Fond du Lac Tribal and Community College (71%) 1 2 3 4 5 6 Dataset (2010 , 2011 , 2012 , 2013 , 2014 , 2015 ), from 2010-2011 to (2) Bay Mills Community College (46%) 2015-2016, there has been a 25% (58,357) decrease for AI/AN undergraduate (3) Keweenaw Bay Ojibwa Community College (46%) students matriculating at degree-granting institutions and institutions who were (4) Iḷisaġvik College (41%) participating in Title IV (U.S. Dept. of Education, 2018e). Non-Native Institutions (5) College of the Menominee Nation (31%) (i.e., PWIs, HBCUs, NASIs, Hispanic Serving Institutions) experienced the biggest decrease at 26% (54,902) while TCUs withstood a 15% (3,455) loss during this period (U.S. Dept. of Education, 2018e). Although, there has been an overall drop in AI/AN enrollment at both non- Native institutions and TCUs, TCUs experienced a 1.3% increase in the overall percentage of AI/AN undergraduate enrollment from 9.9% in 2010-2010 to 11.2% in 2015-2016 (U.S. Dept. of Education, 2018e). Additionally, during 1 Derived from the IPEDS AY 2010-2011 12-month unduplicated headcount. This figure includes 32 TCUs. 2 Derived from the IPEDS AY 2011-2012 12-month unduplicated headcount. This figure includes 33 TCUs. 3 Derived from the IPEDS AY 2012-2013 12-month unduplicated headcount. This figure includes 33 TCUs. 4 Derived from the IPEDS AY 2013-2014 12-month unduplicated headcount. This figure includes 34 TCUs. 5 Derived from the IPEDS AY 2014-2015 12-month unduplicated headcount. This figure includes 34 TCUs. 6 Derived from the IPEDS AY 2015-2016 12-month unduplicated headcount. This figure includes 34 TCUs. 2 TRIBAL COLLEGES AND UNIVERSITIES: A TESTAMENT OF RESILIENCE AND NATION BUILDING During 2010-2011 to 2015-2016 (20117, 20128, 20139, 201410, 201511, 201612 ) the proportion of AI/AN males enrolled at two or four-year Title IV participating institutions resulted in a .35 decrease; all these losses occurred at non-Native institutions (NCES, 2018e). At TCUs, the enrollment of AI/AN males has remained stagnant at 38% (n = 8,479). In 2010-2011, females comprised 62% (n = 13,649) of the student body at TCUs, which attributed to a 24-point differential while at non-Native institutions females comprised 59% (n = 120,144) of the student body leading to an 18% difference (U.S. Dept. of Education, 2018e). During the 2015-2016 academic school year AI/AN female undergraduate students13 (n = 12,170) exceeded the AI/AN male undergraduate students (n = 7,608) by approximately 24% at TCUs, which is similar to the 2010-2011 demographics (U.S. Dept. of Education, 2018e). This is 4% higher than the AI/ AN students who attended Non-Native, degree-granting institutions where AI/AN female undergraduate students (n = 93,079) surpassed the AI/AN male undergraduate students (n = 63,145) by approximately 20%. At all but one TCU, Leech Lake College, AI/AN female undergraduate enrollment exceeded AI/AN male undergraduate enrollment (U.S. Dept. of Education, 2018e). The greatest disparity occurred at Sisseton Wahpeton College where 71% (n = 143) of the student demographic were female. The top five TCUs with the greatest disparity of female enrollment include: Outcome Measures According to the National Center for Education Statistics (U.S. Dept. of Education, (1) Sisseton Wahpeton College, 14 15 16 17 18 19 (2) Keweenaw Bay Ojibwa Community College, 2018a) (2011 , 2012 , 2013 , 2014 , 2015 , 2016 ) overall associate’s (3) Sinte Gleska University, degree completion increased by 5% from 2010-2011 (970,563) to 2015-2016 (4) College of Menominee Nation, and (1,021,421). However, AI/AN associate’s degree completion decreased by 6% (5) Nebraska Indian Community College. from 2010-2011 (9,721) to 2015-2016 (9,107) (U.S. Dept. of Education, 2018a). An overwhelming majority of these decreases occurred at non-Native institutions (607) with TCUs sustaining only a .5% (7) loss (U.S. Dept. of Education, 2018a). During the 2015-2016 year, 35 TCUs accounted for 14% of associate's degrees conferred to AI/AN students compared to 86% for the 2,873 non-Native 7 Derived from the IPEDS AY 2010-2011 12-month unduplicated headcount.
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