Sterling, Virginia : Stylus, 2013.
Added to CLICnet on 02/21/2014
Check CLICnet for availability
Notes:
- Includes bibliographical references and index.
- While the success of higher education and student affairs is predicated on understanding the students we serve, the reality is, where the Native American population is concerned, that this knowledge is generally lacking. This lack may be attributed to this population’s invisibility within the academy – it is often excluded from institutional data and reporting, and frequently noted as not statistically significant – and its relegation to what is referred to as the American Indian research asterisk. The purpose of this book is to move beyond the asterisk in an effort to better understand Native students, challenge the status quo, and provide an informed base for leaders in student and academic affairs, and administrators concerned with the success of students on their campuses. The authors of this book share their understanding of Native epistemologies, culture, and social structures, offering student affairs professionals and institutions a richer array of options, resources, and culturally-relevant and inclusive models to better serve this population. The book begins by providing insights into Native student experiences, presenting the first-year experience from a Native perspective, illustrating the role of a Native living/learning community in student retention, and discussing the importance of incorporating culture into student programming for Native students as well as the role of Native fraternities and sororities. The authors then consider administrative issues, such as the importance of outreach to tribal nations, the role of Tribal Colleges and Universities and opportunities for collaborations, and the development of Native American Student Services Units. The book concludes with recommendations for how institutions can better serve Native students in graduate programs, the role that Indigenous faculty play in student success, and how professional associations can assist student affairs professionals with fulfilling their role of supporting the success of Native American students, staff, and faculty.
- Introduction / Dr. Heather J. Shotton, Shelly C. Lowe, Dr. Stephanie J. Waterman — The First Year Experience for Native Americans: The University of Arizona First-Year Scholars Program / Amanda Tachine, Karen Francis-Begay — Incorporating Culture into Student Affairs / Steven C. Martin, Adrienne L. Thunder — Extending the Rafters: Cultural Context for Residential Units / Dr. Timothy Ecklund, Danielle Terrance — The Historically Native American Fraternity and Sorority Movement / Derek Oxendine, Symphony Oxendine, Dr. Robin Minthorn — The Role of the Special Advisor to the President on Native American Affairs / Karen Francis-Begay — Tribal College Collaborations / Dr. Justin Guillory — Academic and Student Affairs Partnerships / Molly Springer, Dr. Charlotte E. Davidson, Dr. Stephanie J. Waterman — How Institutions can Support Native Professional and Graduate Students / CHiXapkaid — Fancy War Dancing on Academe’s Glass Ceiling: Supporting and Increasing Indigenous Faculty Role Models in Higher Education / Dr. Cornel Pewewardy — Best Practices for National Organizations to Support the Native Experience in Higher Education / Dr. John L. Garland, Dr. George S. McClellan — Conclusion / Dr. Stephanie J. Waterman, Dr. Heather J. Shotton, Shelly C. Lowe, Dr. Donna Brown.
Subjects:
Requested by Kurpiers, R