Rigor, Relevance, and Relationships: Tribal Sovereign Education and Emerging Best Practices

Deborah Esquibel HuntAmerican Indian College FundAugust 8, 2012

History of Tribal Colleges and Universities (TCUs)

• Response to federal policy

• 1969 Kennedy Report

Native drop out rate;

student achievement

behind

• Self-determination Era;

• Civil Rights Movement• 1968 – First TCU

• Navajo Community College

201237 TCUs – 33 accredited

Student count: 50 to 2,000 4 out of 5 are Native

Total: 20,000 – 250 tribes358 academic programs

36 associate degrees 13 bachelor’s degrees 2 master’s degrees

Purpose and Philosophy: “Saving Nations” Restore and perpetuate tribal identities,

values, culture and language

Reassert educational sovereignty

Holistic pedagogy- success focus Culturally relevant and rigorous curriculum

Balance Indigenous pedagogy and with Western

approaches and standards (useful and necessary)

Community education and service:

“Successful students give back”

Mr. Bob JordainAnishinabemowin Language Teacher Leech Lake Tribal College

“Language is powerful – the colonizers knew what they were doing. My language contains all we need to know in order to be successful.  Our philosophy should be - we all need to know it because it’s proactive; psychology is reactive once the damage is done.”

Relationships: Sense of family

resp

ect

reci

pro

city

Relevance: Place-based and community-focused

Rigor: High Expectations

Education as Healing Identity- Restore

Culture and language

Elders lead the way Guide curriculum

and pedagogy Teach and mentor Undo trauma

effects

Community Impact

Appropriate and affirmative education pK-18 Unearthing Indigenous genius Libraries and archives

Educational role models Expectation for achievement Employment - reduce poverty

Cultural restoration and harmony – Wellness Community language and cultural education

Preparing future leaders Increased community and higher education

partnerships - funding

Tribal College and University Success Stories 2004-05

33% freshmen without diploma 2009-10

1% without diploma 77% with diploma; 22% GED

Increased completion in developmental courses (C or better) Science: 68% success – up from 43% Decreased withdrawal (from 38% to 21%)

Big Impact: First Generation 2003-04

83% 2009-2010

62% 38% second or third

generation 16% Increase in

degrees awarded Native faculty

doubled 71% of administrators

are Native

Relevance for Mainstream TCU model addresses achievement disparities

for low income/underrepresented students Current data LI/UM and white students:

4 year institutions 45% versus 57% complete bachelor’s in six years

2 year institutions 23% versus 38% complete in four years

7 % LI/UM students get bachelor’s degrees within 10 years

Every student deserves relationship, relevance, and rigor