BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Beyond Access

Indigenizing Programs for Native American Student Success

Paperback
March 2018
9781620362884
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  • Publisher
    Stylus Publishing
  • Published
    9th March
  • ISBN 9781620362884
  • Language English
  • Pages 192 pp.
  • Size 6" x 9"
  • Images 2 tables
$35.00
Hardback
March 2018
9781620362877
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  • Publisher
    Stylus Publishing
  • Published
    20th March
  • ISBN 9781620362877
  • Language English
  • Pages 192 pp.
  • Size 6" x 9"
  • Images 2 tables
$125.00
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Library E-Books

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as well as through the following wholesalers: The Yankee Book Peddler subsidiary of Baker & Taylor, Inc.

March 2018
9781620362891
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  • Publisher
    Stylus Publishing
  • Published
    13th March
  • ISBN 9781620362891
  • Language English
  • Pages 192 pp.
  • Size 6" x 9"
  • Images 2 tables
$125.00
E-Book
March 2018
9781620362907
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  • Publisher
    Stylus Publishing
  • Published
    13th March
  • ISBN 9781620362907
  • Language English
  • Pages 192 pp.
  • Size 6" x 9"
  • Images 2 tables
$27.99

This book argues that two principal factors are inhibiting Native students from transitioning from school to college and from succeeding in their post-secondary studies. It presents models and examples of pathways to success that align with Native American students’ aspirations and cultural values.

Many attend schools that are poorly resourced where they are often discouraged from aspiring to college. Many are alienated from the educational system by a lack of culturally appropriate and meaningful environment or support systems that reflect Indigenous values of community, sharing, honoring extended family, giving-back to one’s community, and respect for creation.

The contributors to this book highlight Indigenized college access programs--meaning programs developed by, not just for--the Indigenous community, and are adapted, or developed, for the unique Indigenous populations they serve.

Individual chapters cover a K-12 program to develop a Native college-going culture through community engagement; a “crash course” offered by a higher education institution to compensate for the lack of college counseling and academic advising at students’ schools; the role of tribal colleges and universities; the recruitment and retention of Native American students in STEM and nursing programs; financial aid; educational leadership programs to prepare Native principals, superintendents, and other school leaders; and, finally, data regarding Native American college students with disabilities. The chapters are interspersed with narratives from current Indigenous graduate students.

This is an invaluable resource for student affairs practitioners and higher education administrators wanting to understand and serve their Indigenous students.

"Beyond Access edited by Waterman, Lowe, and Shotton demonstrates the resistance of Indigenous students and educators to deficit models that fail to account for the effects of settler-colonialism. In addition, the editors and contributors do the work of both decolonizing postsecondary education and Indigenizing education in ways that promote Native students’ personal and community achievement. This text is a contribution to Native National Building and a must-read for anyone committed to Indigenizing postsecondary educational practice."

Dafina-Lazarus (D-L) Stewart, Tri-Director: Student Affairs in Higher Education Program - Colorado State University

Beyond Access is a pressing call to academics, practitioners, and policy makers to support the specific needs of Native students. This timely book is much needed, disrupting the educational invisibility of Native students while charting new and exciting directions to foster their success.”

Nolan L. Cabrera, Associate Professor, Center for the Study of Higher Education - Colorado State University, University of Arizona

"Authors in this book engage powerful stories, Indigenous knowledge systems, and pragmatic innovations to inspire culturally strength-based college access and retention programs for Native Peoples into and through colleges and universities. Indigenous epistemologies of identity, relationship, resiliency, respect, interconnection, reciprocity, mentoring, community, spirituality, social capital, success, and well-being are highlighted. Indigenized approaches to matriculate, educate, and graduate Native college students are shared. This book offers essential learning pathways for all who serve in education."

Alicia Fedelina Chávez, Ph.D. (Apache, Spanish American) Former Dean of Students, University of Wisconsin - Madison and Co-Editor of Indigenous Leadership in Higher Education - Colorado State University, University of Arizona

From the Foreword:
Beyond Access: Indigenizing Programs for Native American Student Success is another important work in the growing body of Indigenous scholarship. Stephanie Waterman, Shelly Lowe, and Heather Shotton have once again assembled an impressive group of contributing authors. Members of tribes and campus communities from across the country, the authors report on model programs designed to support the success of Native American students in undergraduate and graduate majors in a variety of institutional settings. One can clearly see that these programs are framed in Indigenous ways of knowing and being, and the 4 Rs—respect, relevance, reciprocity, responsibility—are in clear evidence throughout all of them.”

George S. McClellan, Former Vice Chancellor for Student Affairs - Indiana University - Purdue University Fort Wayne, University of Arizona

From the Foreword:
Beyond Access: Indigenizing Programs for Native American Student Success is another important work in the growing body of Indigenous scholarship. Stephanie Waterman, Shelly Lowe, and Heather Shotton have once again assembled an impressive group of contributing authors. Members of tribes and campus communities from across the country, the authors report on model programs designed to support the success of Native American students in undergraduate and graduate majors in a variety of institutional settings. One can clearly see that these programs are framed in Indigenous ways of knowing and being, and the 4 Rs—respect, relevance, reciprocity, responsibility—are in clear evidence throughout all of them.”

George S. McClellan, Former Vice Chancellor for Student Affairs - Indiana University - Purdue University Fort Wayne, University of Arizona

Blessing—Luci Tapahonso (Diné)
Foreword—George S. McClellan
Introduction—Stephanie Waterman (Onondaga), Heather J. Shotton (Wichita/Kiowa/Cheyenne), and Shelly C. Lowe (Diné)

Breanna’s Story—Breanna Faris (Cheyenne and Arapaho)
1) My Story: Making the Most of College Access Programs—Natalie Rose Youngbull (Southern Cheyenne and Arapaho, Ft. Peck Sioux and Assiniboine)
2) Tough Conversations and “Giving Back”: Native Freshman Perspectives on the College Application Process—Adrienne Keene (Cherokee)

Monty’s Story—Monty Begaye (Diné)
3) Getting Started Locally: How Tribal Colleges and Universities are Opening Doors to the Undergraduate Experience—David Sanders (Oglala Lakota), and Matthew Van Alstine Makomenaw (Grand Traverse Bay Band of Ottawa and Chippewa Indians)
4) Native Student Financial Aid as Native Nation Building: History, Politics, and Realities—Christine A. Nelson (Diné and Laguna Pueblo) and Amanda R. Tachine (Diné)

Nakay’s Story—Nakay R. Flotte (Mescalero-Lipan Apache)
5) Journey Into the Sciences: Successful Native American STEM Programs—LeManuel Bitsoi (Diné) and Shelly C. Lowe (Diné)
6) Recruiting and Supporting Nursing Students in Alaska: A Look at the Recruitment and Retention of Alaska Natives into Nursing (RRANN) Program at the University of Alaska Anchorage School of Nursing—Tina DeLapp, Jackie Pflaum and Stephanie Sanderlin (Yupik/Unangan)

Corey’s Story—Corey Still (Keetoowah Cherokee)
7) The Evolution of Native Education Leadership Programs: Learning From the Past, Leading for the Future—Susan Faircloth (Coharie Tribe of North Carolina) and Robin Minthorn (Kiowa/Nez Perce/Umatilla/Assiniboine)
8) American Indian College Students and Ability Status: Considerations for Improving the College Experience—John L. Garland (Choctaw)

Conclusion: Achieving the Possible—Stephanie J. Waterman (Onondaga), Shelly C. Lowe (Diné), Heather J. Shotton (Wichita/Kiowa/Cheyenne) and Jerry Bread (Kiowa/Cherokee)

Editors and Contributors
Index

Stephanie J. Waterman

Stephanie J. Waterman is Onondaga, Turtle Clan. She is an Associate Professor, in Leadership, Higher & Adult Education, at the Ontario Institute for Studies in Education, and coordinates the Student Development/Student Services in Postsecondary Education at the University of Toronto. Prior to her appointment at OISE, she was a faculty member in Higher Education administration in Educational Leadership at the Warner Graduate School of Education and Human Development, University of Rochester, and Faculty Associate for the Syracuse University Native Student Program, she researches Native student experiences, faculty/staff/student interaction, and First Nations/Native American Student Affairs units.

Shelly C. Lowe

Shelly C. Lowe is Navajo from Ganado, Arizona. She is the Executive Director of the Harvard University Native American Program (HUNAP). Prior to being at Harvard she worked in Native American student affairs at Yale University and in American Indian Studies at The University of Arizona, where she is completing her Ph.D. in Higher Education.

Heather J. Shotton

Heather J. Shotton is a member of the Wichita & Affiliated Tribes, and is also of Kiowa and Cheyenne descent. She currently serves as an Assistant Professor in Native American Studies at the University of Oklahoma. Her research focuses on Native American student success, Indigenous higher education, and Indigenous women in the academy.