This article reports findings from a recent survey of education research on the experiences, challenges, and achievement of American Indians in higher education. We offer information on those at predominately White institutions as well as those involved with tribal colleges and universities. Findings suggest racism and having work questioned by colleagues remains a challenge for students at predominantly White institutions. These findings remain stable for faculty members. Overall students and faculty, regardless of institution type, report deep satisfaction in working with Native students and a majority indicate an ongoing desire to work in, with, and for Native communities.
The Journal of American Indian Education (JAIE) is a refereed journal publishing original scholarship directly related to the education of American Indians, Alaska Natives, Native Hawaiians, and Indigenous peoples worldwide, including Inuit, Métis, and First Nations of Canada, Māori, Aboriginal/Torres Strait Islander peoples, Indigenous peoples of Latin America, Africa, and others. JAIE strives to improve Indigenous education through empirical research, knowledge generation, and transmission to researchers, communities, classrooms, and diverse educational settings.
Founded in 1925, the University of Minnesota Press is best known as the publisher of groundbreaking work in social and cultural thought, critical theory, race and ethnic studies, urbanism, feminist criticism, and media studies. The Press is among the most active publishers of translations of significant works of European and Latin American thought and scholarship. Minnesota also publishes a diverse list of works on the cultural and natural heritage of the state and the upper Midwest region.
This item is part of a JSTOR Collection.
For terms and use, please refer to our
© 2015 Regents of the University of Minnesota