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College Preparation > Tribal Colleges & Universities

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Pavel, M., Inglebret, E., & Banks, S. (2001). Tribal Colleges and Universities in an Era of Dynamic Development. Peabody Journal of Education 76(1), 50-72.

In this article, the authors discuss the development of a new higher education phenomena within the United States—tribal colleges and universities (TCUs). The article highlights how these institutions have dramatically changed the higher education realm for American Indians and Alaska Natives in just the short time span of 30 years. A historical overview of TCUs portrays the growth of the TCU movement from previous externally imposed Indian education efforts that failed to meet the needs of students. Selected institutions portraits demonstrate the intersections between culture and community as tribal communities create and control their own institutions of higher education. These intersections are further illuminated through examination of broad TCU curricular functions. Successes and challenges experienced by Native teacher preparation programs nationally, as well as a case study of curriculum development for a specific Native teacher preparation program, provide further insight into how community members identify their own educational needs and develop programs that are specifically tailored to meet those needs. The article concludes that TCUs are promoting a new mindset that is leading to renewed economic, social, political, cultural, and spiritual vitality through education. As a consequence, American Indian people are hopeful about regaining their greatness in America with TCUs leading the way.

Rousey, A., & Longie, E. (2001). The Tribal College as Family Support System. American Behavioral Scientist 44(9), 1492-1504.

This study asked a single question: What is it that tribal colleges are doing that might explain their success in retention of high-risk students? An ethnography of a typical tribal college identified three ways in which family support contributes to retention. These are provision of a coordinated system of social services, especially child care; incorporation of cultural-familial values, knowledge, and traditions throughout the institution's operations; and location on the reservation. The reservation history is one of forced separation of families to obtain even a secondary education. There is a dramatic drop in educational attainment rates of Native American students at the point at which relocation is required. Given these facts, it is recommended that the emphasis on transfer to mainstream institutions off reservation be balanced with provision of baccalaureate and graduate degrees on the reservation.

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