Rigor, Relevance, and Relationships: Tribal Sovereign Education and Emerging Best Practices Deborah Esquibel Hunt American Indian College Fund August 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

2012  37 TCUs – 33 accredited  Student count: 50 to 2,000  4 out of 5 are Native  Total: 20,000 – 250 tribes  358 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 Jordain Anishinabemowin Language Teacher Leech Lake Tribal College

Relationships: Sense of family respect reciprocity

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   33% freshmen without diploma   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   83%   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