American Indian Access to Higher Education: Where are All the NDNs?

Culturally Sustaining and Revitalizing Pedagogies

ISBN: 978-1-78441-261-6, eISBN: 978-1-78441-260-9

ISSN: 1479-3687

Publication date: 5 June 2017

Abstract

The rate of Native Americans attending institutions of higher education is much lower (24 percent) in comparison to their White peers (48 percent) (Ross et al., 2012). This chapter explores factors that contribute to the accessibility of higher education for Native American students (e.g., family, institutions, communities, and academic influences.) The extreme differences in the rate of Native Americans attending institutions of higher education are not attributed to one single problem. However, this chapter argues that it is imperative to see that an accumulation of experiences influence higher education accessibility and in order to increase the attendance of Native Americans in colleges and universities, a multifaceted approach informed by Tribal Critical Theory must be used.

Keywords

Citation

Lopez, J.D. (2017), "American Indian Access to Higher Education: Where are All the NDNs?", Culturally Sustaining and Revitalizing Pedagogies (Advances in Research on Teaching, Vol. 29), Emerald Publishing Limited, Bingley, pp. 41-60. https://doi.org/10.1108/S1479-368720150000029006

Publisher

:

Emerald Publishing Limited

Copyright © 2017 Emerald Publishing Limited

To read the full version of this content please select one of the options below

You may be able to access this content by logging in via Shibboleth, Open Athens or with your Emerald account.
If you think you should have access to this content, click the button to contact our support team.