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There is a long history of school failure for Aboriginals¹ in the U.S. educational system. Culturally relevant/responsive pedagogy affords opportunities for Aboriginal students to achieve academic success through building upon their cultural heritages and Native ways of knowing. School systems adopting this pedagogy empower Indigenous students to connect with essential knowledge for academic success in today’s world. This enhanced pedagogy creates classrooms of involvement that promote Aboriginal students’ achievement. Preservice teachers employing this pedagogy will experience success with their Indigenous students and learn about Aboriginal communities, lifeways, and values. Mutual respect is engendered as long-perpetuated negative stereotypes of Native Americans are undone. Culturally relevant/responsive pedagogy can be tailored to specific populations by incorporating their own Aboriginal knowledge, languages, and practices into teaching praxis.

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.

The purpose of this paper is to examine the conditions for Native American high school students that result in successful adaptation to an online learning environment.

In total, eight Native American students attending high schools located on Montana Indian reservations, and one urban city, were interviewed. Participants completed online coursework through Montana Digital Academy (MTDA). A theoretical model illustrates the successful adaptation of Native students to online learning.

Students' learning needs and the online learning environment were congruent. Course offerings at local high schools were limited, resulting in boredom and lack of challenge. Students wanted new and interesting coursework and learning online met those needs. Students worked at their own pace and ability levels and enjoyed the challenge, freedom, and independence resulting from learning online. Students who frequently missed school were easily accommodated.

Students' orientation toward education, such as attitudes toward learning and school, family influences, and interactions with classroom teachers, affected the adaptation process. Participants felt empowered and had more positive expectations for their future as a result of learning online. This was caused by: feelings of independence working without face‐to‐face contact from a teacher; confidence gained when successfully completing assignments; and control felt from being in charge of their own learning.

This paper describes college‐bound Native American high school students' online learning experiences; research on this topic is practically non‐existent. The findings can benefit those who lack understanding of how Native students adapt to an online environment; educators are better equipped to create supports that promote academic success for Native American students.

The Kathryn M. Buder Center for American Indian Studies is a premier graduate degree scholarship program in social work committed to the education of American Indian/Alaska Native (AI/AN) MSW students. The Buder Center has made many contributions over the years and continues to grow in exciting and innovative directions. This chapter considers the factors influencing AI/AN students in higher education; discusses the challenges and barriers faced by AI/AN students; and describes the founding of the Buder Center, its programs, and services. The chapter concludes by presenting recommended approaches for recruiting and retaining AI/AN students in higher education.

Across the United States, Native Americans ¹ are often underrepresented in gifted and talented programs. The education publications tend to be replete with literature focused on their general failures and challenges in general education, and little attention is placed on those students who are currently in gifted education programs or have the potential for such advanced academic services. This chapter focuses specifically on the underrepresentation of Native American students in gifted programs and how educators could better identify and service this student population in gifted education.

The purpose of this paper is to develop two new constructs (career self-schemas and career locus) and present a conceptual model of the influence of Native American culture on MBA fit.

Using a social cognitive lens on career theory, the authors examine the possible effects of cultural influences on the fit between Native Americans’ career goals and an MBA. Specifically, the authors propose that cultural factors contribute to career self-schemas inconsistent with Native American perceptions of business graduate education. Career self-schemas are an individual’s cognitive map of the self in his or her career.

The conceptual model proposes that aspects of career self-schemas may explain lagging Native Americans’ MBA fit: the MBA is culturally inconsistent, and a community career locus.

The model needs to be tested empirically. This research has implications that extend beyond Native Americans to help explain the career aspirations of other diverse groups.

Native Americans are, in recent years, engaging in economic development that would benefit from Native Americans with MBAs. The authors make recommendations for increasing Native American interest in MBA programs.

This paper introduces the constructs of career self-schemas and career locus to explain lagging MBA fit for Native Americans. The constructs may also be applied in other cultures and with other ethnic groups to explain differences in career choice. It may be particularly helpful in an international context.

A social studies methods instructor and college students collaborated with an elementary teacher and fifth grade students to produce exciting cereal box dioramas of Native American cultures from different parts of the United States. The dioramas were constructed of a cereal box with a model of a historic Native American home on the front. The box was cut to open like a book to reveal the inside of the home and a ceremonial scene. The back and sides of the box featured crafts, clothing, food, transportation, or other information. Seven steps were implemented to guide this project-based learning experience. 1) Project’s goal: to engage students in active, meaningful learning, integrated with art, challenging in complexity and three-dimensional spatial reasoning, while addressing the values of Native Americans. 2) Involve students in researching and illustrating, “What were the lives of Native Americans like?” 3) Plan assessment of student research notebooks. 4) Plan assessment of final project’s required components. 5) Map how the project will unfold. 6) Respond to the challenge of making a three-dimensional model by providing examples and assistance. 7) Manage the project through collaboration between pre-service teachers and elementary students along with involvement of other school personnel.

TribalCrit permits the recognition of colonization as pervasive in our American society impacting all aspects of our societal structures, including the educational system. Forced boarding schools for Native learners touted the goal of “Kill the Indian, Save the Man” as the mission of education in the United States, leaving an indelible strain between Native learners and the US educational system. Research from Native American scholars offers classroom instructional practices and strategies that support inclusive experiences based on truth and acknowledgment of racial and political liminal spaces. Implementing these strategies begins with informed lesson planning to ensure engagement in the instructional core between teacher, student, and content.

The geosocial divide that separates many rural regions of Alaska continues to present considerable challenges, such as those that have long plagued the Yukon-Kuskokwim region with cultural and value conflicts. Lack of empirical data and improper identification of the root causes of the ongoing socio-political, cultural and economic disparities between rural Alaska and the rest of the country contribute to the general misconceptions of the turbulent nature of life on the tundra today. In this isolated region, the state has built dozens of schools that largely employ non-Natives. Teacher certification requirements have largely alienated Alaska Natives from pursuing careers in their home villages due to cost, lack of access, lack of student support and irrelevant curriculum. Despite rigorous standards and extraordinary funding opportunities, the current model has traditionally underperformed against both state and national norms.

This research targets a project that re-conceptualizes the teacher certification pipeline for remote Alaska Native villages via the utilisation of a competency-based bilingual curriculum, mentoring and interactive learning delivered via hybrid and online formats. The Native Teacher Certification Pathway proposed will be significant both in its local impact on unemployed adults and Yupik youth, and globally as a site for innovation in the application, delivery and assessment of evidence-based student support activities and programmes. Leveraging place, identity, language and values make learning incredibly powerful, increases efficacy and creates a true impact. Universities and business programmes that are sensitive to this fact and tailor their programmes appropriately will likely see a greater return on their investment.