In This Article Indigenous Students in Higher Education in the United States

  • Introduction
  • Cultural Centers and Family Connections
  • Historically Native American Fraternities and Sororities
  • STEM
  • Impact of Native American/Indigenous Studies
  • Indigenous Faculty Perspectives

Education Indigenous Students in Higher Education in the United States
by
Robin Zape-tah-hol-ah Minthorn
  • LAST MODIFIED: 25 March 2020
  • DOI: 10.1093/obo/9780199756810-0245

Introduction

This bibliography attempts to highlight literature that focusing on Indigenous students and the various areas that work to support and honor Indigenous students, faculty, staff, and communities. Only since 2000, has there been more literature produced by Indigenous scholars and honoring Indigenous lived experiences. This article attempts to focus on Indigenous-authored and -centered literature whose goal is to shed light on how we better support Indigenous students through representation, research, teaching, and learning to the praxis of being an Indigenous student affairs professional and faculty member.

Representation of Indigenous Students

The following topic provides an overview of literature regarding the representation of Indigenous students in higher education in the United States. This includes university-specific data to specific research that focuses on institutional type such as the Ivy League college experience for Native American college students and experiences of Indigenous men in higher education (Wright 2012; Brayboy 2004; and Brayboy, et al. 2017, both cited under Addressing Indigenous Student Inequities in Higher Education). There are a wide variety of topic areas that present general information on Native American students in higher education to the invisibility that still exists for Indigenous students through their campus experiences to their exclusion in data and policy (Brayboy, et al. 2012; Brayboy, et al. 2015; Lopez 2017, cited under Addressing Indigenous Student Inequities in Higher Education; Fox, et al. 2005; Minthorn and Shotton 2015). This section is broken down into three subsections: Indigenous students in higher education, Indigenous higher education policy, and addressing Indigenous student inequities in higher education.

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