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Best Practices for Tribal Colleges and Universities to Achieve Academic Success with First-Generation Native American Students

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Title: Best Practices for Tribal Colleges and Universities to Achieve Academic Success with First-Generation Native American Students
Language: English
Authors: Kayla Diamond
Source: Online Submission. 2025Ed.D. Scholarly Research Project, Bradley University.
Peer Reviewed: N
Page Count: 123
Publication Date: 2025
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: American Indian Students, Minority Serving Institutions, Tribally Controlled Education, Higher Education, Culturally Relevant Education, Success, Best Practices, First Generation College Students, Holistic Approach, Student Personnel Services, Curriculum, Mentors, Institutional Role, Student Attitudes, Sense of Belonging, Indigenous Knowledge, Financial Problems, Academic Achievement
Abstract: Native American students face significant challenges in higher education, including lower enrollment, persistence, and graduation rates compared to other ethnic groups. Many of these students are first-generation and non-traditional learners, often balancing work and family responsibilities while navigating systemic barriers rooted in historical trauma, financial instability, and cultural dissonance within mainstream academic institutions. Tribal Colleges and Universities (TCUs) play a crucial role in addressing these disparities by providing culturally relevant support systems that foster student success. This mixed-methods study explored best practices for TCUs to enhance academic success among first-generation Native American students. Through surveys with faculty, staff, and students at three TCUs, the research identifies key strategies that improve retention and completion rates. These include holistic student support services, culturally embedded curricula, mentoring programs, and streamlined institutional processes like one-stop support centers. Findings suggest that strengthening students' sense of belonging, incorporating Indigenous knowledge systems, and addressing financial and logistical barriers are critical to increasing academic success. The study's conclusions offer practical recommendations for TCUs to develop policies and programs that align with the unique needs of Native students. By implementing culturally responsive strategies, institutions can not only improve individual student outcomes but also contribute to the long-term empowerment of Native communities.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED672042
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Best Practices for Tribal Colleges and Universities to Achieve Academic Success with First-Generation Native American Students
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  Data: <searchLink fieldCode="AR" term="%22Kayla+Diamond%22">Kayla Diamond</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2025Ed.D. Scholarly Research Project, Bradley University.
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  Data: 123
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  Data: 2025
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  Data: Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22American+Indian+Students%22">American Indian Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Serving+Institutions%22">Minority Serving Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Tribally+Controlled+Education%22">Tribally Controlled Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink><br /><searchLink fieldCode="DE" term="%22First+Generation+College+Students%22">First Generation College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Personnel+Services%22">Student Personnel Services</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Role%22">Institutional Role</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Knowledge%22">Indigenous Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Problems%22">Financial Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
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  Data: Native American students face significant challenges in higher education, including lower enrollment, persistence, and graduation rates compared to other ethnic groups. Many of these students are first-generation and non-traditional learners, often balancing work and family responsibilities while navigating systemic barriers rooted in historical trauma, financial instability, and cultural dissonance within mainstream academic institutions. Tribal Colleges and Universities (TCUs) play a crucial role in addressing these disparities by providing culturally relevant support systems that foster student success. This mixed-methods study explored best practices for TCUs to enhance academic success among first-generation Native American students. Through surveys with faculty, staff, and students at three TCUs, the research identifies key strategies that improve retention and completion rates. These include holistic student support services, culturally embedded curricula, mentoring programs, and streamlined institutional processes like one-stop support centers. Findings suggest that strengthening students' sense of belonging, incorporating Indigenous knowledge systems, and addressing financial and logistical barriers are critical to increasing academic success. The study's conclusions offer practical recommendations for TCUs to develop policies and programs that align with the unique needs of Native students. By implementing culturally responsive strategies, institutions can not only improve individual student outcomes but also contribute to the long-term empowerment of Native communities.
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  Data: 2025
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  Data: ED672042
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 123
    Subjects:
      – SubjectFull: American Indian Students
        Type: general
      – SubjectFull: Minority Serving Institutions
        Type: general
      – SubjectFull: Tribally Controlled Education
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Success
        Type: general
      – SubjectFull: Best Practices
        Type: general
      – SubjectFull: First Generation College Students
        Type: general
      – SubjectFull: Holistic Approach
        Type: general
      – SubjectFull: Student Personnel Services
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Institutional Role
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Sense of Belonging
        Type: general
      – SubjectFull: Indigenous Knowledge
        Type: general
      – SubjectFull: Financial Problems
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
    Titles:
      – TitleFull: Best Practices for Tribal Colleges and Universities to Achieve Academic Success with First-Generation Native American Students
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            NameFull: Kayla Diamond
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          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2025
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            – TitleFull: Online Submission
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