Ulteriori informazioni
Informationen zum Autor Heather J. Shotton is a member of the Wichita & Affiliated Tribes, and is also of Kiowa and Cheyenne descent. She currently serves as an Assistant Professor in Native American Studies at the University of Oklahoma. Her research focuses on Native American student success, Indigenous higher education, and Indigenous women in the academy. Shelly C. Lowe is Navajo from Ganado, Arizona. She is the Executive Director of the Harvard University Native American Program (HUNAP). Prior to being at Harvard she worked in Native American student affairs at Yale University and in American Indian Studies at The University of Arizona, where she is completing her Ph.D. in Higher Education. Stephanie J. Waterman is Onondaga, Turtle Clan. She is an Associate Professor, in Leadership, Higher & Adult Education, at the Ontario Institute for Studies in Education, and coordinates the Student Development/Student Services in Postsecondary Education at the University of Toronto. Prior to her appointment at OISE, she was a faculty member in Higher Education administration in Educational Leadership at the Warner Graduate School of Education and Human Development, University of Rochester, and Faculty Associate for the Syracuse University Native Student Program, she researches Native student experiences, faculty/staff/student interaction, and First Nations/Native American Student Affairs units. John Garland is Assistant Professor, Rehabilitation Counseling Program, University of Alabama. Klappentext The purpose of this book is to better understand Native American students, challenge the status quo, and provide an informed base for leaders in student and academic affairs, and administrators concerned with the success of students on their campuses. The authors share their understanding of Native epistemologies, culture, and social structures, offering student affairs professionals and institutions a richer array of options, resources, and culturally-relevant and inclusive models to better serve this population. Zusammenfassung This book moves beyond the asterisk to provide important insights from Native American higher education leaders and non-Native practitioners who have made Native students a priority in their work. Inhaltsverzeichnis Acknowledgments Thanksgiving Freida Jacques (Onondaga, Turtle. Foreword Dr. John Garland (Choctaw. Introduction Dr. Heather J. Shotton (Wichita/Kiowa/Cheyenne. Shelly C. Lowe (Dine´. Dr. Stephanie J. Waterman (Onondaga, Turtle. 1. The First Year Experience for Native Americans. The University of Arizona First-Year Scholars Program Amanda Tachine (Dine´. Karen Francis-Begay (Dine´. 2. Incorporating Native Culture into Student Affairs Steven C. Martin (Muscogee Creek. Adrienne L. Thunder (Ho-Chunk. 3. Extending the Rafters. Cultural Context for Native American Students Dr. Timothy Ecklund Danielle Terrance (Mohawk. 4. The Historically Native American Fraternity and Sorority Movement Derek Oxendine (Lumbee. Symphony Oxendine (Cherokee/Mississippi Choctaw. Dr. Robin Minthorn (Kiowa/Apache/Nez Perce/Assiniboine/Umatilla. 5. The Role of the Special Advisor to the President on Native American Affairs Karen Francis-Begay (Dine´. 6. Tribal College Collaborations Dr. Justin Guillory (Nez Perce Descendant. 7. Academic and Student Affairs Partnerships Molly Springer (Cherokee Nation of Oklahoma. Dr. Charlotte E. Davidson (Dine´/Mandan, Hidatsa, and Arikara. Dr. Stephanie J. Waterman (Onondaga, Turtle. 8. How Institutions Can Support Native Professional and Graduate Students CHiXapkaid (Dr. D. Michael Pavel. (Skokomish. 9. Fancy War Dancing on Academe’s Glass Ceiling. Supporting and Increasing Indigenous Faculty Role Models in Higher Education Dr. Cornel Pewewardy (Comanche/Kiowa. 10. Best Practices for National Organizations to Support the Native Experience in Higher Education Dr. John L. Garland (Choctaw. Dr. George S. McClellan Conclusion Dr. St...
