Beyond Access
Indigenizing Programs for Native American Student Success

Foreword by George S. McClellan
Paper: 978 1 62036 288 4 / $35.00
Due: March 2018  

Cloth: 978 1 62036 287 7 / $95.00
Due: March 2018  

Lib E-Book: 978 1 62036 289 1 / $95.00 Due: March 2018  
About Library E-Book


E-Book: 978 1 62036 290 7 / $27.99
Due: March 2018  

Publisher: Stylus Publishing
176 pp., 6" x 9"
2 tables
This book argues that two principal factors are inhibiting Native students from transitioning from school to college and from succeeding in their post-secondary studies. It presents models and examples of pathways to success that align with Native American students’ aspirations and cultural values.

Many attend schools that are poorly resourced where they are often discouraged from aspiring to college. Many are alienated from the educational system by a lack of culturally appropriate and meaningful environment or support systems that reflect Indigenous values of community, sharing, honoring extended family, giving-back to one’s community, and respect for creation.

The contributors to this book highlight Indigenized college access programs, meaning programs developed by, not just for, the Indigenous community, and are adapted, or developed, for the unique Indigenous populations they serve.

Individual chapters cover a K-12 program to develop a Native college-going culture through community engagement; a “crash course” offered by a higher education institution to compensate for the lack of college counseling and academic advising at students’ schools; the role of tribal colleges and universities; the recruitment and retention of Native American students in STEM and nursing programs; financial aid; educational leadership programs to prepare Native principals, superintendents, and other school leaders; and, finally, data regarding Native American college students with disabilities. The chapters are interspersed with narratives from current Indigenous graduate students.

This is an invaluable resource for student affairs practitioners and higher education administrators wanting to understand and serve their Indigenous students.

Table of Contents:
Blessing—Luci Tapahonso
Foreword—George S. McClellan
Introduction: Natives Don’t Go To College—Stephanie Waterman, Heather Shotton and Shelly C. Lowe

1) My Story: Making the Most of College Access Programs—Natalie Rose Youngbull
2) Links College Awareness Program
Oklahoma American Indian Public School Transition—Jerry Bread
Breanna’s Story—Breanna Faris
3) Tough Conversations and “Giving Back”: Native Freshman Perspectives on the College Application Process—Adrienne Keene
4) Getting Started Locally: How Tribal Colleges and Universities are Opening Doors to the Undergraduate Experience—Matthew Van Alstine Makomenaw and David Sanders
Monty’s Story—Monty Begaye
5) Journey into the Sciences—LeManuel Bitsoi
6) Recruiting and Supporting Native Students in Alaska: The Recruitment and Retention of Alaska Natives into Nursing (RRANN) Program at the University of Alaska Anchorage School of Nursing—Stephanie Sanderlin, Jackie Pflaum and Tina DeLapp
Corey’s Story—Corey Still
7) The Evolution of Native Education Leadership: Learning from the Past, Leading for the Future—Susan Faircloth and Robin Minthorn
Nakay’s Story—Nakay Flotte
8) American Indian College Students and Ability Status: Considerations for Improving the College Experience—John Garland

Conclusion: Achieving the ImPossible—Stephanie Waterman, Heather Shotton and Shelly C. Lowe
About the Editors and Contributors

Reviews & Endorsements:
Beyond Access is a pressing call to academics, practitioners, and policy makers to support the specific needs of Native students. This timely book is much needed, disrupting the educational invisibility of Native students while charting new and exciting directions to foster their success.”
- Nolan L. Cabrera, Associate Professor, Center for the Study of Higher Education , University of Arizona
Authors in this book engage powerful story, Indigenous knowledge systems, and pragmatic innovations to inspire culturally strength-based college access and retention programs for Native Peoples into and through colleges and universities. Indigenous epistemologies of identity, relationship, resiliency, respect, interconnection, reciprocity, mentoring, community, spirituality, social capital, success, and well-being are highlighted. Indigenized approaches to matriculate, educate, and graduate Native college students are shared. This book offers essential learning pathways for all who serve in education.
- Alicia Fedelina Chávez, Ph.D. (Apache, Spanish American) Former Dean of Students, University of Wisconsin - Madison and Co-Editor of Indigenous Leadership in Higher Education