The Impending Educational Crisis for American Indians: Higher Education at the Crossroads

Authors

  • Billie Hunt Director of Academic Resources The University of North Carolina at Pembroke
  • Charles F. Harrington Professor of Economics and Finance The University of North Carolina at Pembroke

Abstract

A significant gap exists in the post-secondary educational achievement levels of American Indian students despite significant gains attained in various avenues of education reform. A college education is a significant driver in the socioeconomic advancement of American Indian communities. Numerous factors impact the admission, persistence and timely graduation of American Indian students from institutions of higher education. These issues have a direct impact on the significantly low numbers of doctorally-prepared American Indian faculty in academia.

This paper provides an overview of the retention and graduation rates of American Indian students enrolled in American higher education. Also discussed are characteristics of American Indian higher education faculty. The authors provide a series of recommendations offered to increase American Indian student retention as well as increase the availability of American Indian faculty in higher education.

Author Biographies

Billie Hunt, Director of Academic Resources The University of North Carolina at Pembroke

Charles F. Harrington, Professor of Economics and Finance The University of North Carolina at Pembroke

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