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.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
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.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
Vendeur : World of Books (was SecondSale), Montgomery, IL, Etats-Unis
Paperback. Etat : Good. Within this important and long overdue addition to the literature, higher education faculty and administrators have important new resources for helping shift the landscape of Native American college student experiences toward success. The importance of this particular new text cannot be understated. It has been conceived, written, and edited by Native American higher education leaders and those who have made Native students a priority in their practice. My hope is that this book becomes a catalyst for new higher education practices that lead to direct, and increased support for, Native Americans and others who are vigorously working to remove the Native American asterisk from research and practice. This text also signals a renewed call-to-action for increasing the representation of Native students, faculty, and staff on our campuses --John GarlandNative Americans are often excluded from data reporting and research on college students, relegated to an asterisk denoting the population as statistically insignificant. This book provides the higher education community with a solid foundation for responding to the needs not only of these students, but also renders visible all Native Americans on campus, including faculty, and staff.While predominantly addressed to the student affairs profession providing an understanding of the needs of the Native students it serves, describing the multi-faceted and unique issues, characteristics and experiences of this population, and sharing proven approaches to developing appropriate services it also covers issues of broader administrative concern, such as collaboration with tribal colleges; as well academic issues, such as graduate and professional education. N° de réf. du vendeur 00097335727
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Vendeur : ThriftBooks-Atlanta, AUSTELL, GA, Etats-Unis
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