Campbell, A. (2007). Retaining American Indian/Alaska Native students in higher education: A case study of one partnership between the Tohono O’odham Nation and Pima Community College, Tucson, AZ. Journal of American Indian Education, 46(2), 19-42.
Summary
In Retaining American Indian/Alaska Native students in higher education: A case study of one partnership between the Tohono O’odham Nation and Pima Community College, Campbell (2007) describes a successful nursing partnership program between the Tohono O’odham Nation (Nation) and Pima Community College (PCC) in her case study. What is exciting about this article is that the Nation saw a need to educate members of the Tohono O’odham community to take on nursing and care positions for the elder care facility that was being built and reached out to the local community college to assist in this endeavor. The Nation wanted to train its members to work in the facility caring for their elders in a way that outsiders could not—speaking the language, sharing the culture, and being productive citizens of the community. The case study outlines the process in which the partnership developed with the development of culturally responsive curriculum and support that led to success for the students in the program. The study is clear on identifying the factors that led to student withdrawal and student persistence. Faculty, administrators, and the Nation addressed several factors to ensure students had the tools to succeed in the nursing cohort. The partnership suggests that Indigenous students will succeed when they are completely supported as students and community members by college administration, faculty and their Nation as they pursue their education.
Contribution to field
Initially, I was unclear about the research method; however, when I reviewed the title a third time I realized the article was a case study. The article was organized in such a way as to walk the reader through the process of setting up a partnership program for students. This is valuable in that it reads like a “how to” manual for program development. I have not read an article that showed the step-by-step process for setting up a program for postsecondary Indigenous students in such detail. The treat was that the program was a partnership between an Arizona Indigenous nation and a local community college, which is my interest area. I am surprised that there are not more programs like this one. The article demonstrates the program was successful and illustrated the lengths the college and Nation went to ensure student success. I was disappointed that the article did not indicate whether there were other partnerships of this type in existence. I am left to assume that this is the first of its kind.
Literature Review
The author includes research on drop out rates of American Indian and Alaska Natives (AI/AN), education statistics of AI/AN compared with racial groups, and factors that lead to staying or leaving school. The contribution was situated in a context of institutionalized racism and lack of cultural competency on the part of predominantly white institutions and educators. I would have liked to see included in the article similar programs as the Tohono O’odham/PCC partnership or a statement that there is nothing like this particular program to date.
Theoretical Framework
The author uses a functional-collaborative lens to situate the development and success of the health/nursing cohort program. She described how the Nation, the college administration, the faculty, and students all worked together to apply their knowledge and expertise to make the program a true partnership. Each group was involved in the planning, design, and implementation of the cohort and each contributed much needed resources whether in the form of staff, finances, or feedback on the cultural relevance or irrelevance of curricula. The functional-collaborative model is a community-based approach that values and utilizes the input of students, teachers and the community.
Data Collection
There was no data collection section included in the article. The author, who holds a PhD in Curriculum and Instruction, described a process of program development. The author does not share how she obtained the information to write this case study.
Analysis
The program was detailed enough to duplicate if one wanted to start a culturally responsive partnership program. Again, this study was more descriptive than analytical.
Implications for equitable education
The partnership between the Tohono O’odham nation and PCC can be duplicated across the nation if stakeholders are willing to provide monetary support, creativity and flexibility in program development and student support. This program requires commitment in ways that are not traditional for colleges and universities. Providing housing for families in another city, changing textbooks mid-semester, providing study space in the students’ community, hiring a liaison to facilitate paperwork and be the voice of students as well as paying full tuition, books and living stipends. Many might think this excessive, however, we attend classes and live on the homeland of the Akimel O’otham people, and culturally responsive curriculum and tuition is minute compared to appropriated land and assault on spirit and identity that Indigenous peoples have endured.
New Ideas
This study relates to the way I envision my practice- working with stockholders to create programs that meet the holistic needs of Indigenous students. I envision programs where Indigenous students are nurtured from elementary school through college wherein they develop the skills necessary to succeed in both their home communities and dominant culture. Campbell’s case study offers an example of how I might create programs to impact the success of Indigenous students in college. Though this article is about a partnership between a Nation and the nursing department, I envision programs based on the needs of local nations and the career choices of students. Placing students in cohorts to develop foundational knowledge as scaffolding to succeed in college is viable if all stakeholders are committed.
References
Campbell, A. (2007). Retaining American Indian/Alaska Native students in higher education: A case study of one partnership between the Tohono O’odham Nation and Pima Community College, Tucson, AZ. Journal of American Indian Education, 46(2), 19-42.
Mona Scott
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