Family-Centered Innovation: Integrating Indigenous Values into Student Caregiver Supports at Rural Tribal Colleges and Universities

• In Event: Rooted Futures: Learner-Centered Postsecondary Models for Rural Learners

Abstract

Objectives: This project aimed to advance family-friendly practices in Tribal settings and for rural-serving institutions (RSIs) broadly. American Indian and Alaska Native (AIAN) undergraduates are significantly more likely to be student parents (Anderson et al., 2024), and 43% of students at Tribal Colleges and Universities (TCUs) have dependent children (NPSAS 2020). Student parents face constraints that reduce their likelihood of completing a college credential. This project explored how elevating caregiving students within TCUs’ strategic enrollment management—rooted in Indigenous education and caregiving values—can improve services for AIAN and rural students with family or community caregiving responsibilities.

Framing: This initiative adapted the Family-Friendly Campus Toolkit—a research-informed, self-guided planning tool originally designed to support parenting students (Karp, Osche, & Smith 2016)—for use in TCUs and RSIs. This project emphasized culturally grounded, community-responsive approaches to strengthen institutional support for student caregivers. It draws on theories of Indigenous education and student development that emphasize holistic support and the importance of culture and community in learning (Tsosie et al. 2022, LaFrance & Nichols 2009, Kirkness & Barnhardt 1991). Recognizing the prevalence of multigenerational caregiving in Indigenous communities, TCUs reframed their efforts around “student caregivers” rather than solely “student parents” to better reflect community values.

Methods: This project used a developmental evaluation and knowledge exchange approach. The Toolkit was piloted and adapted at each TCU campus. Survey data was collected on caregivers’ experiences, and site visits and focus groups were conducted. A participatory learning model brought together experts in student-parent policy and Indigenous education. Regular meetings of college task forces and project partners—virtual and in person—used data insights to inform reflection and develop strategies to better support student caregivers.

Data: Data collection included surveys, interviews, data dashboards, and institutional assessments. Surveys revealed high rates of caregiving, while interviews and focus groups highlighted barriers and facilitators within families, TCUs, and communities. All data were jointly analyzed; these findings informed Toolkit refinements and the development of targeted supports.

Results: Key findings include the importance of broadening caregiving definitions, centering community context, and clarifying institutional roles. TCUs benefited most from modular, flexible resources tailored to their specific needs. TCU staff’s firsthand caregiving experience helped drive rapid adoption and implementation. Early implementation showed promising results, including improved student satisfaction and institutional responsiveness. Family-centered, culturally affirming practices were found to be feasible even in resource-constrained RSIs. The revised Toolkit will serve as a more responsive resource going forward.

Significance: This project demonstrates how TCUs, despite limited resources, are leading innovation in family-friendly practices. It enriches the literature on student caregivers by including Indigenous and rural perspectives, offers a model for culturally responsive adaptation of evidence-based practices, and shares tools through a network of 30 TCUs and with other RSI networks. By adapting and disseminating culturally attuned tools, this work supports student caregivers, strengthens institutional capacity, and promotes intergenerational educational attainment in rural and Indigenous-serving higher education.

Authors

• Theresa Anderson, The Urban Institute

• Jonathan Breaker, American Indian College Fund

• Michael Marie Munson, Montana State University