"The Support System Is Just Amazing Here": The Role of Validating Agents at Two-Year Tribal Colleges and Native American–Serving Nontribal Institutions

• In Event: Roundtable Session 3
  In Roundtable Session: Diversity, Validation, and Learning

Abstract

While there have been numerous studies addressing higher education success for underrepresented groups, the college pathways for American Indian students remain largely unaddressed. This study sought to fill this literature gap by taking a qualitative approach to exploring American Indian student success for students attending two-year Tribal Colleges and two-year Native American Serving Non-Tribal Institutions. Interviews with administrators, faculty/staff, tribal representatives, and students revealed the presence of committed validating agents who help shape the decisions, aspirations, and/or perceptions of students. Site visits and institutional audits further suggest that validating agents navigate multiple institutional constraints for students. This research has implications for increasing postsecondary engagement and persistence for American Indian college students, as well as extending the conceptualization of student validation.

Authors

• Nydia C. Sanchez, University of North Texas

• Amy J. Fann, University of North Texas