1st Edition

Developments Beyond the Asterisk New Scholarship and Frameworks for Understanding Native Students in Higher Education

    218 Pages 2 B/W Illustrations
    by Routledge

    218 Pages 2 B/W Illustrations
    by Routledge

    This edited volume serves as a follow-up to Beyond the Asterisk: Understanding Native Students in Higher Education, focusing on new scholarship, continued conversations, and growth in the field of Indigenous higher education.

    The landscape of higher education has changed significantly over the past decade; likewise, Indigenous higher education has grown into its own respective field with emerging scholarship that is written for and by Indigenous people. This book focuses on this growth, revisiting relevant topics in Indigenous higher education, while adding new and expanded research and insight from emerging scholars and practitioners, including chapters on Indigenous LGBTQIA+ and Two-Spirt students and Native Hawaiian and Pacific Islanders.

    The voices of Indigenous scholars who are challenging the status quo in higher education have grown louder, and institutions and organizations have increasingly begun to respond. This volume is essential to continued conversations in Indigenous higher education and invites current, emerging, and future scholars to carry the conversation forward in respectful, responsible, and relational ways.


    John R. Shotton (Otoe-Missouria/Iowa)


    Byron Tsabetsaye (Diné/A:shiwi)

    1 Introduction

    Heather J. Shotton, Stephanie J. Waterman, Natalie R. Youngbull, and Shelly C. Lowe

    2 Indigenous Student Data: The Chaos, the Peace, and Cultivating New Traditions

    Jameson D. Lopez and April N. Horne

    3 Native Pacific Islander Students

    Erin Kahunawaika’ala Wright and Natasha Saelua

    4 Indigenous Men in Higher Education

    Johnny T. Poolaw and Hugh Burnam

    5 In the Spirit of Relation and Kinship: Supporting Indigenous Two-Spirit and LGBTQ+ Relatives

    charlie amáyá scott and Prestin Kinanâskomitinâwâw

    6 First-Year Native Student Transition: Creating a Native-Ready Campus

    John Little and Shelly C. Lowe

    7 Expanding the Sacred Hoop Model in Student Affairs

    Steven C. Martin

    8 The Emergence of the Historically Native American Fraternity and Sorority Movement

    Natalie R. Youngbull, James Wagnon, Robin Zape-tah-hol-ah Minthorn, and Derek Oxendine

    9 Ripples on the Water: Understanding Giving Back among Native College Students

    Nicole Alia Salis Reyes and Jameson D. Lopez

    10 Tribal Advisors in Non-Native Colleges and Universities

    Karen Francis-Begay

    11 So, You Want to Work Together: Collaboration Success Rooted in Tribal Knowledge

    Justin Guillory and Cheryl Crazy Bull

    12 Indigenous Scholars’ Heartwork in Cultivating Reciprocal Tribal Community-University Partnerships

    Robin Zape-tah-hol-ah Minthorn, Chris A. Nelson, and Theresa J. Stewart-Ambo

    13 The Creation and Significance of the Indigenous Student Affairs CAS Standards and Guidelines

    Cori Bazemore-James, Robert L. A. Hancock, Symphony Oxendine, and Stephanie J. Waterman

    14 Indigenous SIGs: A Constellated Approach to Strengthening Relations in Professional Associations

    Charlotte Davidson, Pam Agoyo, Heather J. Shotton, and Stephanie J. Waterman

    15 Conclusion

    Heather J. Shotton Stephanie J. Waterman, Natalie R. Youngbull, and Shelly C. Lowe


    Heather J. Shotton, PhD, Wichita and Affiliated Tribes/Kiowa/Cheyenne, Vice President of Diversity Affairs, Fort Lewis College.

    Stephanie J. Waterman, PhD, Onondaga, Turtle Clan, Associate Professor, Leadership, Adult, & Higher Education, Ontario Institute for Studies in Education, University of Toronto.

    Natalie R. Youngbull, PhD, Cheyenne and Arapaho of Oklahoma and descendant of the Fort Peck Assiniboine and Sioux of Montana, Assistant Professor, Adult and Higher Education, University of Oklahoma.

    Shelly C. Lowe, Diné, PhD Student, Center for the Study of Higher Education, University of Arizona.