American Indian faculty experiences: Culture as a challenge and source of strength.

摘要

The primary focus of this study was to illustrate and document experiences of American Indian faculty in higher education institutions. From this research effort, one can conclude that there are few American Indians in faculty positions in the U.S. In an effort to remedy this situation, this study examined both barriers and sources of support for American Indian faculty. Because American Indians are unique in some areas from other minority groups, this study examined aspects of American Indian culture that also serve as barriers or support. The interview method was selected as most appropriate to answer the research questions. Interviews were conducted with 28 American Indian faculty or former faculty.In their graduate school experience, participants stated that their reason for attending gradate school was pursuit of academic interest, practical purposes, or most often they "ended up in a graduate program". While enrolled in graduate studies, they experienced difficulty because of a lack of funding, loneliness and isolation, their perception of an inconsistency of the competitive environment in graduate school with their cultural beliefs and values, racism and other issues. For support, they primarily turned to family, friends, and peers.Faculty participants noted little in the way of training and preparation for their role. Most had no formal orientation to the position, learning to teach by teaching. Many of those interviewed indicated their knowledge of the importance of research and publication for tenure review and promotion, yet they felt a struggle with other faculty responsibilities. Because of a lack of time and expectations from severai sources, the service component of the faculty role proved to be a burden for those interviewed. Balancing these three roles was one of the major challenges faced by those interviewed. They also faced other challenges in their roles including: intolerance attributed to their gender, race, or class politics and isolation, all complicated by a lack of support in their positions. The participants also identified several sources of support including mentors and their own personal perseverance that helped them in difficult times.The results of this study have some implications for future research and in the development and implementation of minority faculty recruitment. In order to recruit American Indians, institutions must consider creative recruitment efforts to identify prospective faculty and to attract and recruit a critical mass of American Indians to faculty careers. For those faculty who are recruited, there must be mechanisms of support in each area of responsibility that begins during an orientation period. In research and in expectations for the position of faculty, there must be a recognition that there are differences among ethnic/racial groups and within each group. Included among these differences must be the recognition of American Indian culture and the important role that culture plays among Indian people. Lastly, continued research addressing both common issues of all "minority" groups is encouraged as well as research directed to the uniqueness of each of these groups. These efforts focused on the needs of minorities in academe must be continued by faculty, researchers, and graduate students in the future.