Dine' College in Tsaile, Arizona, was the first tribal college, opening as Navajo Community College in 1968. Photo from American Indian College Fund
Planting ideas: Tribal colleges essential for developing reservation economies
By Mark Trahant / Trahant Reports Congress has recognized the importance and the value of tribal colleges. A Senate resolution sets Feb. 8 as the “National Tribal Colleges and Universities Week.” There are 32 fully accredited tribal colleges and universities on some 75 campuses across the country, reaching thousands of students, delivering higher education for a fraction of the cost of other public institutions. “All across America we have teachers helping students in some of the poorest, most remote corners of our nation. We have students who are committed to persevering, have been raised with the cultural strength of their tribe, and are determined to shine brighter to make this world a better place,” said U.S. Sen. Heidi Heitkamp, D-North Dakota, and sponsor of the resolution. “In North Dakota, I’ve been awestruck by the commitment I’ve seen from our educators and staff at all five of our tribal colleges to engaging with our Native kids – to showing them that they can achieve higher and grow stronger both personally and professionally.” But when it comes to public policy, tribal colleges do not get the resources required. A few weeks ago, The Atlantic published a critical report about tribal colleges and called them a “poor return on more than $100 million a year in federal money.” And, a top line of a hundred million sounds like a lot of money. The primary complaint was that the schools’ graduation rates are lower than other institutions. But here is the rub: The same report acknowledged how much less is being spent on Native students. “Congress sets tribal college funding and is authorized by federal law to give schools a maximum of $8,000 per student. But in reality the schools get $5,850 per student on average. And that funding can be used only for Native American students; nearly a fifth of those enrolled don’t identify as Native,” wrote Sarah Butrymowicz for The Atlantic. “Howard University, a historically black college, by comparison averages more than $20,000 per student from the federal government.” And that’s just the beginning. A report by the Century Foundation estimates the total cost for a community college averages $10,242 per student. But The Atlantic piece seemed to blame tribal colleges themselves for inadequate resources — and a performance metric based only on graduation rates. Fortunately there is another way to look at this issue. The Montana Legislature is considering legislation that would boost funding non-Indian students who attend tribal colleges on a per student basis. A bill by Rep. Susan Webber, D-Browning, would match the amount of funding that state community colleges receive on a per capita basis. Under current state law tribal colleges — seven based in Montana — receive about half as much per student as community colleges. Non-Indian students make up nearly a third of the student body at Montana’s tribal colleges. As Blackfeet Community College President Billie Jo Kipp put it: “Compared to what Dawson Community College gets, we get $3,000. They get $6,740. We provide similar services, we provide similar—if not more—training programs, workforce development programs, to non-Natives as well.” Tribal colleges remain, in my mind, an unfair bargain. A bargain because they deliver higher education at a much lower cost per student. And an unfair bargain because they should not have to do that. There should be the resources available to get the job done. Tribal colleges serve another critical role. Let me explain. If you look at the economy of a local community, pick the town, you’ll find that there are often four pillars of activity that create jobs. These are: government, health care, higher education and private sector. We know that government (tribal and federal) plays a huge role in any reservation economy. It’s the same with Indian health (now Indian Country’s single largest employer). In communities with strong tribal colleges, that becomes a third leg for economic development because there’s an infrastructure surrounding a campus that creates good gigs ranging from professors to maintenance workers. The fourth leg, the private sector, is usually the weakest link for a lot of reasons. Tribal colleges already contribute to a reservation economy. Economists call these “anchor institutions” because of their payroll and other infrastructure building characteristics. (In fact, if you look at just about any community, the largest employers are hospitals and universities.) I also see a role for tribal colleges that’s growing more important because higher education has the power to generate ideas that turn into something else, especially private sector jobs. Yes, graduation rates are important and should be improved. But that’s just the beginning of what a tribal college does. Mostly, I think, these are institutions where ideas grow. It takes good ideas to create permanent, sustainable tribal communities. Mark Trahant holds the Atwood Chair at the University of Alaska Anchorage. He is an independent journalist and a member of The Shoshone-Bannock Tribes. For up-to-the-minute posts, download the free Trahant Reports app for your smart phone or tablet.
Join the Conversation
