Retaining American Indian/Alaskan Native Students in Higher Education: A Case Study of One Partnership between the Tohono O’odham Nation and Pima Community College, Tucson, AZ

Curriculum developers and faculty working with American Indian students in traditional Eurocentric higher education institutional settings face many challenges. These include the development of culturally responsive, community-based programs that meet students' needs, encourage and support student persistence and retention, and integrate culturally relevant materials into required coursework. Licensing programs must also meet institutional, state and federal professional certification requirements. The purpose of this paper is to examine the complex contextual factors that influenced the development of one educational partnership with a student completion rate of just over 40%. The functional/collaborate model used to plan, design and implement the program is discussed. Variables are examined that influenced the development of a culturally responsive English and writing curriculum. Factors are identified and discussed that resulted in a successful partnership in which all stakeholders participated. Implications of those factors for curriculum planning, implementation, and evaluation of programs serving American Indian students are discussed.