“Beyond the Asterisk
is conceptualized as a tool for action in that it provides examples of successful student support practices and illustrations of responsive programming for Native American/Alaska Native/Indigenous students in higher education. Beyond the Asterisk
is much needed for moving with intentionality to action that addressed the challenges and problems that currently exist for these students in higher education.
“Readers will feel invited by these Native scholars to witness or engage in the issues from a Native perspective and will even be tutored in that way of seeing and doing by the unapologetic use of concepts and language.
“I found this approach necessary if non-Native educators like me are to begin to reframe issues and dilemmas in culturally appropriate ways. If so, then Native/Indigenous students’ dilemmas and issues might then be addressed by non-Native educators in a multiculturally competent manner.”
(The Review of Higher Education, The Journal of the Association for the Study of Higher Education
"Editors Shotton, Lowe, and Waterman accomplish their goal of moving Native American college Students "beyond the asterisk." This must-read text challenges academicians to go beyond the "American Indian research asterisk": exclusion from institutional data and reporting, omission from the curriculum, and nonexistence in research and literature. No longer should Native students be invisible in the academy. The contributors explore ways in which higher education professionals and institutions can serve Native students. A key strength of the collection is the inclusion of research by Native American student practitioners, faculty members, and non-Native allies "who are on the ground, in the trenches, working with the Native students every day." Definitions and the history of Native education in the US strengthen the book. The organization of this work suggests that the writers value Native students. Topics are varied and include first-year experiences, Native culture, the Native fraternity and sorority movement, Native American affairs, tribal college collaborations, indigenous faculty role models, and support from national organizations. All involved in academia need to understand Native students in higher education. Summing Up:
Essential. (A.A. Hodge, Buffalo State College CHOICE
“Within this important and long overdue addition to the literature, higher education faculty, and administrators, have important new resources for helping shift the landscape of Native American college student experiences toward success. The importance of this particular new text cannot be understated. It has been conceived, written, and edited by Native American higher education leaders and those who have made Native students a priority in their practice. My hope is that this book becomes a catalyst for new higher education practices that lead to direct, and increased support for, Native Americans and others who are vigorously working to remove the Native American asterisk from research and practice. This text also signals a renewed call-to-action for increasing the representation of Native students, faculty, and staff on our campuses” (John Garland
About the Author
Heather J. Shotton is a member of the Wichita & Affiliated Tribes, and is also of Kiowa and Cheyenne descent. She currently serves as an Assistant Professor in Native American Studies at the University of Oklahoma. Dr. Shotton has worked in the field of higher education serving Native American students for several years, in both academics and student services. Throughout her career she has served as a researcher, student affairs professional, and as a faculty member. Her research focuses on addressing issues of Native American student success and retention in postsecondary education.
Shelly C. Lowe is Navajo from Ganado, Arizona. She is the Executive Director of the Harvard University Native American Program (HUNAP). Prior to being at Harvard she worked in Native American student affairs at Yale University and in American Indian Studies at The University of Arizona, where she is completing her Ph.D. in Higher Education.
Stephanie J. Waterman is Onondaga, Turtle Clan. She is an assistant professor in Higher Education administration in Educational Leadership at the Warner Graduate School of Education and Human Development, University of Rochester. Dr. Waterman was the Faculty Associate for the Syracuse University Native Student Program. She researches Native student experiences, faculty/staff/student interaction, and student transition.
John Garland is Assistant Professor, Rehabilitation Counseling Program, University of Alabama.