Serving Native American Students (New Directions in Student Services #109). Mary Jo Tippeconnic Fox, Shelly C. Lowe, and George S. McClellan (Eds). (2005). San Francisco: Jossey-Bass, 120 pp. Price $27.00. ISBN #0-7879-7971-6.

Review by: Robin S. Williams

Admissions Counselor

Cameron University

Lawton, Oklahoma

Professionals within the academy often wonder how they can best serve all students and especially those from a minority background. This book is a wonderful resource for any professional who interacts with students, especially Native American students, on a regular basis. Historical and background information included for Native American students enlightens and ensures that professionals are best serving their Native American student populations.  

A brief set of questions is included for higher education professionals. Do Native Americans possess dual citizenship?   Why do Native Americans have an inherent right to education? What is a tribal college? Why has recent research shown that retention rates for tribal colleges have been consecutively high?  Is there but one factor affecting the retention of Native American students at higher education institutions or is it a multitude of factors? Those serving Native American students and unable to answer all of these questions may want to read this book.   

This volume, a part of the collective series of New Directions in Student Services, includes a series of chapters that provides historical background for American Indian education. The text includes a list of factors to consider in retaining Native American students, stories of American Indian students, along with perspectives from parents, tribal leaders, faculty and staff who address the issues of Native American identity and American Indian epistemologies. Authors suggest approaches to serving American Indian students in tribal colleges and services that should be provided at other institutions. All of this information is useful to those lacking previous knowledge of American Indian student history and the issues affecting these students while it provides updated research and findings for those acquainted with current issues affecting Native American students.

This book should be read by all professionals on campuses with a Native American student presence. Material covered in this volume is long overdue; it is provided in a manner that all professionals can understand and apply on a daily basis. This volume includes information we can use to familiarize ourselves with Native American students, their history, persistence factors, and the methods that will promote better communication, service and support for Native American students. Utilization of these methods will increase retention and insure future successes for this student population. Additionally, this volume may encourage academic advisors to investigate and learn about other minority student groups. Because the Native American higher education history and culture is so unique, it truly models the theme brought forth in the 2005 NACADA South Central Regional Conference: every student does have a story.