ABSTRACT
Tribal College and University (TCU) settings are unique yet have many commonalities with other higher education institutions concerning Racial Battle Fatigue (RBF). The history of Indian Education in the United States is vast, but marked by periods of trauma and resiliency, including many stories of oppression of indigenous people. Education was first used as a tool for assimilation by the U.S. but eventually became a tool of empowerment for tribal nations (Deyhle & Swisher, 1997). One tool was the establishment of the TCUs during a time of cultural resurgence; they were established in 1973 (Pavel et al. 2001). The development of TCUs stemmed from a need to assist American Indian (AI) students in their unique learning styles and cultural backgrounds (Stein, 2009). Nearly 50 years has passed since their development, and AI college students’ experiences have changed. Over this period of time some AIs pursued advanced degrees and transitioned into faculty positions, some within TCUs.
