Title

Making Math Count: Tribal College Leadership in Education reform on the Northern Cheyenne Reservation

Keywords

tribal college, curriculum reform, identity formation

Abstract

Recently, Chief Dull Knife College, the tribal college of the Northern Cheyenne Nation, took new actions to assert sovereignty in relation to reservation schooling. This case study presents an account of these actions, which illustrates the kind of resistance that Hall and Fenelon suggest is possible in tribal college settings. Specifically, as a result of math curriculum reform at the Chief Dull Knife College, student success in math increased. Moreover, unintended consequences include that Northern Cheyenne student identities have been strengthened; college instructors use more culturally relevant strategies; and the tribal college has assumed a new leadership role in improving local schooling.

Original Publication Citation

Making Math Count: Tribal College Leadership in Education Reform on the Northern Cheyenne Reservation, by Carol Ward, Sachiko Jensen, Kacey W. Jones, and Richard Littlebear, by American Indian Culture and Research Journal, vol. 38, no. 3, 2014: 107-134

Document Type

Peer-Reviewed Article

Publication Date

2014-1

Publisher

American Indian Culture and Research Journal

Language

English

College

Family, Home, and Social Sciences

Department

Sociology

University Standing at Time of Publication

Associate Professor

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