The Impact of Tribal Colleges in the Economic Development of Tribal Communities: A Case Study

Authors

  • Anne Grob Universitätsbibliothek

DOI:

https://doi.org/10.5283/copas.112

Abstract

The essay examines a fairly new phenomenon in American Education: Tribal Colleges. As unique institutions of higher learning, established to specifically address educational and cultural needs of American Indians, they play a pivotal role in individual student and tribal community empowerment. It will be illustrated in-depth how one particular Tribal College – Salish Kootenai College – positively impacts and greatly contributes to the economic development of its tribal community.

Author Biography

Anne Grob, Universitätsbibliothek

Anne Grob attended the University of Leipzig and Martin-Luther University Halle-Wittenberg (MLU), majoring in American Studies and Cultural Anthropology. As a cultural ambassadorial scholar of the Rotary Foundation and a MLU exchange scholarship recipient, she studied at Montana State University (MSU), Bozeman, USA (2004-2005), followed by a 4-month internship as a research assistant at the Museum of the Rockies. She returned to MSU as a short term research scholar at the Anthropology Department in 2007, where she prepared for her subsequent 3-month fieldwork at the Flathead Indian Reservation in Pablo, MT. Her findings were utilized in her Master’s thesis (2008) on a particular Tribal College in Montana. Grob’s academic interests include contemporary indigenous issues, with a particular emphasis on Native Higher Education in the U.S. She is also interested in education needs among indigenous groups in New Zealand, Hawaii and Scandinavia.

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How to Cite

Grob, Anne. “The Impact of Tribal Colleges in the Economic Development of Tribal Communities: A Case Study”. Current Objectives of Postgraduate American Studies, vol. 10, Mar. 2012, doi:10.5283/copas.112.

Issue

Vol. 10 (2009)

Section

Articles

License

Creative Commons License

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.

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