Online Education Through an Indigenous Lens

Introduction

How would you define the original inhabitants of North America? American Indian, Indigenous, Native, and Native American are terms that are commonly used in North America to label those who claim indigeneity. These terms are used interchangeably throughout this chapter and refer to those who self-identify as someone coming from a federally recognized, state recognized, and/or non-federally recognized tribe, or a descendant of a tribe within the United States, Alaskan Native Villages, or Canadian First Nations. Recognition of indigeneity has various levels. There is federal recognition from the United States government, state recognition, and those who do not receive either. Definitions and requirements also vary from tribe to tribe, and the argument of who gets to claim indigeneity varies from person to person. It is imperative to acknowledge all degrees of indigeneity.

Education for Indigenous peoples is essential because students who receive an education and graduate with a bachelor’s degree end up making more money than those who do not (Keo et al., 2019). Additionally, students who graduate will be more likely to return to their tribal communities, helping to increase economic growth on reservations (Ferguson & Huffman, 2018; Institute for Higher Education Policy, 2007; Shotton, 2018). Online education is beneficial for Indigenous peoples because it can offer students an opportunity to receive an education while living on the reservation and provide flexibility for those who care for children or other family members (Hunt & Oyarzun, 2020; Pertillar, 2016).

The number of American Indian/Alaska Native students enrolling in higher education institutions continues to decline. Enrollment of American Indian/Alaska Native students in undergraduate education in 2020 was 107,300 students, a decrease of 43% from 2009 (National Center for Education Statistics, 2020). For postbaccalaureate enrollment, American Indian/Alaska Native students comprised 13,800 students, a decrease of 25% from 2009. American Indian/Alaska Native students comprise less than 1% of overall undergraduate and postbaccalaureate enrollment, one of the lowest among all racial/ethnic groups (National Center for Education Statistics, 2020). Lacking from the research is the online enrollment of American Indian/Alaska Native students in higher education institutions. As for degree attainment, only 11% of 25-to-29-year-olds have completed a bachelor's degree or higher, which is also lower than any other racial/ethnic group (National Center for Education Statistics, 2020).

This chapter examines challenges Native American students encounter in higher education, including online higher education, motivations of Native American students, and recommendations for online higher education institutions. Constructivist learning theories will be discussed throughout the chapter. Constructivist learning theories aim to explain how people use previous knowledge to understand new concepts that they are learning (Carley, 2015). Building on past experiences to internalize new information is beneficial for all students. Instructors being aware of their students' lives, upbringings, and cultures and how this impacts their academic experiences is crucial to helping students transition to online higher education successfully (Hamza, H., Hernandez de Hahn, L. 2012). Since family and community support is such an influential factor for Indigenous students, constructivism can be especially beneficial for Indigenous students because the home lives of Indigenous students are highly influential on their overall learning styles and experiences (Fish & Syed, 2018; Heavy Runner-Rioux et al., 2018; Lopez, 2018; Lopez, 2021; Marroquín, 2020; Rodriguez & Mallinckrodt, 2021; Western Interstate Commission for Higher Education, 2021).