Native students in Library and Information Science education, 1990-2019: Past trends and implications for future advancement

Gosart, Ulia; Fu, Rachel

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https://hdl.handle.net/2142/123109 Copy

Description

Title

Native students in Library and Information Science education, 1990-2019: Past trends and implications for future advancement

Author(s)

• Gosart, Ulia
• Fu, Rachel

Issue Date

2023-09

Keyword(s)

• Administration
• Curriculum
• Education Programs/schools
• Equitable Representation
• Indigenous Librarianship
• Online Learning
• Retention
• Special Programming
• Students
• Tribal Communities

Abstract

In this longitudinal study, we explored institutional-level factors that may have contributed to the success of Native students in graduate Library Information Science (LIS) programs from 1990-2019. We used a mixed methods design: first we assessed patterns of participation of Native students in LIS for that period; next we identified the LIS programs that graduated the most Native students and investigated them in depth using a case-study approach. We utilized data from the National Center for Education Statistics (NCES) and the Association for Library and Information Science Education (ALISE). We found that the low participation of Native students in LIS replicated overall trends in the participation of Native students in graduate education in non-tribal establishments. We also found that the low participation of Native students remained a major historical trend characterizing the participation of Native students in LIS. The study suggests that institutional factors contributing to the success of Native students in LIS include effective recruitment, financial aid, and the assurance of their continuous enrollment and graduation via cohort learning, mentorship, flexibility of curriculum choices, and practical experiences. Substantively, this study contributes to the understanding of factors affecting the participation of Native students in graduate education, and it may be a foundation for further research into factors affecting Native students’ success in non-tribal colleges. Methodologically, it offers a model replicable for similar investigations in other fields.

Series/Report Name or Number

Proceedings of the ALISE Annual Conference, 2023

Type of Resource

text

Language

eng

Handle URL

https://hdl.handle.net/2142/123109

DOI

https://doi.org/10.21900/j.alise.2023.1390

Copyright and License Information

• Copyright 2023 Ulia Gosart, Rachel Fu
• This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (https://creativecommons.org/licenses/by-sa/4.0/).

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