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Office of Minority Health Public Health Service U.S. Department of Health and Human Services

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In This Issue: White House Initiative Encourages New Partnerships Minority Health Perspective A "2 + 2" Program About Federal Tribes Navajos Managing Diabetes Diabetes in the Elderly American Indian College Fund AAIP Expanding the Healing Circle Indian Nurses Impact of Welfare Reform Tribal College Journal Teaching Self-Reliance National Indian Education Association Resources Funding Sources AARP: Expanding Outreach Conference Calendar

Tribal Colleges and Universities White House Initiative Encourages New Partnerships ost federal agencies don’t know much about Tribal Colleges and Universities (TCUs). And though some TCUs have built strong relationships with federal agencies, many are just beginning to learn about program and funding opportunities within all departments of the federal government, according to Carrie Billy. Ms. Billy recently filled the new post of executive director of the White House Initiative on Tribal Colleges and Universities, U.S. Department of Education. “The TCU initiative is a meaningful step toward bridging the gap,” she said. Established by White House Executive Order 13021 in 1996, the initiative aims to increase the tribal colleges’ access to federal opportunities, expand their participation in federal programs, and raise awareness about the important role TCUs have in our community. The order also fosters links between TCUs and private and non-government organizations. Since the tribal college movement began in the 70s, the number of TCUs has grown considerably. Thirty-one schools make up the American Indian Higher Education Consortium (AIHEC), where Billy formerly worked as federal relations counsel. Located on or near isolated reservations, TCUs serve approximately 25,000 American Indian students from more than 250 tribes. All TCUs offer two-year degrees, and five offer four-year and graduate degrees. Before tribal colleges came into existence, many people living on reservations did not pursue higher education. Those who did go to college attended mainstream institutions, and their dropout rates were high. This is largely because most mainstream schools don’t have the support services that Indian students need to succeed, Billy said. “Tribal colleges are centered around Native culture and offer nurturing programs that can’t be found everywhere,” she said. “A high percentage of students in tribal colleges are single parents in their early thirties, and the schools provide a social support network that eases their transition to college.” continued next page

Back to the Publications Page			Blake Crawford, Executive Editor Michelle Meadows, Managing Editor Jennifer Brooks, Editor/Writer Jean Oxendine, Writer Becky Hardaway, Production Coordinator Ida Miggins, Web Publisher