The purpose of this research was to examine aspects of Indian higher education with a focus on Indian and native studies programs in the United States and Canada. The academic dimension of the study centered on the intellectual discussion, credibility, and stature of the field, as well as, perceptions prevalent in mainstream academia.
This thesis compared and contrasted Indian higher education in the United States and Canada, and provided analysis of mainstream and tribal college Indian and native studies programs. Institutions studied were Sinte Gleska University, Trent University, University of Arizona and Saskatchewan Indian Federated College.
A theoretical framework was created with essential criteria for Indian and native studies program development including: (1) Administrative Structure; (2) Program Purpose and Goals; (3) Mission Statement; (4) Governance; (5) Relationship to Tribal Community; (6) Curricula; (7) Staffing/Faculty; (8) Student Services; and (9) Community Outreach.