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The underrepresentation and underperformance of men of color relative to women of color within institutions of higher education have been extensively studied the past 20 years. The purpose of this study is to understand trends in how this research has been conducted rather than understand “best practices” to support this student population. To achieve this, we reviewed 153 pieces of scholarship from 1999 to 2019 using an intersectional and critical content analysis approach. Findings revealed that the bulk of scholarship involved onetime interviews for its empirical foundations, and the overwhelming majority centered the racial experiences of Black and Latinx men. In contrast, few analyses critically explored gender, sexual orientation, or social class. Additionally, scholarship that centered Asian American, Indigenous, multiracial, and trans* men of color was scant or nonexistent. Given these large gaps in the knowledge base, we offer guidance for the next generation of men of color in higher education scholarship in terms of analytical foci, theoretical frameworks, and methodologies.

The purpose of this review of literature is to identify variables (Hart 1998), relevant to AI/AN postsecondary persistence, and to examine the relationship between findings and postsecondary persistence theories at 2 and 4-year institutions. An exhaustive review with selective citation was used to locate relevant documents. Due to the limited amount of articles found for this review, I included both qualitative and quantitative articles. The factors were organized into four emerging themes including; family support, institutional support, tribal community support and academic performance. Due to the lack of research conducted using measures important to AI/AN persistence, the understanding of factors influencing AI/AN student postsecondary persistence is still somewhat limited.

School turnaround efforts aiming to improve the lowest performing schools have become a prevalent approach to school improvement. In this study, we explore how a school turnaround program influenced school outcomes of a reservation school district. Findings show that one of the biggest struggles in the school turnaround efforts was creating hope for the students, and the struggle is likely due to the fact that school turnaround efforts are a reflection of government values as opposed to tribal values. The continued adoption of government education policies toward American Indian/Alaska Native (AI/AN) students based in government values, without proper tribal nation government officials engaged in the stakeholder process, will continually ensure that AI/AN students remain in an assimilation process at the bottom of how the United States measures academic achievement.

L ike anthropology’s historical practice of photographing Native peoples, making images of cultural objects is rooted in the desire to capture and classify something before it vanishes. These photographic practices can be beneficial, as material cultural objects will eventually require restoration or, as the lifespan of the production materials wears away, may even disappear completely. Furthermore, unfortunately, a tribe may no longer hold cultural and sacred objects in cases where they have been auctioned to the highest bidders. In some circumstances, however, cultural objects are not being maintained by the tribe, but are being cared for by individual families or held in storage. In these cases, tribes have an opportunity to use photographs of the objects as works of art themselves that, in sharing and preserving the objects, sustain and extend community knowledge about them.1 Although social scientists examine the importance of material culture and collect, display, and trade objects readily, the representation of cultural objects does not receive much attention in the research literature. This article focuses on the representation of Native cultural objects as its own contemporary artistic practice, specifically via still photography. We posit that, as a lens-based artistic practice that connects