Career and workforce development is a pillar in the curricula and programming at tribal colleges and universities (TCUs). It is also an essential component in the economic development of Indian Country. As part of Tribal College Journal’s spring 2018 issue on job creation, this resource guide compiles a selection of articles on career development for Native Americans.
This article uses social cognitive career theory to examine the associations among career interests, career efficacy expectations, gender, and perceived parent support among Native American and Caucasian middle school adolescents. The study findings are consistent with previous research that found Native Americans had a great interest in “realistic and conventional” occupations—in particular, occupations that require a high-school diploma, a trade school certificate, or association degrees. Caucasian middle school adolescents expressed interests in self-efficacy expectations for investigative, artistic, social, and enterprising occupations that typically require a four-year degree.
Verbos, A.K., Kennedy, K.A., Gladstone, J.S., & Birmingham, C. (2015). Native American Cultural Influences on Career Self-Schemas and MBA Fit. Equality, Diversity and Inclusion: An International Journal, 34(3), 201-213.
The purpose of this research was to develop two new constructs—career self-schemas and career locus—and present a conceptual model that fits Native American culture in management and business administration (MBA). The article’s authors used a social cognitive lens on career theory to examine cultural influences on the fit between Native Americans’ career goals and receiving an MBA degree. According to the findings, “The conceptual model proposes that aspects of career self-schemas may explain lagging Native Americans’ MBA fit” (p. 201). The authors recommend that even with this study, they encourage researchers to test this model empirically. The researchers believe that this study has implications that extend beyond Native Americans to help explain the career aspirations of other diverse groups.
In this article, Al-Asfour compares unemployment rates of Native Americans in South and North Dakota with Caucasian unemployment rates. The findings in this article indicate that unemployment of Native Americans is much higher compared to their Caucasian counterparts. The author encourages TCUs, tribal and state legislators, and socially responsible companies to work in tandem to help resolve the high unemployment rate of Native Americans. The article also discusses the need for TCUs to play a vital role in the development of the Native American workforce.
In this article, the author encourages students at TCUs and other tribal members to seek a nursing degree. The author argues that due to an increase of baby boomers retiring and the need for healthcare professionals on the rise, seeking a nursing degree is almost a guarantee of finding employment on or off reservations. According to the author, “The demand for nursing allows for mobility. Nurses can look and find a job in any state they want to move to and the unemployment rate among nurses is one of the lowest in any career.” The author emphasizes that since TCUs’ main purpose is to rebuild their communities through education, this is a golden opportunity for TCUs to equip job-seekers with a valuable credential.
The article discusses the severe underrepresentation of Alaska Natives in the nursing field in the state of Alaska. The University of Alaska School of Nursing in Anchorage implemented a project to recruit Alaska Natives into nursing careers. The university created activities that included “establishing community partnerships, sponsoring a dormitory wing, hosting social and professional related events, and offering stipends” (p. 293). The university also included intensive academic advising, tutoring, and mentoring. According to the article, this project had an initial success rate of 70% of students completing and becoming licensed nurses.
This article discusses the underrepresentation of Native Americans in the nursing field. The purpose of this qualitative research study was to learn about the barriers to the nursing field through interviews with high school seniors who express interest and desire to pursue nursing education. The study finds six major themes as barriers: (1) lack of knowledge about nursing as a career, (2) academic preparation for nursing education, (3) perception of family and peer support, (4) financial concerns, (5) cultural concerns, and (6) fear of leaving the tribe and social isolation.
This study uses hermeneutic qualitative research to investigate barriers to career development among Native American students living on reservations. Patterns of educational achievement and employment indicate that Native American students face considerable challenges and barriers in their career development. The study’s authors interviewed 29 Native American students. Two types of themes emerge: (1) surface themes, such as limited range of possible careers and perceived barriers found in this study, and (2) complex themes such as lack of concern or knowledge about barriers. The themes related to barriers are described and discussed in this article.
This study represents a single piece of a larger research study associated with the development of leadership skills among Native American youth. The themes that emerge from this study include: (1) developing a positive self-image, (2) community-building, and (3) Native role models. The study finds that each of the themes are important in fostering leadership development among Native students.
This article proposes the need for “Nativization,” which the author refers to as slowly replacing the workforce in Indian country with tribal members. Nativization would also mean that tribal members would have the skills needed to occupy almost all of the employment opportunities within their community. Furthermore, Nativization needs to become proactive rather than reactive in the hiring process of qualified Native Americans in all tribal organizations and affiliate entities.
This paper provides an overview and analysis of “localization” in the Kingdom of Saudi Arabia. This research paper attempts to critically review key initiatives that Saudi Arabia took for the past 20 years regarding replacing expatriates in the Saudi workforce. The authors provide recommendations on how localization needs to be improved and the roles that private and public sectors need to play in this process. In addition, the authors state that “a holistic “Saudization” policy is needed which can bridge the gap of talent and skills required after the removal of the expatriate workers” (p. 243).
Ahmed Al-Asfour, Ph.D., is chair of the Business Department at Oglala Lakota College.
