Editors’ Notes

Let us not forget that just because these places were not made for us, it does not mean that we cannot create, engage, and enact institutions that have welcoming spaces and opportunities for Native students. (Brayboy, 2021, p. 106) When we sat down together in July 2024 to turn the vision of this volume into reality, we had no idea how much the world and higher education would change in just a year. What started as a brainstorming session quickly turned into something bigger: a commitment to revisit the conversations that began two decades ago and ask: What do higher education professionals need to know about Indigenous students now? What stories still need to be told? The answer was clear: while we've seen progress, the work is far from done. Native and Indigenous people continue to navigate systems that weren't built for them, and the need for spaces, practices, and scholarship that center Indigenous voices is as urgent as ever. This volume is our response—a continuation of the original monograph that also honors the evolution of Native and Indigenous research and practices while amplifying new voices, new experiences, and new strategies for success. This volume infuses the conversation with new energy and voices. Including the perspectives of communities or topics that have been left out, overlooked, or underrepresented in the literature was crucial to us. These include Alaska Native students and the unique realities of Tribal Colleges in the Arctic, Native Hawaiian and Pacific Islander students, Native graduate students, and Native alumni engagement. Unique perspectives and programs for Native student access, persistence, and success are explored because we know that access to higher education is just the beginning; Native students need many other supports to thrive and succeed. Some of these supports include Native-centric financial aid and the transformative role of Indigenous scholarship providers. This volume also delves into the evolution of Indigenous Student Affairs as a professional field, highlighting the networks that keep practitioners connected and supported. Finally, recommendations for understanding and improving Native students' college experiences are provided, grounded in research on Native students’ leadership experiences and an identity framework that centers Indigenous values, relationality, and community. We hope this volume will be impactful in two ways for higher education professionals: it is informative and also inspires action in your work. This book isn't just a collection of chapters—it's a call to action. The insights here come from decades of advocacy, scholarship, and lived experience. They challenge us to move beyond performative gestures and toward real, structural change that honors Indigenous sovereignty and ways of knowing. Our hope is that you don't just read these words—you use them. Share them. Let them spark conversations and inspire action on your campus, in your classrooms, and in your communities. Because the power of these ideas lies in what we do with them. We are deeply grateful to every author, reviewer, and contributor who made this work possible. And to you, the reader: thank you for joining us on this journey. Together, we can create spaces where Indigenous students don't just survive—they thrive. We want to honor the life and legacy of Dr. Tiffany Smith (Cherokee and Muscogee Nations), a contributing author to this volume, who passed away before it went to print. She was a brilliant scholar, leader, and compassionate student affairs professional who devoted her research and practice to creating culturally grounded support systems for Native students and professionals in higher education. Her award-winning scholarship continues to inspire and contribute to the evolution of Indigenous higher education scholarship, particularly her work about Indigenous women in STEM. Her spirit lives on in the work we do, and may it continue to guide and inspire us. We are grateful that her light shines through her contributions to this volume.