This study, which focuses on the experiences of Native women attending a tribal college of the Northern Cheyenne Nation, responds to the call by Baird-Olson and Ward (2000) and Almeida (1997) for research that allows Native women, or the "hidden half," to tell their stories. Scant research has examined the value of tribal schools for Native American women and the experiences they have had in relation to their reservation and college lives. Providing narratives of women's experiences can illuminate how higher education in tribal college settings holds multiple values for Native women students as it acts as a refuge and a bridge to future opportunities. Specifically, Native students, particularly women, feel empowered as they are exposed to new opportunities and have valuable mentorship experiences. To better capture Native women's experiences in higher education, I use information from both participant observation in the tribal college setting and in-depth, one on one interviews. This study holds relevance for other minority groups as well, as there are many values of education beyond simply earning a degree. In this study, Native women recount their personal stories of life on the reservation, the value of mentorship and education, and their ideas of success, inspired by their love for their community. It further highlights the value of simply listening to the stories of women who are resilient despite the odds they face. Allowing their voices to be heard and their personal histories to be told is an integral part of understanding their story.

Tribal Colleges and Universities (TCUs) are educational institutions owned by Native American tribes intended to address the failure of the education system to support Indigenous students. Significant research has been done on the value of culturally sustaining pedagogy (CSP) and on TCUs, but little has been done to examine whether and how TCUs implement CSP. This study aims to fill that gap by examining teaching at Chief Dull Knife College (CDKC), a tribal college on the Northern Cheyenne reservation. Interviews were conducted with eight white faculty members and four Cheyenne administrators at CDKC. Analysis of the interviews revealed that the instructors saw building personal connections with students as the foundation of teaching at CDKC and that they engaged in attempts at individual adaptation and structural change to support such teaching. The Cheyenne administrators found these efforts valuable, but suggested that more needed to be done to foster a connection between the white faculty members and the Cheyenne community and culture. Ultimately, this study reveals that instructors at CDKC are attempting to implement CSP, but that there are still gaps in that implementation. The interviews suggest that further structural changes are needed at CDKC to better support CSP and ensure that students are receiving the support they need to succeed.