Navigating Career and Academic Growth in Tribal Colleges and Universities: An Autoethnographic Reflection.

This autoethnographic study examines the author’s academic career and leadership experiences at Tribal Colleges and Universities (TCUs), focusing on the integration of Indigenous epistemologies and culturally responsive andragogy within these institutions. Grounded in Social Constructivism, Organizational Culture Theory, and Tribal Critical Race Theory (TribalCrit), the research highlights faculty development, community engagement, and leadership challenges unique to TCUs, emphasizing their role in supporting Native American sovereignty, cultural preservation, and educational equity. The study underscores the reciprocal relationship between faculty and Indigenous communities, the importance of embedding Indigenous languages and values in curricula, and the systemic obstacles TCUs face, such as underfunding and faculty retention. It offers insights into how culturally grounded faculty development and leadership practices contribute to the sustainability and transformative mission of Indigenous higher education.