On a recent autumn morning in New Town, North Dakota, Ruth De La Cruz, a leader at the Nueta Hidatsa Sahnish College, explored the Four Sisters Garden in search of Hidatsa squash. For her students, this crop may represent an assignment in the food sovereignty program, but for De La Cruz, it embodies the legacy of her ancestors. “There’s some of the squash, yay,” she remarked, discovering the small gourds basking in the sun. The garden reflects the Hidatsa tradition of cultivating squash, corn, sunflowers, and beans together, known as the “four sisters.”
Nueta Hidatsa Sahnish College is operated by the Mandan Hidatsa Arikara Nation and is one of over three dozen tribal colleges and universities (TCUs) across the United States. Earlier this year, the Trump administration proposed substantial funding cuts to these institutions, sparking concerns among tribal leaders. Although a funding increase announced just before a lengthy government shutdown was met with relief, college leaders are still apprehensive about the sustainability of federal commitments.
The financial support from the U.S. government is rooted in historical treaties, laws, and agreements that established obligations to uphold the health, education, and welfare of Indigenous peoples. These commitments are often referred to as trust responsibilities. Twyla Baker, president of the college, emphasized the importance of these obligations: “We prepaid for all of this.” She highlighted that while the U.S. government has disrupted Indigenous knowledge and cultures, it must honor the promises made to protect them for future generations.
Education funding for Indigenous students has taken various forms, including support for elementary schools on reservations and programs at TCUs. However, the funding landscape has become increasingly precarious. In September, the U.S. Department of Education announced a funding increase of over 100% for TCUs, a decision welcomed by many. Yet, this increase coincided with significant cuts to other federal programs that provide vital support for Indigenous students, such as those from the National Science Foundation and the U.S. Department of Agriculture.
In 1994, Congress recognized TCUs as land grant institutions, allowing them access to federal funding similar to that available to other land grant universities. However, unlike institutions such as Cornell and Purdue, TCUs do not benefit from the profits derived from unceded tribal lands. Instead, they depend on federal grants that are becoming increasingly difficult to secure.
Ahniwake Rose, president of the American Indian Higher Education Consortium, noted that some tribal liaisons responsible for ensuring compliance with trust responsibilities have been laid off or furloughed, exacerbating the uncertainty. “We’re still under a great deal of stress,” she remarked. “I don’t want people to think because we got this increase in funds that all is OK, because it’s still precarious.”
This uncertainty complicates budgeting for institutions like United Tribes Technical College in Bismarck, North Dakota. President Leander McDonald expressed concern about the future: “How long is the storm going to last? That’s the part that I think is unknown for us.”
The challenges faced by TCUs extend beyond funding. College leaders frequently travel to Washington, D.C., to advocate for the importance of their institutions and the need for continued federal support. According to a report from the American Indian Higher Education Consortium, TCUs contributed $3.8 billion to the national economy in 2023, creating jobs and generating additional income through student and business revenue.
For TCU students, higher education represents not only academic achievement but also a means to preserve and sustain their cultural heritage. The U.S. government has historically attempted to erase Indigenous cultures, and many students and faculty believe that upholding trust responsibilities today includes fostering opportunities that protect these traditions.
At Nueta Hidatsa Sahnish College, the Native American Studies program emphasizes learning directly from elders, who impart knowledge about languages, tribal sovereignty, and cultural practices. Zaysha Grinnell, a member of the MHA Nation enrolled in the program, noted, “You can’t get that anywhere else. That experience, that knowledge, all of the knowledge that the ones teaching here carry.”
Mike Barthelemy, head of the college’s Native American Studies program, highlighted the historical context of these educational efforts. “You can look around us in any direction for hundreds of miles, and those are ceded territories,” he explained. “There’s not a single Indigenous nation that got really compensated for what they gave. And so I think that trust responsibility, it lingers.”
As tribal colleges navigate these challenges, the future of Indigenous education remains uncertain but crucial. The balance between securing necessary funding and honoring historical commitments is vital for the preservation of Indigenous cultures and the education of future generations.
