ABSTRACT This article examines the evolving role of Indigenous scholarship providers in the United States, highlighting their critical contributions to educational equity, Tribal sovereignty, and student success. Grounded in a decolonizing framework and informed by Indigenous paradigms of relationality, reciprocity, and responsibility, the article explores how organizations such as the Cobell Scholarship Program, American Indian College Fund, Native Forward Scholars Fund, and AISES—Advancing Indigenous People in STEM extend beyond financial aid to offer culturally affirming support systems for Native college students. Through historical analysis, contemporary case studies, and emerging practices in Indigenous data sovereignty, the article illustrates how these providers address the systemic challenges facing American Indian and Alaska Native students in both Tribal and non‐Tribal institutions. The authors offer policy recommendations and strategic insights for student affairs professionals and higher education leaders seeking to better support Native learners. By centering Indigenous voices and worldviews, the article advocates for a transformative shift in how scholarship and student support are conceptualized, measured, and delivered.
Mosconi et al. (Sun,) studied this question.