Helping Native American Students Helping Native American Students Succeed In Today’s College Succeed In Today’s College

Environment As They Walk In Two Environment As They Walk In Two Worlds Worlds

Presented ByPresented By: : April Campbell, Sonya April Campbell, Sonya Moody-Jurado, & Trinity MinahanMoody-Jurado, & Trinity Minahan

Presenter Introductions

Session ObjectivesSession Objectives

1. Give a brief history of Indian Education in the U.S. including issues of sovereignty.

2. Show some political, social, and cultural barriers Native American students face on a daily basis.

3. Provide tools, resources and strategies for advising, teaching, and retaining Native American Students.

Brief history of Indian EducationBrief history of Indian Education• 1783 : US Government enters into treaties with Indian Nations. Funded by

Government & carried out by missionaries.• 1802: Congress appropriates funds to “civilize & educate” native peoples.• 1879: Indian boarding schools established.• 1898: Curtis Act dissolves tribal government and outlaws tribal schools.• 1934: Indian Reorganization Act passes: restores tribal government (but

with limitations).• 1953: US Congress passed the termination resolution.• 1975: Indian Education Act passed providing support to Indian students. • 1972: Indian Education Act passed providing support to Indian student in

public schools required parental involvement.• 1980’s: Many tribes received restoration of tribal governments.• 1992: US government focuses on Indian Education implementing a task

force to outline a course of action for Indian Education.• 2010: President issues mandatory efforts to increase Tribal Consultation

with both the US Government and State Governments.

Indian Education legislation is Indian Education legislation is unique in the following ways:unique in the following ways:

• It recognizes that American Indians have unique, educational and culturally related academic needs and distinct language and cultural needs;

• It is the only comprehensive Federal Indian Education legislation, that deals with American Indian education from pre-school to graduate-level education and reflects the diversity of government involvement in Indian education;

• It focuses national attention on the educational needs of American Indian learners, reaffirming the Federal government’s special responsibility related to the education of American Indians and Alaska Natives; and

• It provides services to American Indians and Alaska Natives that are not provided by the Bureau of Indian Affairs.

SovereigntySovereignty• Tribal sovereignty refers to the fact that tribes in the U.S. have

independent power and a right to self-government.

• In the U.S., persons of Native American descent occupy a unique legal position. On the one hand, they are U.S. citizens and are entitled to the same legal rights and protections under the Constitution that all other U.S. citizens enjoy.

• On the other hand, they are members of self-governing tribes whose existence far predates the arrival of Europeans on American shores. They are the descendants of peoples who had their own inherent rights—rights that required no validation or legitimation from the newcomers who found their way onto their soil.

• These combined, and in many ways conflicting, legal positions have resulted in a complex relationship between Native American tribes and the federal government.

Tribal SovereigntyTribal Sovereignty

Sovereign Nations have the right to:

• Form their own government,

• Determine membership or citizenship,

• Make/enforce laws,• Regulate trade w/in

borders,• Form alliances

w/other nations,• and more.

Tribes and the GovernmentTribes and the Government

• Native Students vs. other Minority Students

• Sovereign Government

• Ties to State and Federal Government•Some states including Oregon have an American Indian/Alaskan Native Education Plan• Title VII• Johnson O’Malley

Objective #2Objective #2

Political, social, and cultural Political, social, and cultural barriers Native American students barriers Native American students

face on a daily basisface on a daily basis• Maintaining cultural traditions (language

revitalization, spiritual practices, regalia making, pow-wows, round dances, basket weaving, beading, drum making, gathering, hunting, honoring elders, etc.)

Walking In Two WorldsWalking In Two Worlds

• Living, working, or going to college in mainstream society, then returning home to the reservation and expected to act in a different manner.

• With some tribes there is an expectation that they will return home to work for their tribe after completing their education.

Rethinking TimeRethinking Time

• Tell me and I'll forget. Show me, and I may not remember. Involve me, and I'll understand. –Native American saying

• Traditional views of time

• Pressure

• Feeling of failure

First GenerationFirst Generation

• A large majority of Native American college students are first generation.

• Have trouble navigating the higher education and financial aid systems

• Find it difficult to balance home and school obligations.

• Low-income, first-generation students are four times more likely than other students to drop out of college in their first year, according to the National Center for Education Statistics

TransportationTransportation

• To and from the reservation – students drive on average 45 minutes to get to the college campus

• Having a reliable vehicle

• Weather conditions in the winter/early spring can make driving conditions difficult for students

Unaware of how to advocateUnaware of how to advocate

• Most Native American students do not know how to advocate for themselves

• This includes seeking out networks and resources such as tutoring, writing centers, career counselors, community resources, scholarship opportunities, etc.

• Unaware that they may have a learning disability or need academic support.

Objective 3Objective 3

• Providing tools, resources and strategies for advising, teaching, and retaining Native American Students.

Positive Learning EnvironmentsPositive Learning Environments

• Think about Learning in a Global way…

• Small Groups• Your Classroom• Your School• Your Community• Local Resources

• Give students a reason to come to college• Show them that you care and that you value their culture• Expect the success from native students

Know Your Native StudentsKnow Your Native Students

• Family Units

• Reach out to your students community

• Find their interests

• Appreciate their culture

• Be aware of their road blocks/barriers to success

Teaching StylesTeaching Styles

• The Talking Head

• Hands-on Learning

• Art as a Tool

• Story telling

• Small Groups

• Project based Learning

Connect/Refer Native Students to Connect/Refer Native Students to Resources on CampusResources on Campus

• Native American Student Coordinator

• Native American Club/Center

• Tutoring Center/Educational Opportunity or Success Center

• TRIO Support Services

Help Them Identify BarriersHelp Them Identify Barriers

• Transportation

• Child Care

• Time Constraints (Explain 2:1 Study Ratio – for every 1 hour in class a study should spend 2-3 hours outside of class studying or doing assignments)

Spend a little extra time building a Spend a little extra time building a scheduleschedule

• Help students design a schedule rather than “rubber stamping” a schedule

• First term students – Assist them with registering for a study skills course/college success course, a subject area they are interested in, and possibly some reading or writing instead of -math, lab science, writing, and reading all in the same term (even though they may need those remedial classes) – the first term is key to retaining them

Take more of a holistic approach to Take more of a holistic approach to advising - build a relationship with advising - build a relationship with

the student the student • It takes time.

• Try to make it a conversation rather than an interrogation.

• Sometimes, it’s important to just listen or prompt them for questions about if they are working or not, have children or not, in order to help them build a schedule/degree program.

Making your office or space invitingMaking your office or space inviting

• Have some coloring books or toys in case the student brings their children in with them.

• Have food (candy, mints, etc.)• Any kind of native newspapers, magazines,

artwork, posters, calendars, blankets, or materials is a plus

• Circular meeting area/format• Ask your local native community for resources –

Research your local native community

Incorporate Curriculum into Incorporate Curriculum into ClassroomsClassrooms

• Indians in Oregon Today

– Culturally sensitive– Historically accurate– Age appropriate– Supported by tribe– Encourage family participation

You are not alone there is support You are not alone there is support for Indian Educationfor Indian Education

• Federal

• State

• Tribal

• Private

• Public

Ask a Tribal Elder to come to a Ask a Tribal Elder to come to a training or just come in and sharetraining or just come in and share

Embrace the Native CultureEmbrace the Native Culture

Serving as a Comprehensive Serving as a Comprehensive Resource for Native StudentsResource for Native Students

• Serve as a resource for the student for general questions on financial aid, campus resources, etc.

• Try to point them to a person rather than a department.

Michael WilsonMichael WilsonMaster’s Degree in Business AdministrationMaster’s Degree in Business Administration

Portland State UniversityPortland State University

Angelina AhedoAngelina AhedoMaster’s Degree in Public HealthMaster’s Degree in Public Health

University of Hawaii at ManoaUniversity of Hawaii at Manoa

ResourcesResources

• Handout on books/videos/newspapers about Native Americans in Oregon

• National Indian Education Association www.niea.org ● Oregon Dept. of Education webpage (Indian Education

Resources – not just on Oregon) – This has a link to the Indians In Oregon Today Curriculum

http://www.ode.state.or.us/ Type in Indian in the search box

►Most Tribes have a website and newspaper – you can usually Google the name of the tribe and it will come up – you can also call the tribe and get on their mailing list for their tribal newspaper

Resources Continued…Resources Continued…

• Oregon Indian Coalition on Postsecondary Education – Chairwoman: Jackie Leno-Grant - jgrant@eou.edu – meetings are held quarterly

• Native Friendly Campus Document

• Oregon Indian Education Association

http://oiea.org/

The OUS Native American Resource Guide

http://www.ous.edu/stucoun/counres/

Pathways for Native Students: A Pathways for Native Students: A Report on Washington State Report on Washington State

Colleges and UniversitiesColleges and Universities

• http://www.evergreen.edu/nativeprograms/reports/pathways/docs/pathwaysreport.pdf

Case StudiesCase Studies

What strategies can you use to help this student find success?

What hurdles will this student have to jump to succeed?

Where can you look for help?

Contact InformationContact Information

April Campbell

Education Division Manager

Confederated Tribes of Grand Ronde

Education Division

1-800-422-0232 Ext. 2284

April.Campbell@grandronde.org

Contact InformationContact Information

Sonya Moody-Jurado

Education Specialist

Confederated Tribes of Siletz

503-390-9494

sonyamj@ctsi.nsn.us

Contact InformationContact Information

Trinity Minahan

Academic Advisor

Confederated Tribes of Grand Ronde

Education Division

1-800-422-0232 Ext. 1478

Trinity.Minahan@grandronde.org

Thank you for participating!Thank you for participating!