Presenter Introductions

1. Helping Native American Students Succeed In Today’s College Environment As They Walk In Two Worlds Presented By: April Campbell, Sonya Moody-Jurado, & Trinity Minahan

2. Presenter Introductions

3. Session 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.

5. Brief 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.

6. Indian Education legislation is 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.

7. Sovereignty • 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.

8. Tribal 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.

9. Tribes 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

10. Objective #2Political, social, and cultural barriers Native American students face 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.)

11. Walking 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.

12. Rethinking 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

13. First 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

14. Transportation • 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

15. Unaware 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.

16. Objective 3 • Providing tools, resources and strategies for advising, teaching, and retaining Native American Students.

17. Positive 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

18. Know 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

19. Teaching Styles • The Talking Head • Hands-on Learning • Art as a Tool • Story telling • Small Groups • Project based Learning

20. Connect/Refer Native Students to Resources on Campus • Native American Student Coordinator • Native American Club/Center • Tutoring Center/Educational Opportunity or Success Center • TRIO Support Services

21. Help 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)

22. Spend a little extra time building a schedule • 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

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

24. Making 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

25. Incorporate Curriculum into Classrooms • Indians in Oregon Today • Culturally sensitive • Historically accurate • Age appropriate • Supported by tribe • Encourage family participation

26. You are not alone there is support for Indian Education • Federal • State • Tribal • Private • Public

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

28. Embrace the Native Culture

29. Serving as a Comprehensive Resource 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.

30. Michael WilsonMaster’s Degree in Business AdministrationPortland State University

31. Angelina AhedoMaster’s Degree in Public HealthUniversity of Hawaii at Manoa

32. Resources • 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

33. 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/

34. Pathways for Native Students: A Report on Washington State Colleges and Universities • http://www.evergreen.edu/nativeprograms/reports/pathways/docs/pathwaysreport.pdf

35. Case 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?

36. Contact Information April Campbell Education Division Manager Confederated Tribes of Grand Ronde Education Division 1-800-422-0232 Ext. 2284 April.Campbell@grandronde.org

37. Contact Information Sonya Moody-Jurado Education Specialist Confederated Tribes of Siletz 503-390-9494 sonyamj@ctsi.nsn.us

38. Contact Information Trinity Minahan Academic Advisor Confederated Tribes of Grand Ronde Education Division 1-800-422-0232 Ext. 1478 Trinity.Minahan@grandronde.org

39. Thank you for participating!