DAC Indigenous Cultures Student Panel Presentation
May 15, 2014
The student panel included 3 students who identified as having indigenous cultural
backgrounds from the USA, including American Samoan, Tlingit, and half Northern
Cheyenne. They shared their perspectives about their experiences on our campus
and provided recommendations for us to consider in order to provide a more
welcoming environment that promotes retention and success for Native American
students. The students noted many ways that they have been supported, including
that faculty are more available to students than other schools they have attended,
faculty & staff are caring & personally involved and available, and there is a
welcoming sense of community here.
These notes provide a summary of the recommendations:
1. One concern mentioned was that there is a lack of an active Native American
presence on the campus, which has made students feel isolated and invisible
to others. One of the students mentioned, “It’s upsetting to know that Native
Americans have been mistreated since the year white settlers arrived and we
are continued to be brushed aside, hidden away and forgotten about in
American education.” The related recommendation was to set up an
American Indian Student Club and let students know about it. (The
subcommittee followed up by contacting Elizabeth Goulet, Native American
faculty member, who is willing to be the faculty advisor for such a club. We put
her in contact with the students to hopefully help this effort move forward.)
2. Another concern related to the classroom, where students have experienced
either a lack of information and historically accurate representation of the
Native American experience and inclusion of current films, literature, etc., or
dated and stereotypical representations, such as a film about Pine Ridge
reservation, which is the poorest county in the country with an extremely
high unemployment rate. Since this film was the only portrayal of Native
Americans, it gave a bad image that was dated and stereotypical, such as
“Indians eat a lot of fatty foods.” The related recommendation was to
make sure to provide updated information with a variety of views of
Native Americans, including the urban experience. “Faculty and staff
should educate themselves on how to deal with Native Americans today.
We’ve been through generations and generations of alcoholism, sexual abuse,
death, suicide, poverty, and racism. This should all be taken into
consideration when dealing with a Native American student.” They are from
a culture that has been pushed down, and would like to have faculty and staff
recognize the challenges they face. On the other hand, Native Americans are
sometimes romanticized with quotes about environmentalism, etc. Such
behavior also distances Native American students as “other.” Please avoid
all assumptions and stereotypes.
3. All of the students discussed concerns about what happened to them when
they had a death in the family while in school here. One student reported that
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she was doing well in a class, and then had to miss some days due to care
responsibilities for a dying family member. She informed the instructor in
advance, and received no response but had her grade suffer due to having to
miss classes. She stated, “In my culture, it is important to respect your elders,
as hard as that was for me, that’s what I was trying to live by.” The other
students also mentioned challenges with the cultural expectations of being
with family during times of death and dying, and the course expectations.
Some instructors provide clear guidelines and expectations regarding how to
work with them if such conflicts arise. The students recommend that all
instructors be clear and work with students on how to handle such
challenges. The discussion included the opportunity to work with
Student Services staff in order to ask for bereavement withdrawal if
needed. It would be helpful if the college had some clear policies that
faculty were aware of regarding bereavement, and religious & cultural
holidays and practices.
Student reported being told, “You look white.” Recommend that faculty and
staff recognize that the cultural background and history of students is
very important to them, even if their identity is not apparent by looking
at them. Make the effort to learn more and bring updated, accurate and
balanced information and resources into the classroom.
In order to get more Native American students to attend the college, it would
be helpful to do outreach to students in elementary and middle schools,
not just high schools. Post information in places where there are
cultural activities such as Daybreak Star, Indian Health Board, Seafair
Pow-wow, etc. Post information about programs and financial aid
options. Advisors should have information about Native American
colleges that student can transfer to.
Provide fun ways for students to connect and build support for one
another, with strategies for getting through college, study group connections,
etc.
Suggested syllabus line “If you have a religious or cultural event this
quarter that may impact your class participation, please contact me to
make appropriate arrangements well in advance.”
First year orientation is very valuable, and it would be helpful to provide
tips there on how to deal with some of these challenges that can come
up regarding cultural conflicts. Have additional ways to get the
information for students who can’t attend an orientation.
Resources suggested:
a. “We Shall Remain” film by Benjamin Bratt
b. “In Whose Honor?” film regarding Native American mascots
c. “Reel Injuns” film showing how Native Americans are depicted in film
d. Spiderwoman’s Granddaughter – book
e. Indian Givers – book
f. Native Seattle – book by Coll Thrush(?)
g. The Last Indian – Ishi(?)
h. Louise Erdrich’s books