Snell final 6 8-12

Running head: EQUITY AND JUSTICE FOR TRIBAL/INDIGENOUS STUDENTS 1

Equity and Justice for Tribal/Indigenous Students at Portland State University: Pathways to

Student Success a Critical Analysis of the State of Affairs

Carolyn Becker Snell

Portland State University

in partial fulfillment of the requirements for the degree of

Masters in Science in Conflict Resolution.

June 2012

Committee: Tom Hastings, Chair, Cornel Pewewardy, Judy Bluehorse Skelton


Abstract

This paper seeks to examine how Tribal/Indigenous students at a predominantly White state

university respond to a community survey that addresses race relations on their urban campus.

The Portland metropolitan Indian community will respond to a 42-item survey that includes

questions about their own demographic characteristics and their perceptions of the racial climate,

student support services, diversity courses, and about cultural diversity on campus. The analyses

will help gauge the progress that higher education institutions have made toward achieving

access and retention of Tribal/Indigenous students. The survey will serve as a durable, living

asset for future research within the Tribal/Indigenous community.


Acknowledgments

With much appreciation, I thank the following mentors, advisors, relatives and friends

that all played a significant role in my success. First and foremost, I thank the Creator for all my

relations, a good life and good health. It is important for me to mention that when I was in grade

school, my grandmother would walk me to the bus stop and wait until I got onto the bus, but

before I boarded, she would say “study hard baby”. I thank my grandmother Frances Quintero

for teaching me the value of education, something that she was not privileged to experience. My

role model and mentor, my strength, my success is yours Granny. To my children and

grandchildren, Jason, Shulamit, Matthew, Johanna, Melina, Michael, and Madalyn, you are my

life and thank you for your light. I also extend much gratitude, and love to the following mentors

that supported me emotionally, spiritually and academically, Dr. Cornel Pewewardy, Dr. Nocona

Pewewardy, Dr. Kofi Agorsah, and Judy Bluehorse Skelton. Rose Hill, Rachel Cushman, Maria

Tenorio, and Tabitha Whitefoot are women of valor, which have unceasingly given of

themselves to help Native students over the years. To my dear, and cherished friends Cathi, Ron,

Senkinesh, Zina, Dorit, Elizabeth, that have held me up over the years and encouraged me not to

give up in the face of adversity, I thank you. To my dear friend Ana, who stood by my side and

held me up when my son Jason acquired a brain injury, much love. To members of the Conflict

Resolution Department, Dr. Robert Gould, Stephanie Janke, Stan Sitnick, Harry Anastasiou,

Rachel Hardesty, Barbara Tint and Amanda Byron for your insights and wisdom. A very special

thank you to my first mentor, Dr. Thomas Biolsi who encouraged me to pursue studies in the

area of Indian – White Relations. Much gratitude to my committee members, Dr. Tom Hastings,

Dr. Cornel Pewewardy, and Dr. Judy Bluehorse Skelton for your encouragement and support.

Blessings and prayers to all my relations, Dagota.


TABLE OF CONTENTS


Page

Abstract………………………………………………………………………………………...2

Acknowledgments……………………………………………………………………………..3

Introduction……………………………………………………………………………………6

Problem Statement/Needs Assessment……………………………………………………….6

Positioning the subject………………………………………………………………...9

Project Plan………………………………………………………………………………..…..

Literature Review……………………………………………..………………………………

Historical Background………………………………………………………………..16

Conclusions and Recommendations………………………………………………………….22

References………………………………………………………………………………………

Appendices A: Survey Questionnaire…………………………………………..……………..

Appendices B: …………………………………………………………………………...……

Introduction


Tribal/Indigenous (T/I) success in education has come a long way, though conflicting

values, interests, norms, and lack of knowledge concerning ward responsibly to Tribes

perpetuates marginalization. This paper will examine current discourse in the area of Native

American (N/A) Education, sovereignty, race and power imbalances. It will also examine how

Tribal/Indigenous students at a predominantly White state university respond to a community

survey that addresses race relations on their urban campus. Because Indian education is

significantly different from other groups, it was also essential to illuminate the intricate system

that has supported historical inequities and unjust Indian-specific policies that have long

oppressed Indigenous peoples. With my community partner, Dr. Cornel Pewewardy, Chair of

PSU Indigenous Studies, I have developed a survey to measure Portland area Native American

opinion and experience in education. The Portland Indian Community Survey will serve as a

durable, living document (iterative design) asset for future research within the Native/Indigenous

community. The pilot project focused on survey development and the cultural and measurable

effectiveness of the survey questions. My vision is to help facilitate the transformation of current

Indian-specific education challenges by cultivating and inspiring community discourse on this

subject.

Problem Statement/Needs Assessment

“Indian education is a microcosm of the American Indian world. The problems that

plague the Indian world are not only manifested but also accentuated in education. Though

commonalities may be found with other ‘protected’ classes or groups, certain characteristics

make American Indians (A/I), and Indian education quite different. These characteristics have

roots well grounded in history and context.” (Woodcock & Alawiye, 2001, p. 810).


In February of 2012, President Wim Wiewel invited the PSU community to contribute

input on the comprehensive Diversity Action Plan. Wiewel stated, “Barriers that result in

inequality of opportunity must be addressed and eliminated” (Wiewel, 2012, p. 1). In this

address, he presented plans to promote diversity, and enhance recruitment, retention and

graduation rates. In his words, “Diversity is central to the educational experience at Portland

State (Wiewel, 2012, p. 1).

PSU is committed to contribute to the overall enhancement of the metropolitan areas.

The mission statement of the University asserts PSU’s commitment to providing educational

programs that are relevant to the metropolitan areas. The research and community engagement

components that PSU prides itself on are geared to serve the community.

Despite the great work that PSU claims to do for the community, if one were to look at

the current data presented in the Native American community in Multnomah County an

Unsettling Profile (2011, p. 42-43), one would find that Tribal/Indigenous (T/I) people continue

to be the most marginalized community in the Portland Metropolitan Area. According to the

report, the Native American student population is not graduating from Oregon universities at

rates that reduce gaps in occupational or income experiences. The report states that “only 58% of

all students in Multnomah County obtain a high school degree” (p. 55-56), these results are

staggering. The report confirms that repeated attempts have been made to remedy the disparity

experienced by Native Americans (N/A) for decades (since the 1928 Meriam report on Indian

condition), but have had little or no effect on correcting this phenomenon. The question one

must ask is, what is the real issue plaguing the N/A community?


It is difficult to determine what the main cause of N/A disenfranchisement is without

asking a few more specific questions first. The first question one must ask is what does diversity

mean? Each person experiences a different understanding or reality of the term diversity.

According to the Merriam-Webster definition (2011), diversity is the inclusion of different races

or cultures in a group or organization.” The follow up question one must ask is who is included,

and who is not? Furthermore, when diversity is made a policy, are these proposed policies truly

unbiased, or do hegemonic standards and systems really determine the success or failure of

Indigenous students at PSU?

In order to truly understand what the unmet needs and challenges faced by T/I people are,

I have been working with Dr. Cornel Pewewardy on a “needs assessment survey.” The survey

will be conducted within the Portland Metropolitan Area, among Indigenous people.

While promoting diversity and preparing students for international competency may be

worthy endeavors for PSU, a critical examination of institutionalized power imbalances is

strongly recommended (Almeida, Hernandez-Wolfe, & Tubbs, 2011, 18). These power

imbalances perpetuate deficits in education for Indigenous peoples. We don’t need to “fix” the

people, we need to “fix” the system (Brayboy, 2005, p. 165). Moreover, The Native American

community in Multnomah County An Unsettling Profile (2011, p. 1) places T/I peoples at the

most vulnerable level of all socio-economic levels. For over one hundred years, Indian

education policies and implementation have proven to be unsuccessful in meeting the

educational requirements of T/I peoples.

Collectively we must seek change within the academy and create sustainable equity and

justice for T/I students and all people of color. To date, PSU has overlooked the benefit of


enhancing political partnerships between the PSU administration and T/I communities (Almeida,

Hernandez-Wolfe, & Tubbs, 2011p. 11-12). If PSU made a commitment to remedy disparities in

the Native American community, PSU would be promoting global interaction and acceptance of

Indigenous peoples. The National Congress of American Indians October 2011 Summary

Reports, “…consultation and coordination with Tribal Governments is rooted in the longstanding

government-to-government relationship between Native nations and the U.S. government…

furthermore, anytime an agency develops a new policy that impact tribes, the agency must

consult with affected tribes early and often during the decision-making process…the purpose is

to improve services and programs for Tribes. The world community has begun to seek out

information on U.S. Tribal law (Coulter, 2010, p. 3) and take Indigenous concerns into account.

Fostering inclusive, respectful relations, PSU, Multnomah County, and Oregon would do well to

follow the example of this executive order.

Positioning the subject

As cited in Prucha (1975), Commissioner of Indian Affairs T. Hartley Crawford states

“The principle lever by which the Indians are to be lifted out of the mire of folly and vice in

which they are sunk is education…to teach a savage man to read, while he continues a savage in

all else, is to throw seed on a rock” (1975, p. 72).

The legacy of this perspective continues to ring true today in the form of policies, implicit

explicit and systemic forms. Unearned white privilege exists in our society as unacknowledged,

subjugating T/I peoples to the desires of the white majority (Phillips & Rice, 2011).

According to Duran, Duran & Yellow Horse Brave Heart (1998), the U.S. government

utilized “education” as the mechanism in which to civilize and assimilate Indigenous peoples;

Running head: EQUITY AND JUSTICE FOR TRIBAL/INDIGENOUS STUDENTS
10

removing young children from their families, and stripping them of their culture, language and

spiritual practices. Inflicting what is known as “soul wounds” upon the colonized people or

traumatic events of the past (p. 65).

Project plan

As stated earlier, Native American students face greater challenges than other students of

color. The status quo must be interrupted by stepping up inquiry, discourse and meaningful

dialogue. This transformation cannot occur in isolation, it will require collaboration and the

willingness of PSU to address substantive issues that Indigenous students are up against (Wilmot

& Hocker, 1998, 101).

I have worked under the supervision of the Director of Indigenous studies at PSU, Dr.

Cornel Pewewardy. The focus of my studies was on T/I (Indian) education and the power

imbalances that have created marginalization for these people. My plan was to develop a needs

assessment survey to increase understanding of specific issue for T/I people in the Greater

Portland area. In completing this task, I have obtained literature and assisted in facilitating T/I

education related events. This has helped to further enhance my knowledge of Portland’s

Indigenous community’s needs and possible solutions. My project involved survey

development, and an analysis of the experiential and literature review findings; that will help

gauge the progress that higher education institutions have made toward achieving access and

retention of Tribal/Indigenous students

Survey questions address demographic characteristics, and perceptions of the racial

climate, student support services, diversity courses, and about cultural diversity on campus. The

11

utilization of this survey will help gauge the progress that higher education institutions have

made toward achieving access, and retention of Tribal/Indigenous students. The survey will

serve as a durable, living asset for future research within the Portland Indigenous community.

• Student satisfaction of services rendered by PSU

• Status of the individual’s academic achievement

• Source of educational funding

• Number of Native Professors they are familiar with on campus

• Perception of diversity among teaching staff; does it reflect the community it

serves?

• Identify motivating factor(s) to remain in school

• Cultural competency of Instructors

• Cultural campus climate (awareness of non-native)

• Level of connectedness to the campus community

• Types of challenges Indian student faces

• Degree of difficulty coping with individualistic values and norms in the university

environment (isolation)

• College preparation

• Prior experience with Indian college if any

In the near future I will develop an informational pamphlet for distribution to the

indigenous community, and non-native agencies that work closely with the Indigenous

12

population within the Portland metropolitan area. I will discuss this pamphlet in the following

section.

Outcomes

My expectations are to promote self-determination and create an effective enduring

transformation within the framework of Native education here at PSU. This will be

accomplished in part, by my pilot project (survey). Future utilization of this survey will yield

critical data that will serve as the ground work for additional inquiry into the state of affairs of N/

A students at PSU. My expectation is, that the survey findings braided with the current research

taking place within the Indigenous Studies Department, will serve as mechanisms of change in

current university policies.

The second component of my project is the development of the pamphlet, “Are treaty

rights special rights?” This will serve as an introduction to sovereignty; information that is

intended to enlighten and dispel misconceptions about the unique government-to-government

status between the U.S. and Tribal members. The strategy is to spark dialogue between native

and non-native communities. The pamphlets will be a mechanism in which accurate and

documented information will be shared. Someone once told me that the language of law is

power”, therefore we must diligently strive to become knowledgeable and articulate these treaty

laws. The more often that we exercise these rights, the more empowered we become.

Historically, Colonial Indian education has ignored and violated the inherent rights of

Indigenous peoples, to maintain their cultures, education, religion, and the rights to exist as

distinct peoples (UNDRIP, 2010). By acknowledging these rights, and working with T/I people

13

to create positive change, steps in the right direction can be made. Who knows better what

Indigenous people need, than Indigenous people? By implementing policy changes that foster

Indigenous values and norms, PSU will be modeling pathways to a more globally recognized

means of responding to the affects of colonialism upon Tribal/Indigenous peoples.

In addition, PSU administration must enhance its relations with Indigenous communities;

if the university’s goal is to create a campus culture of diversity and equity. Too often the legal

relationship between Indigenous peoples goes unrecognized, by mainstream society and

governmental agencies; this must be addressed. This is extremely important to Indigenous

peoples. They must also be given the venue in which participate in “dialogue, that will help

develop mechanisms of enduring and responsive change” (Almeida, Hernandez-Wolfe & Tubbs,

2011, p. 25), perhaps by developing an advisory council to the President.

Former PSU Presidents, have strongly and wholeheartedly supported Indigenous interests

and concerns. In previous years, cultural responsiveness was demonstrated by valuing and

respecting Indigenous knowledge, culture, norms and values. For example, collaborative efforts

between PSU and the Portland Native community brought about the creation of the department

of Native American Studies Program (now named Indigenous Nations Studies Department), the

Native American Community Student Community Center (NASCC) and development of support

systems that were culturally responsive to the ninth largest Native population in the US.

Efforts to enhance and strengthen partnerships between the NASCC and in the

Indigenous community at large have proven to enhance student success. The Indigenous Nations

14

Studies department, Indigenous Student groups, and the staff at the NASCC have worked

diligently to reconnect the Indigenous community of Portland to PSU.

However, it has long been a concern of the Indigenous community, as to why the

President has not attended Indigenous functions on campus, despite several invitations since he

filled the position. This response has negatively impacted Indigenous opinion of the current

Administration. Institutional responsiveness to Indigenous issues can be demonstrated by

relationship dialogue and relationship building (Iverson, 2007, p.100) between Indigenous

students, the Indigenous community and President Wiewel. A genuine commitment to affirm

government-to-government relations is elementary to building trust.

Excellence in education for Indigenous students can be achieved through collaborative

policy and decision making. Pathways for Native American Students: A Report on Washington

State Colleges and Universities (2009, p. 30), suggests that “…best practices for Native Students

success are: tribal involvement, providing connections to family and culture, supporting Indian

identity, finding Indian role models and mentors in the student body and the faculty and staff,

comprehensive and integrated students service, cultural relevance in curriculum, culturally

appropriate pedagogy and programs that meet specific student needs in terms of scheduling and

content” Over the years, PSU has been supportive in many of these areas, however, expanded

efforts must be pursued and Indigenous community relationship building is critical.

By valuing Indigenous voices, and acknowledging the importance of increased tribal

control (UNDRIP, 2010; Alfred, Corntassel, 2005, p. 602) in matters that affect Indigenous

15

students - relations improve. This is where equity and justice can begin to thrive, thus creating

an environment of genuine diversity in academia - not rhetoric.

Again, if the goal of diversity and equity are to be achieved at PSU, the need to become

accurately educated in the area Government-to-Government relationship that NW Tribes possess;

they are political entities that practice self-governance enhanced partnerships are essential, and.

the University will begin the process of building bridges in the very community that it is a part of

and serves. By being engaged and responsive to this bid, the University will be taking bold steps

in the right direction. Trailblazing moves such as this could be the mechanism in which the

8University is catapulted into a progressive and beneficial path.

Literature Review

The resources that I have drawn upon are from peer reviewed journals, practitioner

articles, online sources, texts, personal experience and current statistics that reflect Indigenous

peoples condition. In this paper I have presented an analysis of these resources.

Pointing to the direction that Colonial Indian policy was headed, Commissioner of Indian

Affairs T. Hartley Crawford stated: The principle lever by which the Indians are to be lifted out

of the mire of folly and vice in which they are sunk is education…to teach a savage man to read,

while he continues a savage in all else, is to throw seed on a rock” (as cited in Prucha, 1975, p.

72). The legacy of this perspective continues to ring true today in the form of policies, implicit

explicit, and systemic forms. Unearned white privilege exists in our society as unacknowledged,

subjugating Tribal/Indigenous peoples to the desires of the white majority (Phillips & Rice,

2011). According to Duran, Duran, and Yellow Horse Brave Heart (1998), the U.S. government

utilized “education” as the mechanism in which to civilize and assimilate Indigenous peoples;

16

removing young children from their families, and stripping them of their culture, language and

spiritual practices. Inflicting what is known as “soul wounds” upon the colonized people or

traumatic events of the past (p. 65). Power imbalances are systemic, and have a legacy of a

violent past.

In this section, I will give a brief history of the development of U.S./Tribal relations that

has influenced Indian education to date, in order to illuminate the legacy of trauma presently

experienced by Indigenous peoples. While the focus of my project is on the community survey,

it is also important to present the complex and tumultuous relationship that laid the foundation

for what N/A education is today.

Historical Background of Indigenous/White relations

Loss of allies (1533-1789)

• British and Spanish allies of Indigenous peoples negotiate treaties with the

English (O’Brien, 1989, p. 52).

Era of the New Government (1789-1871)

• U.S. government assumes role of previous governing bodies and makes

new treaties with tribes (O’Brien, p. 71).

• 1819 - Promoting education and civilizing the “Indian” by promoting

factory work (Prucha, 1984, p. 55).

• 1820’s - War Department in the business of civilizing and educating

“Indians” (Prucha, p. 57).

• Federal policy is implemented in order to gain legal control over tribes

(O’Brien, p. 73).

17

• 1824 – Secretary of War Calhoun, by his own order creates the Bureau of

Indian Affairs (Prucha, p. 59).

• Marshall Trilogy handed down by Supreme Court, establishing trust

responsibility over tribes (O’Brien, p. 57).

• 1859 – First “Indian” boarding schools established in Washington and

Oregon (Prucha, p. 59).

• 1885 – annual report revealed that the government failed to educate

“Indian” children (Prucha, p. 57).

Era of Assimilation and Allotment (1871-1928)

• U.S. ceases treaty making (O’Brien, 76).

• Allotment act the U.S. changed the communal ownership of tribal lands to

individual ownership, allotment process is a disaster due to clash of

cultures, game depletion, and liquidation of land, creating poverty for

tribes (O’Brien, p. 77)

• Assimilation thorough executed through boarding schools, young children

are forcibly taken from families, home and land, the erosion of identity

begins (O’Brien, p. 77).

Era of Reorganization (1928-1945)

• The Merriam Report of 1928 establishes reform, but the allotment act is a

disaster, the report reveals the devastation and poverty suffered by

Indigenous peoples due to this policy (O’Brien, p. 81).

• Reorganization act stops allotment, and reestablishes tribal governments

without Tribal member input or imposed alien input (O’Brien, p. 82).

18

Era of Termination (1945-1961)

• Unilateral decisions is made by legislation to reverse tribal self-

governance, and to terminate ward responsibility to tribes, stripping

Indigenous peoples of their inherent sovereignty, and casting them into

mainstream society; laying the groundwork for present day

marginalization (O’Brien, p. 83).

• Several tribes were affected, (except Warm Springs Reservation).

• 1953 Congress directs Bureau of Indian affairs (BIA) to transfer

responsibility for Indigenous education to the states (O’Brien, p. 84).

Era of Self-determination and Educational Assistance Act (1961-present)

• U.S. seeks to address discrimination, restore tribal governments and lands

(O’Brien, p. 88).

• Important legislation in this era includes: Indian Civil Rights Act, Self-

Determination and Education Act (O’Brien, p. 89).

As demonstrated above, throughout history, the U.S. have been ineffective in

addressing the unique needs of Indigenous peoples. The form of pedagogy, must change. As

presented in the UN Declaration, “Affirming further that all doctrines, polices, and practices

based on or advocating superiority of peoples or individuals on the basis of national origin or

racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid,

morally condemnable and socially unjust” (ATNI, p. 4).

Restoration, equity and just acts

19

While the goals of the PSU diversity plan seem well intentioned, the fact is, that it will

most likely hinder, rather than advance genuine diversity; if implemented in its current form

(Iverson, 2007). In order to adequately and effectively ameliorate diversity challenges, we must

first critically examine the configuration of academia (Alfred, Corntassel, 2005, p. 508),

structural power imbalances (Wilmot, Hocker, 1998, p. 98), institutionalized hegemony (p. 587),

and the historical aspect of Indian education.

According to the ….Metric 3: Current Native American 1.2% of PSU Population, is the

most statistically underrepresented group compared to population size. In order to create an

equitable and just environment, for the most underrepresented group at PSU we should, turn to

the U.S. Department of Education Recommendations. It points to the treaty obligations of the

U.S. that is supported by the UN Declaration on the Rights of Indigenous Peoples. These

recommendations include:

• Invest in Native higher education and/or vocational education students by designation

financial resources for students; i.e., scholarships, leadership internships, work-study,

childcare, housing, veteran support, infrastructure and resource needs.

• Address, the need for an Office of Native Student Advocacy at higher education

institutions who retain significant number of tribal members and/ or descendants. Also,

to grant points to public universities and private colleges who sustain an active

collaborative, efficient, and effective Office of Native Student Advocacy.

20

Recommendations, of The National Advisory Council on Indian Education states, “Tribal

sovereignty and trust responsibility must be upheld by the U.S. Department of Education

(USDOE), (ATNI, 2012).

• recognize Indian tribal as Tribal Education Agencies/Department (TEAs/TEDs)

comparable to Local Education Agencies (LEAs).

• raise the accountability of Indian Education through consultation with Tribes, Tribal

education departments, Indian educators and parents

• Through the identification of programs and services impacting Native education and

accessibility

In order to transform relations and improve Indigenous education, tribal sovereignty must

first be clearly understood by policy and decision makers. A genuine commitment to improve

Indigenous education, through shared decision making is strongly recommended. This would

entail, shared decision making, the development of a Memorandum of Understanding (MOU),

and an appointment by the President of PSU of a liaison to the Northwest Tribes. These steps

have proven to increase Indigenous students’ success at Washington State University. .

Strides towards improving Indigenous success in education have come a long way.

However, conflicting values, interests, norms, and lack of knowledge concerning treaty (legal)

responsibility to tribes, perpetuates inequities in education and exclusion of Tribal/Indigenous

voices in policy and decision making (Antone, E., & Cordoba, T. 2005; Toomey, Oetzel, & Yee-

Jung, 2001). Embedded power systems or colonial legacies (Alfred, 2005, p. 599), also create

barriers to equity and success. Strategies for change that foster an environment of equity,

21

justice and excellence in education for Indigenous peoples must be developed (Almeida,

Hernandez-Wolfe, & Tubbs, 2011, p. 25).

Historically, Indian education has ignored and violated the inherent rights of Indigenous

peoples to maintain their cultures, education, religion, and self determination to exist as distinct

peoples (UNDRIP, 2010 p.3). What can be done differently? By acknowledging these rights,

and working with Indigenous peoples to create positive change, steps in the right direction can

take place. Who knows better what Indigenous people need than T/I people? PSU will

demonstrate a more globally recognized way of responding to the effects of colonialism upon

Indigenous peoples by; implementing policy changes that foster Indigenous values and norms,

and recognizing T/I cultural strengths. Valuing Indigenous voices, and acknowledging the

importance of increased tribal control (UNDRIP, 2010; Alfred, Corntassel, 2005, p. 602) in

matters that affect Indigenous students - relations improve. This is where equity and justice can

begin to thrive, thus creating an environment of genuine diversity in academia – creating

effective change.

Conclusion

After researching this subject, I find that it is imperative that the PSU (state agency) and

its community become fully and accurately informed (Alfred, Corntassel, 2005, p. 601)

regarding the unique Government-to-Government relationship between Indigenous tribes and the

United States; a relationship unlike any other people. It is incumbent upon PSU to recognize the

inherent rights of Oregon’s original people, and not look upon them as relics of the past, rather

see them as partners in the advancement of Indigenous education and the development of true

22

equity (Almeida, Hernandez-Wolfe, & Tubbs, 2011, p. 25). There is also a need to, identify

embedded power systems or colonial legacies (Alfred, 2005, p. 599) that create barriers to equity

and success and dismantle them. Strategies for change that foster an environment of equity,

justice and excellence in education for Indigenous peoples must be developed (Almeida,

Hernandez-Wolfe, & Tubbs, 2011, p. 25).

In closing, I must point out that the Indigenous Studies department has achieved great

accomplishments in a short amount of time. The development of the Indian Teachers program is

one example that has help bolster Indigenous students participation at PSU. Exceptional,

Indigenous students also play a critical role in both the Indigenous and PSU communities. Their

presence and participation at PSU is a valuable component, one that encourages the success of

their colleagues. And as the world flattens, folks must develop the competency to connect,

collaborate, and understand how to work with diverse groups of people, and their unique sets of

values, cultures, belief systems and norms in order to thrive. The challenge to PSU is, will we

“Let knowledge truly serve the city?”

23

References

Almeida, R., Hernandez-Wolfe, P., & Tubbs, C. (2011). Cultural equity: Bridging the

complexity of social identities with therapeutic practices International Journal of

Narrative Therapy & Community Work, 3, 43-56.

Antone, E., & Cordoba, T. (2005). Re-Storytelling Aboriginal Adult Literacy: A

Wholistic Approach. Paper presented at the National Conference On-Line

Proceeding. University of Western Ontario.

Brayboy, B. M., Castagno, A. E., & Maughan, E. (2007). Chapter 6 Equality and Justice for All?

Examining Race in Education Scholarship. Review of Research in Education, 31,

159-194. DOI: 10.3102/0091732X07300046159

Calderón, D. (2006). Review: Red Pedagogy: Native American Social and Political Thought

by Sandy Grande. InterActions: UCLA Journal of Education and Information Studies,

2(1).

Deyhle, D., & McCarty, T. I. (2007). Beatrice Medicine and the Anthropology of Education:

Legacy and Vision for Critical Race/Critical Language Research and Praxis.

Anthropology & Education Quarterly, 38(3), 209-220.

24

Deyhle, D., & Swisher, K., (1997). Research in American Indian and Alaska Native Education:

From Assimilation to Self-Determination. Review of Research in Education, 22, 113-194

Published by: American Educational Research Association

Diversity. 2011. In Merriam-Webster.com.

Retrieved May 1, 2011, from http://www.merriam-webster.com/dictionary/diversity

Duran, B., Duran, E., & Yellow Horse Brave Heart, M., (1998). Native American Postcolonial

Psychology, Ambany: SUNY Press,

Iverson, S. (2007). Camouflaging Power and Privilege: A Critical Race Analysis of University

Diversity Policies. Educational Administration Quarterly, 43(5), 586-611.

Kymlicka, W., & Norman, W. (1994). Return of the Citizen: A Survey of Recent Work on

Citizenship Theory. Ethics, 104(2), 352-381.

Article Stable URL: http://www.jstor.org/stable/2381582

Lomawaima, T. K., (2000). Tribal Sovereigns: Reframing Research in American Indian

Education. Harvard Educational Review, 70(1), 1-23. Retrieved from

http://her.hepg.org/content/b133t0976714n73r/

National Congress of American Indians. Consultation with Tribal Nations: An Update on

Implementation of Executive Order 13175. Retrieved from

25

http://www.ncai.org/attachments/Consultation_hxjBLgmqyYDiGehEwgXDsRIUKvwZZ

KjJOjwUnKjSQeoVaGOMvfl_Consultation_Report_-_Jan_2012_Update.pdf

O’Brien, S. (1989). American Indian Tribal Governments. Norman, OK: University of

Oklahoma Press.

Pathways for Native Students: A Report on Washington State Colleges and Universities. (2009).

Phillips, A. and Rice, D., (2010). The “Fighting Sioux” Conflict: Lessons on Social Justice for

Higher Education.

Prucha, F. P. (2000). Documents of United States Indian Policy. Lincoln, NE:

University of Nebraska Press.

Taiaiake, A., Corntassel, J., (2005). Being Indigenous: Resurgences against contemporary

colonialism, from Wasase: Indigenous Pathways of Action and Freedom, Peterborough,

ON, Broadview Press.

Ting-Toomey, S., & Oetzel, J. G., and Yee-Jung, K. (1999). “Intercultural Conflict Competence:

Eastern and Western Lenses.” Retrieved January 5, 2012

http://www.cic.sfu.ca/forum/STingToomeyJuly131999.html

United Nations Declaration on the Rights of Indigenous Peoples. 107th Plenary meeting,

61/295, (2007, September). Retrieved from http://www.un.org/apps/news/story.asp?

NewsID=23794.pdf

Wiewel, W. (20111-2012) Diversity action plan. Retrieved from

http://www.pdx.edu/diversity/sites/www.pdx.edu.diversity/files/diversityActionPlan2012.

26

pdf

Wilmot, W. & Hocker, J. (1998). Interpersonal Conflict. Boston, MA: McGraw Hill.

Woodcock, D. B. & Alawiye, O. (2001). The Antecedents of Failure and emerging hope:

American Indians & Public Higher Education. Project Innovation. High Beam Research.

Retrieved from

http://www.highbeam.com

27

Appendices A : Community Survey

The purpose of this research is to gather and compile data pertaining to the concerns of the
Tribal/Indigenous population in the Portland metro area. You are invited to participate in the
research study conducted by Dr. Cornel Pewewardy, the director of Indigenous Nations Studies at
Portland State University. You were selected as a possible participant in the study because of your
affiliation with the Tribal/Indigenous community in Portland, Oregon. Should you decide to
participate, you will be asked to address a series of questions regarding your personal experiences
and concerns on the matter of

Your thoughtful responses provide information vital to the future and growth and development of
the Portland Indian Community, the information collected will be kept anonymous.

Tribal/Native voices are a valuable component of PSU’s diversity plan; that can promote self-
determination and decolonization of Native/Tribal people. If these ideals are to become a reality at
PSU, it is imperative that the Native/Tribal community voice their concerns.

Please answer questions and check appropriate boxes below, this survey will take approximately
15-20 minutes to complete. We would like to express our gratitude for your willingness to complete
this survey.

1. Tribal affiliation(s):

28

2. Zip code where you live:

3. Gender:

4. Age:

5. What is the highest level of school you have completed:

6. What is your relationship to Portland State University:

Tribal Community Member

Native Community Member PSU Graduate
Tribal Employee PSU Prospective Student
Council Member Other (please specify):
PSU Employee
Student

7. What type of activities/program have you participated in at the Portland State University (check
all that apply):

Academic Course Work Community meetings

Other (please specify):
Cultural activity
Social gathering

8. When was the last time you participated in an academic or cultural activity at Portland State
University?

Prior to 2012 (when?):

During Winter 2012
Spring 2012 I have never visited Portland State
University

29

Describe your interest in Portland State University (check all that apply):

I am currently a student PSU Graduate
I am currently an employee PSU Prospective Student
I have a family member that is a Other (please specify):

student at the Portland State University
I have a family member that is an

employee at Portland State University
PSU Student

9. What academic programs at Portland State University are most beneficial to the tribal/native
community? (check all that apply):

General education
PSU American Indian Urban Teacher Program

Social Work

The Institute For Tribal Government - Hatfield School of Government
Science
Indigenous Languages
Other (please specify)

10. What cultural, ceremonial, or social event/activities do you value at the Portland State University
(check all that apply):

Theatre practice Other (please specify):
Theatre performance Dance
Tribal singing Lacrosse
Powwows Salmon Bake
Hand/stick games Round Dance

Healing Feathers Chinuk wawah language gatherings

AISES/UISHE

30

11. The Tribal/Native community regards elders, parents, and community members as resources of
knowledge, culture and language. How often does PSU draw on these resources?

Daily

Weekly

Bi-Weekly

Monthly

Annually

Not at all

The American Indian Higher Education Consortium (AIHEC) provides leadership and serves member
institutions and emerging Tribal Colleges and Universities (TCU’s). The AIHEC also reinforces
culturally responsive accreditation standards, like those defined by the World Indigenous Nations Higher
Education Consortium (WINHEC), which are based on Alaska Cultural Standards and Indicators. Please
rate how well the PSU achieves the following by circling your response below:

12. Students at PSU are exposed to Native Strongly Agree Undecide Disagre Strongly
American cultural traditions agree d e disagree

13. PSU combines traditional wisdom with Strongly Agree Undecide Disagre Strongly
knowledge to help prepare students for agree d e disagree
success in the larger world in which
they live
14. PSU encourages students to contribute Strongly Agree Undecide Disagre Strongly
to the quality of life in their agree d e disagree
Tribal/Urban communities
15.The academic and cultural programming Strongly Agree Undecide Disagre Strongly
at PSU promotes social, emotional, physical, agree d e disagree
intellectual, and spiritual well-being
15. PSU respectfully utilizes the cultural Strongly Agree Undecide Disagre Strongly
knowledge of Indigenous People in a agree d e disagree
relevant and respectful way
17. PSU values the Portland Indian community Strongly Agree Undecide Disagre Strongly
agree d e disagree
18. At PSU Elders are treated in a way Strongly Agree Undecide Disagre Strongly
that demonstrates an appreciation of their agree d e disagree

31

role as culture-bearers and educators in the
community
19. PSU is engaged in efforts to gather oral Strongly Agree Undecide Disagre Strongly
and written history information from the agree d e disagree
local community and provide an appropriate
interpretation of its cultural meaning and
significance
20. When working with the Tribal/Native Strongly Agree Undecide Disagre Strongly
community, PSU utilizes cultural agree d e disagree
knowledge
21. PSU solicits input and feedback from Strongly Agree Undecide Disagre Strongly
Tribal/Native community members to agree d e disagree
improve
22. PSU encourages students to identify Strongly Agree Undecide Disagre Strongly
and appreciate their indigenous culture agree d e disagree
as they achieve academic success
23. PSU instructors utilize indigenous Strongly Agree Undecide Disagre Strongly
Elder’s expertise in multiple ways agree d e disagree
24. PSU instructors continually involve Strongly Agree Undecide Disagre Strongly
themselves in learning agree d e disagree
25. PSU instructors provide opportunities Strongly Agree Undecide Disagre Strongly
for Native/Tribal students to learn in agree d e disagree
settings where local cultural knowledge
and skills are naturally relevant
26. PSU instructors recognize that Strongly Agree Undecide Disagre Strongly
Native/Tribal students have a shared agree d e disagree
historical experience of cultural and
intellectual exploitation
27. PSU instructors introduce Strongly Agree Undecide Disagre Strongly
Tribal/Native students to the world beyond agree d e disagree
their home community in ways that expand
their horizons while strengthening their
own cultural identities
28. PSU effectively recruits students from Strongly Agree Undecide Disagre Strongly
local Native/Tribal communities agree d e disagree
29. PSU is a safe and healthy environment for Strongly Agree Undecide Disagre Strongly
all children agree d e disagree
30. PSU organizes and encourages Strongly Agree Undecide Disagre Strongly
participation of members from all ages in agree d e disagree
regular community-wide, family-oriented
events
31. PSU is dedicated to the wellbeing of Strongly Agree Undecide Disagre Strongly
the Native/Tribal community agree d e disagree

There is a current trend in higher education toward offering classes on the Internet. Please answer the
following questions to help us determine if this is an option for our students.

32

31. Do you have a working computer at home?

Yes No

32. Do you have a high-speed internet connection at home?

Yes No

33. Do you have dial-up internet connection at home?

Yes No

Comments:

34. Would you be interested in Distance Education classes if offered?

Yes No

Input:

35. How does PSU help the Tribal/Native community?

36. What new services, programs, or courses should PSU consider for the Tribal/Native?

37. What Tribal/Native workshops would you like to see PSU offer?

38. What other community-based outreach programs would you like to see PSU offer?

33

…the United Nations Permanent Forum on Indigenous Issues (UNPFII) has recommended that states
include indigenous community members in education policy-making and decisions, support indigenous
knowledge and languages in primary and secondary schools, and help train additional indigenous
people to manage and implement their own education systems”. UNPFII (2005).

According to President Wim Wiewel, one of the key values of Portland State’s mission is the support of a
campus environment that acknowledges, encourages and celebrates differences (partnering in diversity).
He also points out that building the diversity of PSU faculty and staff creates “learning experiences” –
both inside and outside of the classroom. In order to better address “barriers” to inequality, Wiewel has
invited campus-wide input regarding his Diversity Action Plan for 2012.

To view the Diversity Action Plan, Download (PDF): http://bit.ly/PSUDiversityActionPlan2012

31. How can the Portland State University improve relations with the Native Community?

32. Is power sharing, in decision and policy making important to you as a Tribal/Native person?

In the earlier part of 2012, a collaborative study between the Native American community, the Coalition
of Communities of Color and PSU was released. According to this study, “The Native American
Community in Multnomah County: An Unsettling Profile- 2011” the findings were indeed an unsettling
picture of the overwhelming disparities faced by the Native Community in Multnomah County.

34

In light of this, the Tribal/Native communities have historically demonstrated the ability to creatively and
collectively empower itself in order to survive; through striping of languages, cultures, customs and lands.
According to the summary, these findings “…can arm the community with accurate data and advocacy
methods needed to communicate effectively to change policies, and provide public agencies with the
data necessary to reinvent systems in a fair and equitable manner”.

33. What are some tangible ways that PSU can involve the Tribal/Native community in PSU’s vision
for the future?

Thank you again for completing this survey.

Please return survey to:

Dr. Cornel Pewewardy

Director of Indigenous Nations Studies

503.725.9689

Portland State University

Appendices B:

Snell final 6 8-12

Recommended

Recommended

More Related Content

What's hot

What's hot (18)

Viewers also liked

Viewers also liked (8)

Similar to Snell final 6 8-12

Similar to Snell final 6 8-12 (20)

Recently uploaded

Recently uploaded (20)

Snell final 6 8-12