The
Inside this Issue:
• President’s Message
• A Message from
the Director
• Aim for the Adventure
Extraordinaire
• All Native American High
School Academic Team
• Congratulations!
Marveline Vallo Gabbard
• AIGC Power of
Scholarship
• Gates Millennium
Scholars
• Alumni Connection
• And more…
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Table of Contents
The American Indian Graduate
Volume 12, Number 2
Volume 12, Number 2 • Fall 2013
5
Message from the President
Community and School Based Programs Grow
Strong Leaders In Indian Country
by David Mahooty, President, Board of Directors
A publication of the American
Indian Graduate Center
3701 San Mateo Blvd., NE, #200
Albuquerque, NM 87110
Phone: (505) 881-4584
Fax: (505) 884-0427
Website: aigcs.org
Publisher
Sam Deloria, Director
6
Message from the Director
Indian Students Making Global Impact
8
Stepping Out of the Comfort Zone
Aim for the Adventure Extraordinaire
by Stephanie Delgai
12
Editors
Joan Currier
Linda Niezgodzki
Stephine Poston
by Sam Deloria
Production Editor
Jim Weidlein
Feeling Blessed and Honored
Educational Journey of a California Indian Miwok Woman
by Dr. Crystal Martinez-Alire, Ed.D.
14
Design and Layout
Carolyn S. Tate
AIGC Board of Directors
An Innovative Step Forward
Bridging the Gap in Breast Cancer Prevention for American
Indian Women in Missouri
by Caitlin Donald
Grayson B. Noley, President
Choctaw
Melanie P. Fritzsche,
Vice President
Laguna Pueblo
Rose Graham, Secretary-Treasurer
Navajo
16
Research Provides Dream Job
Alumni Profile: David Nichols, National Park Archaeologist
by David Nichols
18
Michael E. Bird
Santo Domingo-San Juan Pueblo
ANAHSAT Award
All Native American High School Academic Team Selected For
the Academic Year 2013-2014
by Marveline Vallo Gabbard
Danna R. Jackson
Confederated Tribes of
Salish & Kootenai
Walter Lamar
Blackfeet Nation of Montana
Joel Frank
Seminole Tribe of Florida
20
Congratulations!
Marveline Vallo Gabbard celebrates 15 Years of Service to
Graduate and Professional Students!
Continued on page 4
The American Indian Graduate
3
Table of Contents
22
40
2013 AIGC Reception and Silent Auction
AIGC Power of Scholarship Reception
a Tremendous Success
Creating Leaders for the Future
Brave Girls
by Daelene Coiz
28
Gates Millennium Scholars
Gates Millennium Scholars Program
Awards Scholarships to American
Indian and Alaska Native Students
Across Indian Country
Student Speaker for Graduating Class
A True Honor
by Danya Carroll
30
Alumni Connection
The Alumni Connection
by Linda Niezgodzki
31
32
Generosity, Courage, Fortitude, Integrity,
Honesty and Humility
AIGC Alumna Sharing Lakota Virtues
While in Public Service
by Kimberly Yellow Robe
A Voice for My People
“The Importance of An Education”
by Melissa Beard
34
A Meeting and Melding of Cultures
The New Trade Network
by Reed Adair Bobroff
36
AIGC Scholars
AIGC Scholars Hosts the 2013 Gates
Millennium Scholars (GMS) Alternative
Spring Break (ASB)
by Stephine Poston
42
43
Traditional Healing and Therapy
Research for Cultural Preservation
by Sierra Yazzie Asamoa-Tutu
44
Comparing Traditions
China Dreams
by Concetta Tsosie
Cover: Top left: Stephanie Delgai on yak in India; Top right:
Stephanie Delgai in Fiji with village women; Middle left: Concetta
Tsosie at Great Wall of China; Middle right: Concetta Tsosie at yurt
in Mongolia; Bottom left: Stephanie Delgai in Nepal Monastery;
Bottom right: NACA students at New Zealand hobbit house.
The American Indian Graduate
is now available in electronic form.
If you would prefer to receive an
email copy of our publication,
please let us know at
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Contact Us
Mailing List: If you are not currently on our mailing list and would like
to receive future issues, please call or write to the address below.
Advertising: To advertise in The American Indian Graduate, please
contact Linda Niezgodzki, or send an e-mail to: [email protected]
Article Submissions: Submit all articles to Stephine Poston, Consulting
Editor, for consideration. E-mail: [email protected]
Reprints and Permissions: Reprints of published articles and artwork
are prohibited without permission of the American Indian Graduate
Center.
4
The American Indian Graduate
American Indian Graduate Center,
3701 San Mateo Blvd., NE, #200
Albuquerque, NM 87110,
(505) 881-4584 phone, (505) 884-0427 fax
Visit us On-Line! www.aigcs.org
2013 AIGC, Inc. All rights reserved.
Published submissions and advertisements do not necessarily reflect the
view of AIGC, Inc.
Message from the President
Community and School Based
Programs Grow Strong Leaders
In Indian Country
by David Mahooty, President, Board of Directors
O
ver the years I have witnessed successful community and school based programs for Indian youth.
This is good news because it provides Indian
youth with options that enhance their overall education
experience. From empowerment programs that promote
self-respect and responsibility, to traveling programs that
introduce global perspectives of varying cultures, there
are plentiful and wide-ranging opportunities from which
Native youth can explore, learn and grow.
Our young people today face unique challenges. They
are subject to bullying both on and off school campuses,
with the presence of social media in their everyday lives.
Some of these youth are members of tribes that have experienced unprecedented economic growth, and may be the
first in the family to graduate high school or attend college. They have peers who have contemplated suicide or
struggle with substance abuse. These challenges, when
present, can be paralyzing to youth development and most
certainly impact their education experience.
Thankfully, there are far-reaching programs available to Indian youth that teach them skills to navigate
these challenges. More importantly, these programs help
Native youth realize their potential, and provide them
with the tools and skills to make the most of their educational experiences. To highlight just a few:
• The Santa Fe Indian School’s Leadership Institute
manages the Brave Girls program, which serves
high school females at the Santa Fe Indian School.
Rooted in education and empowerment, Brave Girls
fosters constructive youth development that inspires
young Native women to make positive decisions and
strengthen their physical, emotional and social wellbeing. The Brave Girls program exposes its members
to training opportunities, as well as community service projects. (See the story in this issue.)
• In 1996, the Brave Heart Society was established
to provide cultural programs for Yankton Dakota
David Mahooty
women and girls. The traditional cultural society is
responsible for the resurrection of the Coming of Age
Ceremony (Isnati Awica Dowanpi) for young teen
girls, as well as the annual “Calling Back the Spirit”
Healing Retreat, which heals the trauma of abuse and
addiction. The Society is also credited with establishing a community garden, which provides lessons in
teamwork and responsibility for young women.
•The Native American Community Academy
(NACA) in Albuquerque, NM organizes an educational leadership experience that takes young teens to
Aotearoa (New Zealand) to experience a new country and new culture. NACA students learn about
the indigenous people of New Zealand, the Maori.
Participating youth develop civic awareness, citizenship and communication skills, all the while gaining
worldly perspectives. (See the story in this issue.)
• There is also the Dine lina (Life) doo Naataanii
(Leadership) Academy. In this program young
Natives are mentored by several former Miss Navajos
and Dine’ consultants to learn etiquette and leadership skills and strengthen cultural values. Participants
also gain knowledge about social ceremonies for the
puberty passage of males and females.
Continued on page 11
The American Indian Graduate
5
Message from the Director
Indian Students Making
Global Impact
by Sam Deloria
W
hen I was young, Indian people hadn’t been
overseas (as civilians) in large numbers since
the days of Buffalo Bill Cody. Now a student
from a New Mexico Pueblo gets her Masters degree
from Cambridge University; a Diné student in this summer’s Pre-Law Summer Institute (PLSI) has as her main
Facebook picture a wonderful shot of her and her mother
in China having a great time; my college roomie emails
me that he ran into someone who knows me – in the
Hong Kong airport! And she turns out to be another Diné
student who joined the Peace Corps after college graduation and, after making a video with AIGCS for incoming
Gates Scholars, took off for Southeast Asia. One of Yale’s
freshman Indian students gets himself a summer fellowship to spend some time with the Maori people in New
Zealand. What’s going on?
Of course, there was a post-Cody tradition for many
years of Indian people venturing out on their own without much publicity – my nephew Philip J. Deloria has
written about them in his wonderfully entertaining book
‘Indians in Unexpected Places’. But we didn’t travel much
in my day because we didn’t have the money, and using
what little we had to travel outside the U.S. would have
been nearly scandalous; we would have been accused of
taking a “junket”.
I think one of the leaders in luring us across various
borders in what I persist in calling “the modern era” (there
are those who don’t consider the 70s to be a “modern” anything) was the late George Manuel, former President of the
National Indian Brotherhood of Canada and originator of
the World Council of Indigenous Peoples in the mid-70s.
Sam Deloria
The world-view in Canada, because of its membership in
the British Commonwealth, was much more international
than ours, and George Manuel felt comfortable visiting
a number of Commonwealth de-colonializing countries
and asking their leaders for advice and support. Later
on, people from the U.S. ventured out one by one, like
Marco Indian Polos. We even had Scott Bear Don’t Walk,
a Rhodes Scholar! Since the days of the World Council
of Indigenous Peoples (WCIP) and the subsequent very
long process of developing the Declaration of the Rights
of Indigenous Peoples by many individuals and organizations, the interaction among indigenous peoples has
grown, and Indian people have found many reasons to go
many places.
It just seems to me, and to us here at AIGC/S, that a
fundamental change is taking place in the perspective of
Indian people in general and students in particular, and
we are all for it. Maybe it is the influence of the internet,
I have not given up my long-held hope that we can someday start a system
like the old Sister Cities, wherein we can open communications between U.S.
and Canadian Indian and Native communities and those of indigenous peoples
throughout the world, especially including the schools.
6
The American Indian Graduate
or that pestilential Facebook in particular (of which I
am ashamed to say I am a devotee – at the orders of a
former AIGC/S board president!). We are very much
in favor of students (and others) traveling the world for
many reasons: I think one of the most important benefits is that to do so will help to break down the sense of
isolation that many people have, and the sense that they
have been uniquely burdened by history. It is good for us
to see where we stand relative to the other peoples of the
world, including especially other indigenous peoples.
The other side of thinking we are uniquely burdened: I have found a tendency of some Native peoples
in North America to think of themselves as the elite of
the indigenous world – more sophisticated and capable
of bringing the others along, although I have found that
not to be the case. We in the U.S. and Canada, and perhaps some of the other British Commonwealth nations,
may have escaped some of the worst treatment that other
indigenous peoples suffered, and continue to suffer today.
But we have much to learn from the other indigenous
groups, even as we have much to share with them.
I have not given up my long-held hope that we can
someday start a system like the old Sister Cities, wherein we can open communications between U.S. and
Canadian Indian and Native communities and those
of indigenous peoples throughout the world, especially
including the schools. This would make a lot of our people feel less isolated and hopeless and bring perspective to
indigenous communities throughout the world.
So this issue of our magazine will look at some students who are venturing out a bit. We hope you enjoy
it and we hope you will send us information about
other travelers we didn’t know about or didn’t mention.
Thanks. ✦
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The American Indian Graduate
7
Stepping Out of the Comfort Zone
Aim for the Adventure Extraordinaire
by Stephanie Delgai
M
y name is Stephanie Delgai and I am from
Ganado, Arizona, which is located on the
Navajo Reservation. Growing up I attended
public reservation schools and graduated from Ganado
High School in May 2005. I was fortunate to attend
the University of Arizona, with the aid of the Gates
Millennium Scholarship, where I earned a bachelor’s
degree in Ecology and Evolutionary Biology.
I left the Navajo Reservation to start a 27-month
journey as a U.S. Peace Corps Volunteer in May 2010.
Peace Corps presented me with an assignment in
Fiji focused on Integrated Environmental Resource
Management – I accepted their offer without hesitation.
In the south Pacific Ocean, there is a “hidden paradise”
called Fiji. The Fiji Islands contain up to 332 islands,
Stepanie Delgai riding a yak at Lake Tsongmo, India.
8
The American Indian Graduate
33% of which are inhabited by Fijians and Indo-Fijians.
The two largest islands in Fiji are Viti Levu and Vanua
Levu, upholding 87% of Fiji’s total population (approximately 858,038). Fiji’s total area is 18,274 square kilometers, which is smaller than the state of New Jersey. I
lived on Vanua Levu, known for the longest bay in the
South Pacific and also famous for its spinner dolphins.
The name of my village was Navakaka, located in the
Cakaudrove province. Most Fijian communities are clustered in groups of 5-10 villages and usually collaborate
on farming, income generation, cultural celebrations,
and religious ceremonies.
As an environmental volunteer, I lived in a rural
village to promote environmental conservation. Before
reaching our permanent site, we were grouped in five
different villages and underwent an eight-week training program while living with a host family. Training
included cross-cultural workshops, community-based
exercises, and a Fijian language course. We completed
the pre-service training on July 8, 2010, and were officially sworn-in as U.S. Peace Corps Volunteers. After
the swearing-in ceremony, volunteers departed for their
permanent sites. Some were placed in the city and others
in remote areas. I was stationed in a rural village not far
often laborious and time consuming. A well-balanced
meal is rare and meat is a treat. Although life was simple
in my village, the people were happy with what they
had and appreciated things that I took for granted such
as clean running water and electricity.
I look back at my experience in the village and
appreciate all the things I learned. I was fortunate to
work with distinguished people, acquire a network of
established colleagues and live in a remarkable com-
My Peace Corps experience taught me how to adapt, appreciate culture, conserve
relationships, respect traditions, share knowledge, and build friendships.
from a town called Savusavu. Now it was time to integrate with the villagers and adapt to my new lifestyle.
Upon arrival to my village, I clenched my hands,
looked out the taxi window and realized, “This is the
road to my new home. I’m going to be living on a tropical island for over two-years!” My bure, a traditional
bamboo house, was centrally located in the village with
several houses positioned nearby. Before settling in completely, I had to meet the village chief and turaga ni koro
(elected village leader) for a sevusevu. A sevusevu is a
ceremony held between an outsider and village leaders.
The outsider formally requests to enter the village and
offers a small gift. During the sevusevu, people sit on
the floor, exchange the proper Fijian words and drink
yagona. This ceremony symbolizes respect and gratitude.
Later that afternoon we completed the ceremony with
three loud claps. I was now a part of their village.
How was living in the village? Living in the village was almost like living on the reservation, except
for the lush greenery, coconut trees and easy access to
the beach. A river ran along the village, which boasted
coconut tree plantations and an array of roots crops.
The children are widely curious and eager to befriend
newcomers. I believe the Fijian values are similar to
the Navajo; hospitality, a desire for self-sufficiency,
and aware of conserving natural resources. As a child,
I would regularly visit my grandparents, who had no
running water or electricity. I grew up understanding
that people can have very little and still be happy, which
is the same mentality that existed in the village. The
village energy source is a gas-fueled generator, which
supplies the village with four-hours or less of electricity every day. Children play with homemade toys, climb
trees, and swim in the river. Absent from their daily
lives are video games, iPods, and cartoons. Clothes are
not a fashion statement but an essential. Hard work is
munity. Some of my major projects included grant
writing, collaborating with government officials and
organizations, creating a community development plan,
leading workshops, starting a women’s co-operative, creating a village business proposal, teaching students and
leading a girls group. Aside from my volunteer duties,
I embraced the Fijian way of life: wake up, make tea,
scrape coconuts, collect firewood, pick edible ferns in
the forest, cook, weave a mat and pass time talking to
friends. I can highlight all my achievements, but I can’t
help think about the people who helped me. My support
network comprised of family, friends, villagers, students,
volunteers, and Peace Corps staff. Together, we made
memories that will last a lifetime. Overall, my Peace
Corps experience taught me how to adapt, appreciate
culture, conserve relationships, respect traditions, share
knowledge, and build friendships.
My time in Fiji had ended, what was I going to do
next? I returned home in the beginning of July 2012. I
should have been exhausted from the 10-hour flight &
nine-hour layover, but the anticipation to see my family restored my energy. The minute I walked out the
airport lobby, I immediately saw a cheerfully colored
banner, balloons, and smiling faces. Hours later, I was
eating an intimate home cooked meal with those I loved.
Later that month, my family held a huge welcome home
dinner in honor of my return. During the celebration, I
presented photos of Fiji, displayed mementos, and held
a Q&A session. One of the popular questions I was
asked, what are you going to do now? In response, I
said, “I will be home for two to three months and then
I plan to move to Nepal.” Once again, my family was
shocked with my decision to move abroad. But before
I embarked on a new journey, I spent three-months
with friends and family, reorganized my belongings,
and helped with family projects. In September 2012, I
The American Indian Graduate
9
Stepping Out of the Comfort Zone
Stephanie Delgai, right, with host family in Fiji.
flew to Kathmandu, Nepal where I found an internship
with a non-profit organization called, The Kevin Rohan
Memorial Eco Foundation. I began my internship as a
Volunteer Coordinator/Communications Intern, whose
duties were to manage the volunteer program, update
newsletters and blogs, promote the foundation using various social media, content marketing, help manage the
jewelry program, welcome volunteers, and of course help
where it was needed. Once again, I was happily taking
part in community development, promoting environmental conservation and sustainability.
As of today, I live in Kathmandu Nepal. This is
a place full of friendly people, cultural diversity and
social backgrounds that range from Tibetans, Chinese,
Nepalese, Bhutanese, Indians, etc. Therefore, Nepal
contains a unique mixture of people, food, and customs.
One interesting coincidence, Nepalese and Navajos look
alike, so often times I’m confused as a local. My ability
to camouflage has allowed me to get better prices, less
stares, free admission to temples and shocked faces when
I speak English with no accent. Based on my 10-months
in Nepal and two-week visit in India, I have seen a predominant use of indigenous practices, religious devotion,
historical sights, and different forms of self-sacrifice.
Sadly, like most developing countries, there is the desire
to become westernized. This mentality is created by a
false depiction of America and other foreign countries.
When asked by a Nepalese, “why would you want to live
in a developing country?” I respond, “I want to appreciate all parts of the world”. Since I was a kid, I always
wanted to travel abroad, and at this moment Nepal is
a perfect fit. Overall, my new surroundings offer a new
perspective and insight to my future.
I never expected to be a world traveler, how did it all
begin? Honestly, I never thought I would leave home for
10
The American Indian Graduate
an extensive period of time. Sure
I did internships, but nothing
longer than 90 days. At age 20,
Peace Corps entered my mind.
I thought, “One day, I want to
look back and say I stepped out
of my comfort zone.” This same
mentality is what would push
me to complete the Peace Corps
application, say goodbye to loved
ones and eventually board a
plane. I’m very close to my family, so living abroad has been a
challenge. Despite the distance,
they have supported me through
all my endeavors. Before my
departure to Fiji, they threw me a bon voyage party. There
were family members who visited me in Fiji, sent numerous care packages and participated in tons of video chats.
I appreciate every family member and friend who helped
me be where I am today.
A message to my readers, I hope my story inspires
you to step out of your comfort zone. I also want to
emphasize that I grew up in an average household. I
grew up in a place where culture is rich and opportunities are often rare. Therefore, I want to extend a word
of advice, if you live in a small community, an isolated
area, or a place with limited resources, please disregard
the impossible. If something requires hard work, commitment and courage, it’s 100% worth pursuing. The
Gates Millennium Scholarship was my ticket to receive a
higher education. It opened doors and led me to believe
anything is possible. Peace Corps also opened my mind
to new ideas, friendships, skills and wonderful memories. I would like you to take a chance and aim for the
adventure extraordinaire. I also recommend Peace Corps
to those who are interested. Make the first step by
checking out their website. I am also delighted to advocate education to Native youth. It would be a privilege
to provide guidance and answer questions about college,
Fiji, Nepal, Peace Corps, internships, etc. You may contact me on Facebook. My ID is Stephanie Delgai.
Lastly, my future plans are to move back home and
earn a Masters in Public Administration with a concentration in international management. Once I complete
graduate school, I plan to work abroad for a number of years, most preferably with USAID or UNDP.
Eventually, I will settle in the States, have a family and
reflect on my life. Until then, I will continue to embrace
my home away from home. ✦
Message from the President
Continued from page 5
• The Gates Millennium Scholars program sponsors
Alternative Spring Break, which brings together 50
Gates Scholars from various college and universities
each year to engage in a weeklong community service
trip. Participants are exposed to different cultures and
ideas, and are challenged to demonstrate initiative,
teamwork, leadership and the rewards of lending a
helping hand. (See the story in this issue.)
These are just a few of the many programs that we
should encourage our young people to explore. The bottom line is that Native youth-serving organizations are
doing more than enriching the educational experience.
They are preserving culture, instilling confidence in our
youth to set and achieve goals, providing perspective
from other cultures and arming the next generation with
skills to succeed in their schooling and beyond.
I am equally encouraged by the Indian youth participating in these programs. Their spirit and energy is
inspiring. Their curiosity and willingness to listen and
learn is humbling. They approach these experiences with
open hearts and minds and leave with profound gains
in culture, education, social awareness, mental advancement, and worldly perspectives. Our future, I’m certain,
is in very good hands.
I would like to take this opportunity to inform the
readers that this is my last Message from the President and
say “farewell” to all. I have enjoyed my term and would
like to welcome the new President of the AIGC Board
of Directors, Grayson Noley. I wish him the best in his
endeavors to take AIGC into the future!
Welcome to new board members, Joel Frank and
Walter Lamar and congratulations to newly elected Vice-President Melanie Fritzsche and SecretaryTreasurer Rose Graham. Thank you to all members
of the AIGC Board and staff for their dedication and
hard work for higher education of American Indian and
Alaska Native students! ✦
The American Indian Graduate
11
Feeling Blessed and Honored
Educational Journey of a California
Indian Miwok Woman
by Dr. Crystal Martinez-Alire, Ed.D.
A
s I begin my journey as an educator, I can’t help
but to reflect on the trials and tribulations that
I encountered as a Native American woman
completing a doctoral degree program in Educational
Leadership. I am an enrolled member of the Ione Band
of Miwok Indians, and one of few select students from
my tribe who have completed a graduate degree; my
desire to give back to my community is strong. I can
attest to the hardships that American Indian students
encounter, but I know that having support from the
community can really make a difference. During the
course of my undergraduate and graduate level work,
I obtained financial support from a variety of scholarships, fellowships and grants. I relied on various college programs that assist low-income students. I am so
thankful for all the help that I received and I know that
this support made my academic achievements possible.
The McNair Scholars Program and the Educational
Opportunity Program (EOP) are two resources available
to underrepresented minority students. It was through
these programs that I was able to meet and interact with
Native faculty and staff members on campus, and as a
McNair Scholar I was able to publish research on tribal
enrollment and tribal conflict resolution.
Richard Alire (husband), Crystal & Mariah (daughter)
dances and elders’ gatherings. As a young student I was
my school district’s student representative to Indian
Education. I recall my early experiences starting dancing as a California Indian Miwok dancer. I remember
when my mother sat me down to discuss the importance of learning about my culture and history; under-
It was then that I understood my responsibility to be involved in education
and give back to the tribal community and those same programs that helped
me as a student.
I reflect upon my early years, and know that my
family had a significant impact on my education. My
mother, Doreen Franklin, made sure that we were
involved in Indian Education programs and we attended many meetings, conferences and community events.
It seemed as if each weekend was full of big times,
12
The American Indian Graduate
standing what it meant for me to be Indian. It was then
that I understood my responsibility to be involved in
education and give back to the tribal community and
those same programs that helped me as a student. Even
today I know that it is these memories that keep me
reaching forward.
On a more personal note, my family has encountered many losses. Just before I entered graduate school,
my oldest brother, Jerry Franklin, joined the spirit world
at the young age of 37 years old, and my mother gained
full care of his two children who were in their early
teens. My responsibility to help my niece and nephew
was to be a positive role model and influence for them.
From this loss I learned that nothing in life is guaranteed. But with the support and help of the community
Sacramento. For this I would like to thank him and Dr.
Brounda, both of whom were instrumental in supporting my research study. I also thank my husband Richard
and daughter Mariah.
My current professional role is working for the
Shingle Springs Tribal Temporary Assistance for Needy
Families (TANF) program, which allows me the opportunity to help clients in the community with their own
college, vocational and career goals. I work directly
I feel truly blessed and honored to have been a scholarship recipient of the
American Indian Graduate Center, and I will continue to support other Native
students in higher education.
you can continue to move forward and
with clients on an individual basis, and
achieve your life goals. This was a huge
coordinate different educational events
lesson to me and I hope I can send this
such as campus tours, financial aid and
message to others that may struggle with
scholarship information. I also provide
the loss of a family member.
counseling on the career development
A major motivator for me as a
process and teach a weekly employment
Native woman in higher educational is
course. In this program I have been able
the access to research and statistical data.
to assist students with a range of needs
The estimated rate of high school comand hope to continue encouraging othpletion among American Indian students
ers with their own educational goals
is about 50% (Faircloth, S., Tippeconnic
and endeavors.
III, John W., 2010). This statistic is
In conclusion, I would just like to
alarming and needs to change. For this
say that I feel truly blessed and honored
reason, I personally pushed forward to
to have been a scholarship recipient of
obtain my doctorate degree, to serve as
the American Indian Graduate Center,
a role model so that others would see
and I will continue to support other
that they too could achieve their educaNative students in higher education. My
Crystal Martinez-Alire
tional goals and not become statistics. It
future plans include working within K12
also inspired my doctoral research titled
and higher educational realms, to help
“The Perceptions of Tribal Leadership and the Impact of
develop curriculum that addresses American Indian stuEducation and Cultural Knowledge: Examining Tribal
dent needs and help to bridge the gaps in education. My
Leadership and Education within California Native
hope is to ensure strong ethical leadership that is focused
Communities.” The goal of this research was to idenon education for tribal communities. I have the deeptify the importance of tribal leadership and education.
est respect and appreciation for giving back and helping
While conducting my research I gained further insight
other Native students succeed. ✦
into Native culture, tradition, historical trauma, and
Citation: Faircloth, S., & Tippeconnic, III, John W.
tribal governance, and since this was a qualitative study,
(2010). The Dropout/Graduation Rate Crisis Among American
I was enriched by feedback from community members
Indian and Alaska Native Students: Failure to Respond Places
and elders that included strong recommendations for
the Future of Native Peoples at Risk. Los Angeles, CA: The
changes within the K-12 and higher educational systems.
Civil Rights Project/Proyecto Derechos Civilies at UCLA.
There is much more work to be done on this topic, and
I plan to continue my future work in this area of tribal
leadership and education. I received a great amount of
support from Dr. Nevarez, Director of the Educational
Leadership Program at California State University,
The American Indian Graduate
13
An Innovative Step Forward
Bridging the Gap in Breast Cancer
Prevention for American Indian
Women in Missouri
by Caitlin Donald
M
y name is Caitlin Donald, and I am in my second year of the Master’s of Social Work program at Washington University in St. Louis.
I come from the Ponca Tribe of Oklahoma and I am
an enrolled member of the Osage Nation. Additionally,
my mother is of German descent. I grew up in a biraCaitlin Donald
cial and bicultural household, so I have always believed
that my role professionally and personally is that of a
cultural liaison. As a bicultural person I value cultural
Throughout my internship, I collaborated with
literacy as a way to foster a greater sense of community
PECaD to station a mobile mammography van at the
and to facilitate conflict resolution and understanding.
annual Washington University Pow Wow, to increase the
In essence, my bicultural upbringing has led me into
availability of prevention services for American Indian
social work practice.
women. The program provided mammograms to women
During my second semester in graduate school, I
over 40 years of age who reside in Missouri. Regardless
served as a practicum student in building a relationshipof insurance status, the mammogram was provided at no
centered collaboration for breast cancer prevention for
cost to the recipients. The program also provided local
American Indian women in Missouri. This program
and national cancer support resources and preventative
was born from the partnership between the Kathryn M.
health materials. The medical team
Buder Center for American Indian
from PECaD reviewed the materiStudies at Washington University
als for accuracy. They were then
in St. Louis, and the Program
screened for cultural appropriatefor the Elimination of Cancer
ness, and the content was adjusted
Disparities (PECaD). PECaD is a
to better serve American Indian
partnership between several mediwomen. Finally, a local American
cal institutions in the St. Louis
Indian artist created a culturally
area. The mission of PECaD is
specific logo for all of the materito eliminate regional cancer disals. Another local American Indian
parities by working with underartist created feather pins to disrepresented communities and the
tribute to all women who received
organizations that serve them.
services at the van.
PECaD began working with the
Buder Center for American Indian
In addition to the van, I worked
Studies in an effort to gain awarewith American Indian women
ness and address the service need
to create cultural literacy trainProject logo by American Indian
of American Indians in the region.
ing for the medical practitioners
artist Tina Sparks, Missouri
14
The American Indian Graduate
involved. The training facilitated an awareness of the local
American Indian community while also providing insight
into American Indian worldviews, health disparities, and
notions of wellness. It also exposed the ways in which
existing prevention services, policies, and procedures create barriers for American Indians.
There were many challenges while developing this
program. Strict medical policies prevented some of our
recommendations of cultural adjustments to services
provided from being implemented. Cultural misunderstandings arose within planning meetings. We struggled in finding current research on cancer in American
Indian communities. It was important for me to recognize throughout this project that every stakeholder came
into the project with a different set of values and priorities. I considered this when issues arose, and it helped me
to act professionally and work toward a mutually beneficial solution. I had to continue to remind myself and
others that no matter what the end result, this project
would be an innovative step forward in prevention serAmerican
Indian
Graduate
Center
(AIGC)
vices
for American
Indian
women. In
the end,
we wereAd
So many women were walking
around the pow wow arena with
pink feathers pinned to their
shirts and prevention materials in
their hands.
able to reach a final product that met most of the expectations for everyone involved, and despite challenges,
everything went as planned.
With just four hours to complete all of the scheduled mammograms, the medical screeners were booked
from start to finish. So many women were walking
around the pow wow arena with pink feathers pinned
to their shirts and prevention materials in their hands.
Throughout the pow-wow, the breast cancer prevention
Continued on page 26
The Buder Center for American Indian Studies is a premier graduate program in Social Work. We are committed
to preparing and supporting future American Indian leaders to practice in tribal and urban settings, making
significant contributions to health, wellness, and the sustained future of Indian Country
The Buder Center’s Program:

Provides opportunities for full scholarships to American Indian/
Alaska Natives from the Kathryn M. Buder Charitable Foundation

Offers a flexible curriculum that allows you to customize your
course of study
Presents course work focused on American Indian culture and
values


Assists with securing your practicum through our established
network of sites within American Indian communities

Provides assistance in career and professional development

Offers dual degree programs with architecture, business, law,
divinity, and public health
Molly Tovar, Director One Brookings Drive Campus Box 1196, St. Louis, MO 63130
E-mail: [email protected] Phone: (314) 935-4510 Fax: (314) 935-8464 Website: http://buder.wustl.edu
The American Indian Graduate
15
Research Provides Dream Job
Alumni Profile: David Nichols,
National Park Archaeologist
by David Nichols
W
hat a great opportunity it is to be invited by
AIGC to share my story of success, made possible with help from the American Indian
Graduate Center. My story includes oft told tales; Trail
of Tears and Grapes of Wrath.
I grew up hearing stories from my grandmother about
our Muscogee (Creek) Indian heritage and about her
upbringing in Checotah, Oklahoma. They are amazing.
My grandmother was two generations removed from that
saddest of stories, the Trail of Tears. But she remembered
details passed down through her family about the journey,
and shared that history with my brother and me.
Now fast forward. My mother was the youngest of
8 brothers and sisters. Grandma moved the family west
during the Great Dustbowl event in 1930s Oklahoma,
to the golden promise of life and work in California. My
mom picked cotton until she was 18 years old. Out of
the 8 children, she was the only one to get a college edu-
California, Santa Barbara. As it turned out, this degree
was not particularly viable, aside from teaching. But as
luck would have it, I was hired for a job in Hawaii as
a computer consultant working for an archaeologist. He
trained me in his field, and I became a field technician
in archaeology. After 13 years of work in Hawaii, Guam,
Micronesia, Australia and California, I finally decided
this was going to be my profession.
Traveling throughout the Pacific in my 20s and 30s
was a great way to learn about and experience how colonized peoples, with various historical experiences with
oppression, have experienced modernization and reorganization into modern times. My Native American heritage was a great advantage to the various companies I
worked for as the indigenous people that I worked with
felt far more comfortable interfacing with me rather than
with the “faceless suits” that managed the projects from
a distance.
“Do your research and studies in the area you want to end up working in. You
may become the local expert for that area and end up getting hired there!”
cation. After high school she joined the Navy and used
the GI bill to get a teaching credential.
She schooled us on our heritage, my brother and me,
and made us proud of that heritage. We grew up respecting and understanding what it means to be someone of
native blood of any origin, from any country. This made
me curious about those that came before me - my ancestors on the North American continent.
I wanted an undergraduate degree in anthropology, but understandably my parents didn’t recognize
that as a viable field for financial success. I ended up
with a degree in Mathematics from the University of
16
The American Indian Graduate
After relocating to California and working in archaeology around the San Francisco area for several years, I
applied to graduate school – a master’s degree program
in Cultural Resources Management – at Sonoma State
University in Northern California. I learned about the
availability of financial assistance from AIGC through
the Muscogee (Creek) Tribal Affairs office, and I applied
for and received a generous scholarship that sustained
me through my graduate education.
I have always had an interest in the Mojave Desert
of Southern California, and so throughout my studies
and research, I focused my attention and efforts on the
David Nichols
archaeology of this region. I tell students all of the time,
“Do your research and studies in the area you want to
end up working in. You may become the local expert for
that area and end up getting hired there!”This is precisely what happened to me.
That portion of the Mojave Desert that I had been
researching is a National Park Service unit known as the
Mojave National Preserve (http://www.nps.gov/moja/
index.htm). I became acquainted with Park Service personnel while working in the area, and was invited to
speak to management about my research interests. As a
result, I was offered a research project – my master’s thesis – by the Preserve, and afterwards hired as the Park
Archaeologist! It’s been ten years now and I have no
intention of working anywhere else.
The Mojave National Preserve, at 1.6 million
acres, is the third largest National Park Service unit in
the lower 48 states. I was originally hired as the Park
Archaeologist but have since become responsible for all
historic properties within the Preserve as well. The history of this area includes ranching, homesteading, railroading, mining, and 12,000 years (that we know of!) of
Native American presence in the area. I look at impacts
to all of these site types and develop projects to arrest
decay, decomposition, erosion, and any other factors that
may contribute to the loss of our combined heritage.
Cattle grazing, violent weather events, vandalism, camping, hunting, off-roading are all examples of the types
of activities that affect our cultural resources. Some of
my preservation projects have included stabilization of a
Mojave Indian habitation site that began eroding due to
violent monsoonal rains; a large fire event had denuded
the site of soil-retaining vegetation; the reroofing and
strengthening of the walls of several circa 1910 desert
homesteads that were in threat of imminent collapse due
to general neglect and weathering; the reapplication of
adobe and reconstruction of walls of 1867 US Army Ft.
Piute; straightening and stabilization of historic corral
fences. The list goes on and on and, as the sole Cultural
Resources Specialist here, my job will be secure into the
unforeseen future! ✦
David R. Nichols, MA, RPA, Muscogee (Creek) Nation
Park Archaeologist, NHPA (National Historic Preservation Act)
Specialist, Mojave National Preserve
The American Indian Graduate
17
ANAHSAT Award
All Native American High School
Academic Team
Selected For the Academic Year 2013-2014
by Marveline Vallo Gabbard
T
18
he American Indian Graduate Center All Native
American High School Academic Team
(ANAHSAT) is in its 8th year of honoring ten
outstanding American Indian/Alaska Native high school
seniors from across the United States. These high school
seniors are selected based on academic achievement,
honors and awards, leadership, and community service.
Each is given a monetary award, which may be spent at
the student’s discretion.
The objectives of this program are: to increase awareness of academic achievement of Indian high school
seniors among their peers, Indian Country and the
public; to increase recognition of Indian student success
and capabilities as a positive motivation for pursing academic excellence and higher education; to increase academic achievement and role models as positive influences
in Indian Country; to increase teacher, administrator,
parent and community involvement by recommending,
nominating and supporting student participation; and
to increase student participation in high school academic
programs and pursuit of higher education. ✦
Tanner Heath (Choctaw Nation of Oklahoma)
Graduated from Hobart High School.
Pursing a bachelor’s degree in business at
Oklahoma State University.
Jacob G. Barrs (Choctaw Nation)
Graduated from Talihina Public Schools.
Pursing a bachelor’s degree in chemistry at
St. Gregory’s University.
Chasity L. Salvador (Pueblo of Acoma)
Graduated from Santa Fe Indian School.
Pursuing a bachelor’s degree in criminology at
Stanford University.
Tanner L. Colombe (Rosebud Sioux Tribe)
Graduated from Todd County High School.
Pursing a bachelor’s degree in biology at the
University of South Dakota.
Damon J. Clark (Navajo Nation)
Graduated from Navajo Preparatory School.
Pursuing a bachelor’s degree in economics at
Harvard University.
Shade Rodriguez (Navajo Nation)
Graduated from V. Sue Cleveland High.
Pursing a bachelor’s degree in biochemistry at
Dartmouth College.
Myacah H. Sampson (Navajo Nation)
Graduate from Kirtland Central High School.
Pursuing a bachelor’s degree in chemical engineering at
Oberlin College.
Jordan M. Drapeau (Yankton Sioux Tribe)
Graduated from Marty Indian School.
Pursing a bachelor’s degree in business at the
University of South Dakota.
Dalton J. Montileaux (Oglala Sioux Tribe)
Graduated from Tea Area High School.
Pursuing a bachelor’s degree in nursing at the
University of South Dakota.
Emily R. Walck (Navajo Nation)
Graduated from Montezuma-Cortez High School.
Pursing a bachelor’s degree in liberal arts at
Stanford University.
The American Indian Graduate
Congratulations to the 2013-2014 AIGC All Native
American High School Academic Team!
Chasity L. Salvador
Tanner Heath
Emily R. Walck
Myacah H. Sampson
Dalton J. Montileaux
Jacob G. Barrs
Jordan M. Drapeau
Tanner L. Colombe
(The All Native American High School Academic Team
program was created by AIGC with a grant from the Tommy
Hilfiger Corporate Foundation and is currently maintained
with private funds.)
Shade Rodriguez
Damon J. Clark
The American Indian Graduate
19
Congratulations!
Marveline Vallo Gabbard celebrates
15 Years of Service to Graduate and
Professional Students!
M
arveline Vallo Gabbard of the Pueblo of Acoma,
is the Program Associate of Graduate and Special
Programs for the American Indian Graduate
Center. Marveline is The Power of Scholarship!
As AIGC prepares to celebrate 45 years of service to
American Indian and Alaska Native students in higher
education, it is only fitting to celebrate the AIGC staff
person who has chosen to serve students for 1/3 of the
organization’s existence.
Marveline Vallo Gabbard joined AIGC on the day
of her grandmother’s birthday, which is why she’ll always
remember her AIGC anniversary date. In 1998, AIGC
was a very small office in need of a highly organized
person to manage and systemize a growing program.
A last minute applicant from the Pueblo of Acoma’s
Department of Education, Marveline was a perfect
choice for the role. Her decision to take the position with
AIGC, about sixty miles from her home on the Acoma
reservation, has resulted in a life full of accomplishments, both personally and with AIGC.
Some of those changes include obtaining her
a Bachelor of University Studies degree from the
University of New Mexico, getting married, moving the
AIGC application process to an online system, strengthening our relationships with partners and students, and
helping AIGC to move to a new office.
CONGRATULATIONS MARVELINE and on
behalf of American Indian and Alaska Native students
in higher education, everywhere - THANK YOU for 15
years of dedication to AIGC and student success. ✦
Some of the AIGC students, Alumni and supporters
wanted to share some kind words with Marveline
during this special occasion…
“Congratulations!”
– Dagmar Seely, Candidate for the Ph.D. Curriculum and
Instruction, M.A. in Philanthropic Studies, Preparing Future
Faculty Scholar
20
The American Indian Graduate
Marveline Vallo Gabbard
“Congratulations, Marveline!! All your
hard work is appreciated.”
– Melanie Patten Fritzsche, Secretary and Treasurer,
AIGC Board of Directors
“Congratulations Marveline for 15 years
of quality service with AIGC.”
– Mona Grey Bear
“Congratulations! Thank you for assisting graduate
students across our great nation.”
– Harold Kihega Jr
“Congratulations Mar veline!!! Thank you for your dedication to higher education and always getting back
to me promptly and with excellent customer ser vice
when I have questions or issues!”
– Shawna L. Begay
Marveline and guests at AIGC Conference 2005
“Congrats Mar veline!! Thank you for taking the time
to help and for answering my many questions!!”
– Veronica Lane
“Marveline, I would like to personally thank you for
all the support and guidance that you have provided my
son, Mr. Kyle Swimmer. He has been blessed to receive
scholarship support through AIGC, and I know that his
is thankful for all that you have done to support his
academic pathway. There are special people that are
meant to extend this goodness to Native students.
Congratulations on your 15th anniversary and here’s
wishing you another 15 years with AIGC! Da wa ee’ for
all that you give-blessings.”
“Congratulations on your long tenure at AIGC, a lot of
students have benefited from your dedication. Thank
you for being there for all Indigenous students and
educators. “
– Norman Cooeyate
“Congratulations, Mar veline! Thank you so much for
all your help over the last t wo years and I hope future
students are fortunate enough to work with you for
many years in the future!”
–Dr. Shelly Valdez
– Jessika Ava
“Hi Marveline! Congratulations on 15 years with
AIGC! Many blessings to you and to the family and on
the next 15 years ahead and beyond!”
“Congrats!”
– Jennifer (Sims) Nanez, LMSW, Clinical Director, Pueblo of
Acoma Behavioral Health Services
Marveline, Orbit and daughter Brittany at AIGC Annual
Reception 2013
– Travis Numan
“Congrats!”
– Danna BC
Marveline, husband James at AIGC Annual Reception 2011
The American Indian Graduate
21
2013 AIGC Reception and Silent Auction
AIGC Power of Scholarship
Reception a Tremendous Success
W
hen AIGC began the Power of Scholarship initiative in 2013, we aimed to acknowledge
what this organization does so well – address
the growing need for scholarships among the American
Indian and Alaska Native graduate and professional
degree community. The “Power” in our initiative took
on a triple meaning… serving as a conduit for advancing education opportunity among American Indian and
Alaska Native students, engaging the collective strength
of AIGC supporters to empower those on the educational
path and recognizing our alumni are making huge contributions throughout Indian Country in their careers.
We recognize our incredible impact! In almost
every instance that an AIGC staff or representative
travels or attends a meeting locally or nationally, we
meet AIGC alumni who are making a big difference
at the tribal, state, national and international levels.
It reinforces that our scholarships to Indian students pursing graduate and professional
degrees are working. That is
something to be proud of!
The initiative logically
unites these two sources of
power – bringing together those
who so generously donate both
funds and programs to AIGC
with those who receive scholarships administered by AIGC
that enable them to realize their
educational experiences.
Earlier this year, we celebrated this powerful combination at
the 5th annual AIGC Reception
held in Albuquerque, NM.
AIGC hosted over 200 supporters at an evening reception
and honored six power players
and organizations in American
Event attendees
Indian education.
22
The American Indian Graduate
“We honored these organizations and individuals
for opening doors, creating opportunity, and paving the
way for American Indian graduate students nationwide,”
said Sam Deloria, Director of AIGC. “Their efforts have
made a difference in our scholars’ lives and will continue
to benefit the thousands of future students AIGC will
serve in the years to come. They truly exemplify the
Power of Scholarship.”
Those honored at the reception include:
Dr. Kevin Teehee, from Tahlequah, Oklahoma in
the Cherokee Nation, attended medical school at Charles
Drew / UCLA in Los Angeles with the support of an
AIGC scholarship. He finished his training in family
practice and worked for the Indian Health Service on
the California Central Coast for several years. Currently,
he practices emergency medicine in Los Angeles, and
Susan Duran and Orbit (ABQ Isotopes mascot)
D. Rhoades Schroeder and Sam Deloria
provides support to current cohorts
of AIGC fellows with his generous
contributions.
D. Rhoades Schroeder, a longtime, generous supporter of AIGC,
is a graduate of the University of
Colorado. He entered the U.S. Air
Force and served in Korea, worked
for the ABC network in advertising
writing, and later became Creative
Director for Buster Brown Shoes.
He also taught science to middle
and high school students. He continues to give to AIGC because over
90 percent of donations directly
serve students through scholarships
and services.
Reception honorees, left to right, Governor Vincent Toya, Cate Stetson,
National Indian Gaming
JoAnn Melchor, Chairman Ernie Stevens and Sam Deloria.
Association (NIGA) and Chairman
Ernie Stevens execute the common commitment and
cultural learning and service for the Gates Millennium
purpose of NIGA advancing the lives of Indian peoples
Scholars’ Alternative Spring Break Program. AIGC
economically, socially and politically. NIGA has never
honored the Pueblo of Jemez because of their generous
wavered on education being essential to that common
hospitality and providing young scholars a different percommitment. AIGC honored NIGA for their leadership
spective on the importance of citizenship, social activism,
in supporting Native American higher education and
and public service.
AIGC.
Southwest Youth Services (SYS), led by Managing
The Pueblo of Jemez along with Governor Vincent
Director JoAnn Melchor (Kewa Pueblo), is a non-profit
Toya have had a long history of commitment to educaorganization that uses the game of soccer to grow grasstion for the empowerment of Native American people,
roots partnerships and programming in Native commuand to sharing history, traditions and culture. Governor
nities. The organization has fostered partnerships with 42
Toya and the people of Jemez Pueblo hosted a day of
Native American communities to provide positive youth
The American Indian Graduate
23
2013 AIGC Reception and Silent Auction
Silent Auction items donated by the generous
support of artists, collectors, jewelers, etc.
development training tailored to individual
communities. Also, as a regional coordinator
for AmeriCore, SYS staff and clients were vital
in organizing the 2013 Gates Millennium
Scholars (GMS) Alternative Spring Break
Program. AIGC honored SYS for managing
the highly successful 2013 GMS Alternative
Spring Break Program that was life changing
for many of these young scholars.
Cate Stetson is founder and owner of Stetson Law
Offices, P.C., a law firm that provides general legal services to tribes and tribal entities. AIGC honored Ms.
The Power of Scholarship is an initiative without end.
Stetson because of her long-time support and significant
As long as American Indian and Alaska Native students
fundraising contributions. She is a true champion of
continue to advance their education, there will be a need
higher education for Indian students and AIGC.
for financial support. The AIGC Reception was a testaThe AIGC Reception was made possible with the
ment to the power we have ignited among Native scholhelp of several sponsors, including the Albuquerque
ars and their supporters. ✦
Isotopes, AMERIND Risk Management Corporation, and Conoco
Phillips, National Indian Gaming
Thanks to our generous and talented donors!
Association and Sacred Wind
Acme Plumbing
Four Corners Pottery & Jewelry Palms Trading Co.
Communications. The evening
Albuquerque The Magazine
Graphic Connections
Poston & Associates, LLC
included a successful silent auction
Alicia
Ortega
Indian
Treasures
Rio Grande Travel Centers
event, which included a number of
Americans for Indian Opportunity Irene Begay
San Ildefonso Pueblo Enterprise
exclusive pieces donated by artists,
Arviso
Educational
Services,
Inc.
Jannette
Vanderhoop
Sandia Golf
collectors, jewelers and other craftsmen, listed below. AIGC is most
Balloons & Blooms
Jeoma Baca
Sandia Green Reed Spa
appreciative of these donated items, as
Bunky Echo-Hawk
La Provence Restaurant
Santa Fe Indian Market
they helped raise thousands of dollars
Cashmere Rouge Spa
Leslie Costa-Guerra
Stephenie Potts
toward scholarships for Alaska Native
Corey Garcia
Marcello’s Chophouse
Strictly Southwestern
and American Indian students.
Dr. Francine Vickers
Melvin Monette
Susan Duran
Fine art donated to AIGC
Dr. Shelly Fritz
Montech Inc.
Tiller Research
remains available for purchase at
Eighth Generation
Natonabah Studio Services
Touch of Culture Legends
http : //w w w.aigcs.org /about-us /
Ellouise
Originals
Onyx
Expressions
Upton Ethelbah
fine-art-for-sale/.
24
The American Indian Graduate
THE ONLINE MASTER OF
JURISPRUDENCE IN INDIAN LAW
The Online Master of Jurisprudence in Indian Law (MJIL) degree is designed for college
graduates who are interested in learning about Indian law but may not wish to become lawyers. It is also for lawyers
who wish to gain additional expertise or expand their practices. Individuals who possess a bachelor’s degree and
who work in, around, or with Indian Country governmental, social and business institutions will be able to expand and
improve their knowledge of Indian law without having to leave their current positions.
The MJIL is a 30-credit hour program offered entirely
online. Classes will incorporate the latest materials, audio files, and video feeds
in a curriculum designed to ensure efficient and active learning about practical issues of
the day such as:
Federal Indian Law • Civil and Criminal Jurisdiction in Indian Country • Law
Enforcement • Indian Gaming • Energy and Mineral Development, Water Rights,
Environmental Protection and Remediation • Economic Development, Taxation,
Contracting and Compacting • Delivery and Administration of Social
Services • The Indian Child Welfare Act
To learn more about the Master of Jurisprudence in Indian
Law and see how easy it is to attend classes from the office,
home, or anywhere an internet connection exists, visit
indianlawmj.org
Tel: 918-631-3991
Email: [email protected]
Website: http://indianlawmj.org
Facebook: https://www.facebook.com/TUMJIL
The University of Tulsa College of Law
3120 East 4th Place, Tulsa, OK 74104
“Now tribal lawyers and judges, as well as tribal leaders
and administrators, are able to expand and improve
their knowledge of Indian law without having to leave
Indian Country.”
– Professor G. William Rice,
Co-Director of the Native American Law Center
The American Indian Graduate
25
An Innovative Step Forward
Continued from page 15
project maintained a positive and welcoming presence,
inciting interest among Native and non-Native guests.
One of the most important accomplishments of
this project was the relationships that were built over its
course. Prior to this experience, the Buder Center had
never partnered with PECaD. This was also the first
time PECaD had considered working with the American
Indian community. This project was the first of its kind
and has created a strategic partnership that will last for
many years. It will provide future students with opportunities to work on health-related projects with medical
instituitions and American Indian people. The work that
was completed with this project has exposed the service
need of American Indian women, which has substantial
implications for American Indians in Missouri.
I first began the project in the abstract: researching, writing, and program planning. Over the project’s
course, however, it became more personal. Five hundred
miles away my relative was diagnosed with late stage cancer, and another woman involved with this project discovered her mother was facing a breast cancer diagnosis.
26
The American Indian Graduate
I then realized that with every person diagnosed with
cancer, an entire family is affected. With every woman
screened at this event, the cancer could be caught early,
and an entire family would be spared the anguish that I
and this other woman were experiencing.
After only two semesters of graduate school, I have
already seen the ways in which my developing competencies in social work practice have complemented my
passion for cultural literacy, making me a much more
effective practitioner. Just as this breast cancer prevention program will continue to be implemented at many
pow wows to come, I will continue to benefit from this
experience in my role as a cultural liaison for American
Indian communities across the country. I know that this
work is not easy, but advocating for American Indians is
something that I was meant to do. ✦
Caitlin M. Donald is from the Ponca Tribe of Oklahoma and
is an enrolled member of the Osage Nation. She is a Kathryn
M. Buder Scholar from the George Warren Brown School of
Social Work at Washington University in St. Louis.
COLUMBIA UNIVERSITY MEDICAL CENTER
To apply for admission into SPHSP,
please complete the online application.
Application Available:
Dec. 15, 2013
Summer Public Health Scholars Program
The Summer Public Health Scholars Program (SPHSP) is
designed for undergraduate students to increase interest
and knowledge of public health and allied health professions. SPHSP is a partnership of Columbia University’s
College of Physicians and Surgeons, College of Dental Medicine, School of Nursing and the Mailman School of Public
Health. Together they represent the broad spectrum of
public health practice. SPHSP grant funding was awarded
by the Centers for Disease Control and Prevention (CDC)
Office of Minority Health & Health Equity.
Program Eligibility:
 Rising juniors, seniors, or recent college graduates
within one year of graduation. Must not be accepted to or enrolled in a graduate program.
 African American, Hispanic/Latino, Asian American, American Indian/Alaskan Native, Native Hawaiian, Pacific Islander, people with disabilities,
and the economically-disadvantaged are encouraged to apply.
 Minimum GPA of 2.7.
SPHSP is a ten-week summer
program that begins May 26,
2014 and ends August 1, 2014.
The program includes:
 Orientation
 Trip to the Centers for
Disease Control & Prevention
in Atlanta, GA
 Introductory coursework in
public health
 Field Experience/
Mentorship
 Field Trips
 GRE Test Prep
 Professional Development
seminars
 Stipend
For more information and program application, please visit us at:
http://ps.columbia.edu/education/student-life/office-diversity/programs
Or email us at:
[email protected]
The American Indian Graduate
27
Gates Millennium Scholars
Gates Millennium Scholars Program Awards
Scholarships to American Indian and Alaska
Native Students Across Indian Country
E
ach year the Gates Millennium Scholars program
selects 1,000 new, talented students to receive a
good-through-graduation scholarship to use at the
U. S. college or university of their choosing. This year
150 American Indian and Alaska Native students, representing communities from coast to coast have been confirmed as Gates Millennium Scholars.
These elite students, all rising college freshmen,
will join approximately 850 other American Indian
and Alaska Native undergraduates and graduate degree
candidates who will receive scholarship support from
the Gates Millennium Scholars program (GMS) in the
2013-2014 academic year.
The United Negro College Fund (UNCF) administers the GMS Program, which is funded by the Bill
& Melinda Gates Foundation, and partners with the
American Indian Graduate Center Scholars (AIGCS) to
recruit, select and support American Indian and Alaska
Native Gates Millennium Scholars. Other GMS partners are the Hispanic Scholarship Fund in Los Angeles
and the Asian Pacific Islander American Scholarship
Fund in Washington, DC.
AIGC Scholars is the American Indian
and Alaska Native partner in the
Gates Millennium Scholars Program.
The Gates Millennium Scholars
Program provides up to ten years
of higher education funding,
covering unmet need at any
nationally accredited college.
The GMS application is
open from mid-August
through mid-January
each year
To schedule a GMS presentation
at your school or in your
community, contact AIGCS
at (866) 884-7007.
Visit aigcs.org for more
GMS program information
and eligibility criteria.
vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvv
3701 San Mateo Boulevard NE, #200
Albuquerque, NM 87110 Telephone: (505) 881-4584
vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvv
28
The American Indian Graduate
“Every year, we are witness to an
ambitious and impressive community of students seeking involvement
in the prestigious GMS scholarship,”
said Sam Deloria, Director of AIGC.
“These students bring enthusiasm and
energy to a rigorous application process and demonstrate the talent and
acumen present in Indian Country.”
Established in 1999, the Gates
Millennium Scholarship has become
a highly competitive and successful
program, and has funded more than
13,000 students of color to date in
their pursuit of post-secondary degrees.
The GMS program assists students not
only by alleviating financial burdens,
but also by offering academic support
and mentoring services. The success of
the program is proven by retention and
graduation rates; the five-year retenRecipients of the Gates Millennium Scholarship
tion rate for Gates Scholars is over 87
percent and the five-year graduation
rate is nearly 80 percent.
The GMS scholarship application process is
open from mid-August through mid-January of
each year. AIGCS has created the “Journey to
College” poster which provides valuable information to freshmen through senior year high
school students to prepare them for college and
the scholarship application process. These may
be ordered on the AIGC website. ✦
For a complete list of 2013 Gates Scholars or for
more information about the GMS Program, visit
www.gmsp.org. To learn more about AIGC Scholars,
please visit our website www.aigcs.org.
Established in 1999,
the Gates Millennium
Scholarship has become
a highly competitive and
successful program…
The American Indian Graduate
29
Alumni Connection
The Alumni Connection
by Linda Niezgodzki
In this issue we are pleased to introduce some of
the 2013 graduates, now turned AIGC Alumni.
Congratulations to all!
I graduated last week with a Masters
in Dramatic Writing from UNM.
I had to take a lot of time off from
work to concentrate on my last year
and I wouldn’t have been able to do
that without the support of AIGC.
Thank you.
— Z Echo Eskeets
Wopila tanka (big thanks) AIGC
for all your support the past two
years. I now have expanded my
skills and knowledge to serve Indian
Country with my Master of Social
Work degree. Pilamaya ye (thanks)
Mitakuye Oyasin (All my relatives)
— Maisie Herman
Since I was a young child, my goal
had always been to attain a Master’s
degree. As of today, that goal has
been accomplished! Organizations
like the AIGC and the Buder
Center for American Indian Studies
at Washington University have
helped Native people, like myself,
to shine for Indian Country. Thank
you for valuing and believing in me
through supporting my education.
— Candice Craig
Hi, I just wanted to thank
AIGC for helping me complete
my Doctor of Physical Therapy
degree from the University of
Oklahoma Health Sciences
Center. I graduated last night!!
Thank you so very much for
helping to make my dream
come true!
— Casey Scraper
30
Z Echo Eskeets
Maisie Herman
Candice Craig
Thank you so much to the AIGC.
Your support of my education has
helped me to achieve my goals and
dreams. Next weekend I will graduate from law school. This is something that I never thought would be
possible as I grew up. Now I am 11
days from walking across that stage
and coming out the other side a
better, happier person. I can’t thank
you enough for all of your support!
— Angi Cavaliere
Thank you AIGC! I walked this
weekend and have 12 weeks of
treating the underprivileged in
Nashville until the MSM PA program is completed. I could not have
done it without your help!
— Elizabeth Plott Widmer
The American Indian Graduate
Elizabeth Plott
Widmer
I did it!! Thank you for all the
assistance with my law school
education, every little bit helps!
— Jessica DeVille
I would like to thank the
American Indian Graduate
Center for all your support during these past two years in my
graduate studies. On behalf
of my family, community,
and tribes I would like to say
Ah-ho for assisting me in making a dream become a reality.
— Woody Wilson
Thank you to all the
students who submitted
their words of gratitude and
graduation photos through
AIGC Facebook. Go ahead,
like us! ✦
Casey Scraper
Angi Cavaliere
Jessica DeVille
Woody Wilson
Generosity, Courage, Fortitude, Integrity, Honesty and Humility
AIGC Alumna Sharing Lakota
Virtues While in Public Service
by Kimberly Yellow Robe
I
pray this message finds AIGC Staff, Alumni,
Tiospaye and Friends well. I appreciate the support received from AIGC while in the University of
Phoenix MBA Program. I was able to study on the reservation via an online program. It was the best thing I
could have done with my time while waiting for my first
baby to arrive.
While growing up close to my Unci (Grandmother
Ethel Yellow Robe), she often expressed to me “you will
always be Lakota, you may never have the same shoes,
never have the same home, same friends, but you will
always be Lakota”. These words are in my heart as I
stated in the non-Indian world “good customer service”.
For example, taking the time to verbally explain policy is
always better for the elder, as opposed to placing a written policy in front of the elder. This incorporates and
exercises Lakota virtues such as Generosity to take the
few moments of ourselves to share, Courage we chose the
correct words to help the matter, Integrity that we extend
peacefulness in our actions, Humility that we are not creating a sense of arrogance and Honesty exemplifying that
we truly care and with compassion we understand.
Because I work for a federal agency, I realize how
much interaction with the public we have. As an American
It is important our young people seek higher education and maintain a grasp on
their cultural identity. It can and will take you a long way in life.
travel the road of continual knowledge, seeking wisdom
and growth, and to be the best Lakota I can be. I always
strive to balance my decision to work in the federal sector, and my commitment to maintain a true connection
to my heritage and culture.
When I share Lakota culture or my Tribe’s stories,
I always include a short message of Lakota Virtues—
Generosity, Courage, Fortitude, Integrity, Honesty and
Humility. I teach my four young Lakota daughters the
same. I teach them through our Lakota stories, Lakota
ceremonies and traditions, and impress the importance
of education on my daughters. I share with them stories
told by my elders and stories from their ancestors as well. I
tell them “Get an education. We need to learn and understand not just our way, but non-Indian ways as well.”
I know that my strong connection to my cultural
identity will aide in advocating appropriately for the
tribal community I am so proud, but yet humbled to be
a part of. I understand when speaking with tribal elders
how they felt that they didn’t get good treatment, or as
Indian in government, I also realize how important it is
for me to share my culture and heritage, as to foster better understanding of American Indians. It has been wonderful to engage with tribal communities and leadership,
elders, community members and youth. The strengths
created by knowing about our own culture are found
within an individual’s desire to do so. It is important our
young people seek higher education and maintain a grasp
on their cultural identity. It can and will take you a long
way in life—promise. ✦
(Author Kimberly Yellow Robe, MBA, enrolled Rosebud Sioux,
has received numerous Social Security Administration (SSA)
Central Office and Regional Commissioner Citations, Public
Information Awards for Tribal Outreach for the SSA as well
as serving on numerous councils, committees benefiting Tribal
Communities and Elders. She is SSAs first American Indian
Public Affairs Specialist across the nation assigned to the San
Francisco Regional Public Affairs Office).
The American Indian Graduate
31
A Voice for My People
“The Importance of An Education”
by Melissa Beard
A
medicine man once told my uncle that our family belongs to the Eagle Clan. The members of
the Ojibwe Eagle Clan traditionally serve as the
communicators: the most vocal, influential and powerful voices within the tribe. As an enrolled member of the
Sault Ste. Marie Tribe of Chippewa Indians, my indigenous heritage has always influenced my academic and
professional experience. Since my Native grandmother
passed away with cancer six years ago it has become my
inspiration. As a journalist, student and aspiring academic, I am able not only to carry out my spiritual duty
as a member of the Eagle Clan, but also to serve as a
communicator and voice for the indigenous nation.
My love of words, writing and literature began at an
early age. I would climb onto my grandfather’s lap every
afternoon and he would read out loud to me. I loved to
create my own tales, and dreamed of becoming a writer
someday. I never imagined how powerful such an ambition could be. Not only could writing become a mesmerizing fairytale, it could also be an empowering and
informative article, an article with the ability to create
vast societal change.
I decided to pursue a degree in journalism at
Michigan State University (MSU) based on my love
for writing. This career choice soon transformed me in
a way in which I could positively influence the Native
American community and bring awareness to the many
issues affecting my people.
The summer after my first year of undergrad studies at MSU, my grandmother passed away from cancer at the age of 62. She was not only the center and
heart of our entire family, but the last remaining link
to our Ojibwe heritage. After I returned to MSU in the
fall, I joined the North American Indigenous Student
Organization (NAISO) as the public relations representative. This not only become an incredible opportunity
to gain professional experience, but it also was a way for
me to learn more about my heritage, while keeping my
grandmother’s memory close. I have continued my participation within Native American student organizations
at George Mason University in Fairfax, Virginia, where
I have served on the powwow planning committee for
32
The American Indian Graduate
Melissa Beard
two years, and most recently as President of the Native
American and Indigenous Student Alliance (NAIA).
I always loved to listen to my grandmother’s stories
about growing up on Mackinac Island; stories of climbing
Arch Rock, swimming in the pool at the Grand Hotel,
and the smell of the lilac flowers. But along with the many
positive memories were recollections of racial discrimination and oppression. My grandmother was continuously emphasizing the importance of education as I grew
up. She was sent to the Holy Childhood of Jesus Christ
Indian Boarding School in Harbor Springs, Michigan
and the Thomas W. Ferry School on Mackinac Island,
I am not only pursuing a higher
education for myself, but in the
memory of my grandmother,
who was not given the chance to
continue her education.
Michigan. Not only was my grandmother forced to attend
a Native American boarding school, but then she never
graduated from high school having been told that as an
Indian, she would never amount to anything in life. I am
not only pursuing a higher education for myself, but in
the memory of my grandmother, who was not given the
chance to continue her education.
Although I entered the PhD program in Cultural
Studies at George Mason with the idea of focusing my
research on Native American female filmmakers, I have
shifted my interests. I now plan to write my dissertation on the Native American boarding schools that were
once located throughout the state of Michigan. I was
inspired to pursue this topic after a relative discovered
a photo of my grandmother as a child on the steps of
the Holy Childhood of Jesus boarding school in Harbor
Springs, MI. Despite the difficulties I have had pursuing
a higher education; I am determined to finish my doctorate degree. I am very fortunate and thankful to have
received a graduate fellowship from the American Indian
Graduate Center to help with funding my education for
the first two years of my graduate program.
I am looking forward to exploring the archives
and records from these institutions and interviewing
my relatives back home on the reservation. I foresee
this experience of uncovering my own family history
as a personal ceremony. Based upon the history with
Native Americans and institutionalized education,
recent educational experiences have become a ceremonial
practice in order to transform the oppressive influences
that education previously introduced among Indigenous
communities. I look forward to beginning my own ceremonial journey as I begin my research for my dissertation this fall. While education was once used as a tool of
domination and cultural assimilation, I now choose to
use my position as a student in higher education to counteract the harmful damage created through the boarding
school system. It is only through education that we can
acknowledge what has been done in the past and develop
ways in which to heal and preserve the pieces of culture
that still exist.
If I accomplish only one thing in my professional career, I hope I can influence other young Native
Americans to pursue a college education and utilize their
talents to positively influence the indigenous community. As an academic, I hope to increase scholarly interest in Native American studies and bring awareness to
the issues that surround Natives in contemporary society.
And most importantly, as a member of the Eagle Clan, I
want to fulfill my role as a communicator, and proudly
serve as a voice for my people. ✦
Sacred Wind Communications
Congratulates AIGC and all of their 2013 graduates!
“There is no better way to ensure a strong
future for our company and our state than to
support education. We are proud to assist
AIGC in advancing a world of opportunities to
our tribal youth, through higher education,”
said John Badal the CEO of Sacred Wind
Communications.
John Badal with Sam Deloria
Sacred Wind Communications, Inc. is dedicated to improving telecommunications services to rural, mainly
Native tribal areas, within New Mexico.
The American Indian Graduate
33
A Meeting and Melding of Cultures
The New Trade Network
by Reed Adair Bobroff
T
exchange in New Zealand to visit Maori communities
he Native American Community Academy
(the exchange has recently been opened up to graduated
(NACA), my old middle and high school, was
and rising seniors and will take place every other year).
founded out of migration and exploration of culIn my time at NACA, I developed my identity
ture and self. With the diverse population of tribes and
through exploration and travel. Being a participant in
high concentration of Urban Indians in the Albuquerque,
the Diné Language program challenged me to think
New Mexico area, the school is dedicated to producing
about how traditional government has been merged with
students who are confident in their identities, commitWestern bureaucracy. As a student at the Iowa Young
ted to their culture and community, and prepared to purWriters’ Program, I had to navigate workshops where
sue their passions in and beyond higher education. The
my audience was highly
school prepares their
ignorant of Native comstudents through travel
munities. In these and
opportunities
across
other arenas presented
the United States and
by NACA, I learned to
abroad. In classes like
explore my indigeneity
Diné, students embark
in both tribal and coloon trips to visit Navajo
nial settings, crafting the
Nation Council meetability to express myself
ings, the Navajo Nation
without limiting or disPresident’s office, and
tracting from larger conprojects taken on by the
versations that might
Navajo Nation Museum.
not explicitly address an
In Lakota language
indigenous perspective.
classes, students typically
travel to the Standing
This summer, I was
Rock reservation to confortunate to be selecttinue their partnership
ed as an intern for Te
with Lakota language
Wãnanga o Aotearoa, a
students from a school NACA group participates in a powhiri (Maori welcome ceremony)
Maori-run and founded
located on the traditertiary institution in
tional lands, and explore various initiatives being taken
Aotearoa (New Zealand). While here, I’ve learned much
on in that setting. Besides participating in tribal initiaabout the process to which the Maori have gone to pretives, students have participated in and are encouraged to
serve and advance language and culture, through various
attend summer programs like MS^2 and Summer Session
initiatives aimed at and developed by their diverse comat Phillips Andover Academy, Phillips Exeter Academy,
munities. Throughout its 122 campuses across the counetc. which challenge students to prepare themselves for
try, Te Wãnanga students are able to focus their studies
a world outside of an indigenous-centric atmosphere.
in normalized Western majors (such as teaching or busiAs students progress into high school, they participate
ness) but are also able to explore majors in kapa haka
in college visitation trips to educate and expose them to
(Maori perfoming arts), singing, carving, and weaving.
various campuses around the country. Finally, before the
While I was an intern, I had the opportunity
seniors graduate, they are prepared for an international
to accompany the new NACA graduates along their
34
The American Indian Graduate
exploration of Maori projects during their first and last
days. In reflections with the students, they expressed
surprise at how successful the Maori school system is so
that New Zealand students can, potentially, go through
their entire studies (pre-school through PhD) completely in the Maori language. This discovery lead many
of the students to express a newfound drive to commit
themselves to achieving the level of fluency in their traditional language that many of the Maori students are
communities to ammend some of the same challenges
faced in our own: a device indigenous people have used
for generations. While working in Aotearoa, I heard stories about the origins of Maori Television, an initiative
that broadcasts programs – both in Maori and English,
for and by Maori people – to the entire country. Early
Maori revitalizers found inspiration for the entertainment channel when they traveled to Wales and discovered the Welsh television station by those indigenous
Through this indigenous interaction, we procure tools to mend the afflictions to
our communities.
actively engaged in. In their mission, however, students
recognized the differences in histories and colonization
that allowed for this educational advancement in New
Zealand that may not apply directly to Native America.
As the indigenous experience broadens, so must interactions with the growing definition. Travel has allowed me
and these students to examine the tools used in foreign
FORD FOUNDATION
FELLOWSHIP PROGRAMS
people. This travel and exploration has become our new
Chaco Canyon: a meeting and melding of cultures and
ideas sustained by a common interest in each others
products. Through this indigenous interaction, we procure tools to mend the afflictions to our communities.
More, as our network expands, we can use tools from all
Continued on page 46
Four Directions Summer
Research Program
Harvard Medical School and Brigham and Women’s Hospital
Boston, Massachusetts
Fellowships are offered for researchbased study in the sciences and the
humanities to students planning a
career in teaching and research at the
college or university level.
Fellowships are offered at the following
levels: PREDOCTORAL
DISSERTATION
POSTDOCTORAL
Fellowships include a stipend and an
institution allowance for predoctoral and
postdoctoral fellowships. Application
deadlines are in mid-November. For
online applications and detailed
information see the Web site at:
www.nationalacademies.org/ford
Our vision is simple...that a handful of talented
Native American college students will leave with new skills,
experiences, and knowledge that can be used to help
themselves, their communities, and future generations of
Native peoples from all of the Four Directions.
For program eligibility and application,
visit us online at WWW.FDSRP.ORG.
Questions - [email protected]
Application Available
November 1, 2013
Application Deadline
February 12, 2014
The American Indian Graduate
35
AIGC Scholars
AIGC Scholars Hosts the 2013
Gates Millennium Scholars (GMS)
Alternative Spring Break (ASB)
by Stephine Poston
T
Deloria. “It was an honor to introduce incredible scholars and alumni to the many cultures in New Mexico,
and to watch everyone involved embrace the experience
whole-heartedly.”
From March 11-14, 2013, ASB participants spent
four full days at project sites performing service tasks
including landscaping, basic building, painting, pamphlet stuffing and food preparation. Project sites included the Pueblo of Jemez Walatowa Charter School, the
Native American Community Academy (NACA), First
Nations Community HealthSource, Amy Biehl School,
Santo Domingo Pueblo, Roadrunner Food Bank of New
Mexico, PeacePal, Mandy’s Farm, First Nations HIV
Prevention Program, First Nations Homeless Outreach
Program, New Mexico Community Health Workers
Association, and Pueblo of Jemez Housing Department.
Photo courtesy of Pueblo of Jemez
his past March, Gates Millennium Scholars
undergraduates and alumni traded in their flipflops for work boots in an enriching Spring Break
experience rooted in service leadership. The 2013 Gates
Millennium Scholars (GMS) Alternative Spring Break
(ASB) brought together 48 scholars and alumni from
around the nation to experience a transformational seven-day program serving Albuquerque, New Mexico and
surrounding communities.
The ASB, a service-oriented program geared to provide participants with practical, community-based experiences, visited various sites throughout New Mexico to
provide service to programs rooted in community health
and education.
“What a wonderful experience to be able to host
Alternative Spring Break,” said AIGC Director Sam
Pueblo of Jemez Head Start Program dancers sharing culture with ASB participants.
36
The American Indian Graduate
GMS students hard at work
Stuff the Bus Program
The day spent at the Pueblo of Jemez was particuBeing Pakistani, I can relate to that, especially the famlarly extraordinary for the participants. Gathering at
ily values because that’s a really important part of my
the Walatowa Visitor Center, the group was greeted by
culture.” Hania Kahlon, Lahore, Pakistan “I will forever
Governor Vincent A. Toya, Sr., who welcomed them,
be grateful that I was given the opportunity to spend an
gave a brief introduction to the community and answered
entire week with such amazing, impactful, and transforquestions about the role of tradition and culture in daily
mational people who will have such a profound, lasting
life. The scholars split into groups for their assignments.
impact on this entire world.” Shaandiin Parrish, Arizona
They also met with middle and high school students to
State University (Navajo) (Excerpts provided by Pueblo of
talk about college and career opportunities. The Gates
Jemez, Red Rocks Reporter, April 2013 Edition).
Program, Amerind Risk Management Corporation, the
In addition to the service projects, GMS hosted a
Pueblo Insurance Agency and AIGC all contributed
Graduate School Information panel in which college
financial resources or sponsorships to ensure the success
representatives from schools in and around the southof the Gates Scholars’ service day in Jemez. The day conwest region of the United States provided information on
cluded at the Jemez Senior Center with performances by
access to graduate programs in some of the GMS-funded
Head Start children and representatives from the Native
graduate areas like education and public health.
American Youth Empowerment (NAYE) organization.
Continued on page 38
Brief reports from each group were followed by dinner
prepared by the Education Nutrition
Program and Education staff featuring traditional Jemez fare. Just as the
leadership had welcomed the students
as they arrived, they sent them on
their way with prayers and blessings
for prosperous and fruitful lives with
hopes that they will one day return.
The students were deeply touched by
the welcome they received from our
community, and many promised to
return. “It was special to me. I learned
from the students and the Governor
that the people have a lot of culture
and family traditions. Things are tied
back to religion or traditional values.
GMS students group shot
The American Indian Graduate
37
AIGC Scholars
One ASB participant described his experience as an
opportunity to connect with others. The week of service demonstrated the “common thread of life that connects all of us and gives us all strength and power.” As he
described, the ABS taught the group to “work in unison
with that spirit.”
The GMS Spring Break provides life changing experiences for these students; another participant stated “This
past week has given me the opportunity to refocus my
attention to what’s important and travel the road sometimes less desired. I thank you and your staff for providing the opportunity being the facilitators but especially
the scholars who impacted me personally or vicariously. I
wouldn’t change ANYTHING about my spring break.”
Exercising that spirit, the GMS ASB collaborated
with the Southwest Youth Services, AIGC Scholars,
First Nations Community HealthSource and the Native
American Community Academy to engage the overall
community in a food and clothing donation project.
The “2013 Stuff the Bus” project filled a school bus with
38
The American Indian Graduate
The GMS ASB is an annual
event that focuses leadership
through service.
non-perishable food and clothing items to help stock the
shelves of the First Nations Community HealthSource
food pantry and clothing bank.
The GMS ASB is an annual event that focuses leadership through service. Each year, approximately 50 scholars and GMS alumni spend their
spring break performing public service activities that
enrich both the community and volunteer. You can
watch a video of the Alternative Spring Break held in
Albuquerque, New Mexico at http://www.youtube.com/
watch?v=z76GCaWhrtA. ✦
Discovering our most
valuable resource.
At ConocoPhillips, we value the knowledge, diversity of thought and experiences our employees have to
offer. As we look toward the future, we’re engaging some of the brightest minds and employing the latest
technology to find tomorrow’s energy solutions.
If you are interested in learning, growing and applying your professional skills in the exciting energy industry,
we’re interested in you. For more information, please visit our Web site at conocophillips.com/careers.
www.conocophillips.com
ConocoPhillips Company. 2012. All rights reserved.
Creating Leaders for the Future
Brave Girls
by Daelene Coiz
B
rave Girls, housed at the Leadership Institute (LI),
is a New Mexico state “culturally and community-based” program that aims to promote positive
change and leadership in high school age girls. Brave
Girls currently serves the high school females at the
Santa Fe Indian School (SFIS).
Based on the model of the Leadership Institute, the
young women follow a similar model in their development as upcoming leaders. The young women experience
creating and building a consciousness about native community issues from the perspective of a female, creating
and maintaining a system of networking within Tribal
communities and female professionals, and creating an
intergenerational system of mentorship. In the long
term, their efforts impact their entire communities, who
become aware that even at a young age, young women are
capable of creating conscientiousness about community
issues and action. Our young women have a great capacity to lead and a strong ability to think critically about
the issues surrounding and affecting them.
With newly learned skills, there is a potential for application and replication in the
other tribal communities in New Mexico
as the students return home. It is why this
investment in our young women is crucial
to the health, well being, and survival of
the future of our Native communities.
The group convenes weekly
throughout the school year to help youth
build a solid foundation, find a connection, purpose, and meaning so they may
inspire others. The goal of Brave Girls
is to educate, empower, and work on
positive youth development in order to
empower and prevent at-risk behavior in
the future. These goals are based on the
concept and philosophy of giving back to
the communities and include the promotion and development of mentorship, Brave girls
networking, consciousness-building and
enrichment opportunities. We incorporate an interactive curriculum with mentor guest speakers, workshops, and community service
40
The American Indian Graduate
Our young women have a great
capacity to lead and a strong
ability to think critically about
the issues surrounding and
affecting them.
projects to expand self-knowledge, a positive self-identity,
enhance critical thinking skills, initiative, responsibility,
self-respect and healthy lifestyle practices. The girls are
provided with the tools to make positive decisions, avoid
risky adolescent behaviors, and promote overall wellbeing as it relates to girls’ development including physical, emotional, mental and social well-being, and other
issues affecting them.
Some of our key outcomes and impacts include the
creation of a network/mentorship for the Brave Girls participants; to see an increase in involvement and positive contributions to all
communities we belong to; to recognize
and celebrate the accomplishments of
Brave Girls participants, and to enhance
public speaking and leadership skills.
The Brave Girls project was piloted during the school year 2010-2011 with its first
class of young women. We intend to continue growing and developing as we have
had a total of 39 young women participate since year one of Brave Girls. As we
develop and grow, we continually keep our
ultimate goal in sight of developing the
Brave Girls program as a model to share
with the local tribal communities and tribal schools. Additionally, it is our goal to
institutionalize and grow the Brave Girls
program into a full service girl’s resource
center, a much needed program in our
schools and communities as we move forward in efforts to better our communities. There is tremendous potential for the Brave Girls as we strive to be the
best all girls program serving our Native youth.
Brave Girls group shot from “The Role of NGOs in Promoting Global Women’s Issues Project”, March 12, 2013.
The girls who graduated from SFIS this year are
eager to continue participation of Brave Girls while in
college. As a result of our first Women’s Institute we have
30 new honorary Brave Girls, 30 new mentors who are
eager to develop a stronger relationship with the Brave
Girls participants.
Community partnerships that we have formed
continue to grow and develop, and help us to meet the
goals of the Brave Girls program. We were approached
by the New Mexico Community Foundation and the
Albuquerque Council for International Visitors to host a
group of participants in “The Role of NGOs in Promoting
Global Women’s Issues Project.” The women participating
in the project came from Iraq, the Palestinian Territories,
Afghanistan, Romania, Sri Lanka, and South Africa. This
visit was a first chance for our young women to display
their citizen diplomacy and provided a great opportunity
to educate people from around the globe about some of
our experiences as Pueblo women, and about our tribal
communities in New Mexico.
One of our biggest accomplishments is our series of
Women’s Institutes. The first, with the theme The Power
of Pueblo Women, was held May 17-18, 2013, and is the
first of a series that will lead to a Women’s Convocation
in Spring 2014. Brave Girls gathered Pueblo women to
discuss issues pertaining to women in our communities, and is our way of contributing to our communities,
as well as a way to bring generations of females together
for open and honest discussion. We have also experienced
high ropes course events, participated in eight hour self
defense and personal safety courses, participated in the
Pueblo Convocation held by the Leadership Institute that
convened 500 Pueblo people and guests, presented to the
Board of Directors of Futures For Children, and have been
invited to other exciting events and programs. We look
forward to further growth and development. ✦
The American Indian Graduate
41
Student Speaker for Graduating Class
A True Honor
by Danya Carroll
D
agot’eh! My name is Danya Carroll. I am White
Mountain Apache and Navajo from Arizona. I
recently received my Master of Public Health
from the Colorado School of Public Health. This was
a tremendous accomplishment. To achieve a major personal goal of attaining a graduate level education was
rewarding and I am very grateful for the many resources,
including scholarship programs such as AIGC, that have
made this dream a reality.
Graduation is a truly special time for anyone who
has put forth the hard work and sacrifice necessary to be
successful as a student. It is particularly noteworthy in
Native communities because our individual accomplishments are often also shared with and celebrated by our
people. Graduation marks a time when we can reflect on
how much we have grown both personally and professionally. This was an especially significant and humbling
time for me.
Not only did I take that coveted graduation walk,
but I also spoke at my graduation! I was selected as the
2013 Student Speaker for my graduating class at the
Colorado School of Public Health’s Convocation. This
tremendous honor was an acknowledgement of the many
influences and people, including family, faculty and
mentors, who have had an impact on my path in edu-
Danya Carroll
approached me to express their appreciation of my shared
words and tell me how it inspired them. Hopefully my
experience will be helpful in some way to those who are
We know how tough it is to be away from our families and home communities. But
we also know how extremely important it is to get an education, and to use the
knowledge gained to better our lives and the lives of our people.
cation. It was overwhelming to deliver a speech that I
hoped would do justice to my school, and more importantly, to Native people both past and present.
As daunting as this was, I knew how meaningful
it would to be to give voice to issues affecting Native
communities. I realized that I had achieved this when
I received a standing ovation for my speech at the
graduation ceremony. After my speech, many people
42
The American Indian Graduate
considering graduate school or are currently in school,
because anything is possible!
The speech I delivered touched on many factors that
I felt were vital to my success and also the future work
I plan to do with Native populations. I discussed the
unique circumstances and challenges that we face as
Native students and professionals. We know how tough
Continued on page 45
Traditional Healing and Therapy
Research for Cultural Preservation
by Sierra Yazzie Asamoa-Tutu
M
y name is Sierra Yazzie Asamoa-Tutu, and I am
an enrolled member of the Navajo Nation. My
family has always encouraged me to pursue
education as a means to have a meaningful life, and to
contribute to others. So when I decided to do a graduate
program in social work, I knew that I had their support,
and I looked forward to the rewards of contribution. With
the assistance of AIGC, I was able to be a full-time student, and I completed my master’s program in the minimum time – two years. I graduated on May 24, 2013 from
the University of St. Thomas and St. Catherine University
School of Social Work in St. Paul, Minnesota.
Along with learning theories and practice methods, an important part of social work is research. I had
the opportunity in my program to do my own clinical research project and write a paper. At first I was
very intimidated by the whole process, but my faculty
chair for the project helped me see that research can be
a means to make a big difference for your community,
because no one else might ever share the information
Professor Catherine Marrs Fuchsel, Ph.D, LICSW and Sierra
therapists, and a few elders and traditional healers from
this area. The main tribal groups in the area are Dakota
and Ojibwe, but I had a pretty good mix of participants.
Half were male and half female, and of all different
ages. What these practitioners told me was that pretty
Research can be a means to make a big difference for your community, because
no one else might ever share the information that needs to be heard.
that needs to be heard. This professor, Catherine Marrs
Fuchsel, has conducted her own research on domestic
violence within Latino immigrant communities. Her
work to create a curriculum for this population inspired
me to share something that would make a difference for
the Native American community. She became my mentor and helped me complete a successful project even
when I got discouraged or afraid.
I was already interested in trauma, and wanted to
focus to cultural strengths. So I conducted a qualitative study on the use of traditional healers to treat posttraumatic stress. I interviewed eight people who work
with individuals experiencing post-traumatic stress.
There were some psychologists, marriage and family
much everyone they see is a victim of trauma (including historical trauma), and they all knew of clients who
used ceremony to heal from that trauma with some success. They also all believed that it was a positive thing
for therapists to encourage the use of traditional healers
alongside therapy, or vice versa, and that it is not being
done enough with Native American clients.
I was able to share these results in my paper, and
through a public presentation on May 20, 2013. I hope
to publish my paper in an academic journal this year
and reach even more people! What I learned from all
this is that even though my project was relatively small,
there are endless ways that I can advocate for people
Continued on page 45
The American Indian Graduate
43
Comparing Traditions
China Dreams
by Concetta Tsosie
M
y name is Concetta Tsosie. I recently graduated
from the University of New Mexico with a BA
in History and in Psychology. I am currently
a student with the Pre-Law Summer Institute at the
American Indian Law Center in Albuquerque and plan
to attend law school this year. I am also a Kung Fu student with the Chinese Cultural Center of Albuquerque. My experiences with the Chinese Cultural Center,
as well as personal interests, inspired me to visit China.
I have always been curious about the culture, lifestyles,
and politics, and when Sifu Lin organized a trip to
China, I knew I had to go. We arrived in Beijing, and I could not believe the
traffic and pollution. The highway that was four lanes
somehow became five lanes! People walked among the
cars. Motorcycles drove against traffic flow. It was awesome! We explored many sites in Beijing, including the
Great Wall and Olympic Village. We flew to Xi’an and toured the Terracotta Warriors
pit, then took an overnight train to the most well-preserved ancient city, Pingyao. Afterwards, we drove to
Taiyuan to visit a martial arts academy that specialized
Concetta with mom, Nancy Tsosie
44
The American Indian Graduate
Concetta Tsosie at the Great
Wall of China.
As a global community member,
we truly can work together to
achieve great things.
in the Xing Yi form. The children at the school were so
welcoming and friendly. We continued our journey to Datong.
On my birthday, I got to tour the Yungang
Grottoes and the Hanging Temple. Those sites
were the best birthday gifts! On to Inner Mongolia. There, we spent
a night in a yurt on the Mongolian grasslands and ate a scrumptious mutton feast. We
frolicked in the Gobi Desert and shopped in
the modern city of Baotou. Along with touring these wonderful sites, we visited many
Buddhist temples. We spent our last night in
Beijing and feasted on Peking duck. It was a fun journey throughout China
and Inner Mongolia, where many people
assumed that my mother and I were Chinese
or Mongolian. When we told them that we
are Navajo we received many questions about
our culture. Some questions were difficult to
answer because our traditional Navajo beliefs
conflicted with our Mongolian tour guide’s views. He
believes that Native Americans crossed the Bering Strait
and insisted we were family. I learned a lot of history about China and Inner
Mongolia. I embarked on this journey presuming that I
would be entering a country similar to an Indian reservation. I was impressed how everything was so modern.
Even the rickshaws are motorized! I learned Mongolian
and Navajo customs are very similar, and it is fascinating
to compare traditions and creation stories. I also learned
to always carry toilet paper and soap. This trip had such a massive impact on my life. I
returned with a greater appreciation for the culture, history, and perseverance of the Chinese and Mongolian
people. I also returned understanding we are part of a
larger community, and there is really not much difference between us. As global community members, we
truly can work together to achieve great things. ✦
Student Speaker for Graduating Class
Continued from page 42
it is to be away from our families and home communities.
But we also know how extremely important it is to get an
education, and to use the knowledge gained to better our
lives and the lives of our people. Living in two worlds and
blending the best of both Western and Indigenous knowledge systems can be challenging, but it can also be a beneficial process that can produce impactful changes.
A concept I felt was especially important to include
is about the strength, resilience and culture that exists in
Native communities. Focusing on and enhancing these
positive attributes is vital in any field, but is especially
important for improving public health and overall wellbeing. As a student and emerging professional I have
learned how important it is to focus on the positive rather than the negative.
In conclusion I would like to share a quote from
Navajo poet Luci Tapahonso that I shared in my convocation speech and that I feel is relevant to the purposes of
pursuing higher education in any field. “May we fulfill
the lives envisioned for us at our birth. May we realize
that our actions affect all people and the earth. May we
live in the way of beauty and help others in need. May
we always remember that we were created as people who
believe in one another.”
I am hopeful that we will remember our motivations
for pursuing the path of education and how we can reciprocate that knowledge to help Native people. Ahe’hee! ✦
Traditional Healing and Therapy
Continued from page 43
without a voice in academia because I now know how
to do research and write about it professionally. I think
sometimes we just assume that people know what’s
needed, but in reality, if it hasn’t been shown, it hasn’t
been realized. Many Native American people and groups
have traditions around healing that go back hundreds of
years, before Western medicine, psychotherapy, and the
scientific process. Just because we live in a society that
validates these practices doesn’t mean that our traditional
ways should be ignored or invalidated by the professionals who serve us. I hope that in the future, there will be
more research to contribute to this idea!
I also hope that other American Indian graduate students will see their research courses or requirements as an
opportunity, and not a burden, for this reason. No matter what type of program you are in, remember to look
for ways to give back. Ahéhee’. ✦
The American Indian Graduate
45
Futures for Children
AIGC congratulates Futures for Children for their
45 years of service to American Indian students!
S
ince 1968, Futures for Children has provided mentoring, training, and programs in Hopi, Navajo, and
New Mexico Pueblo tribal communities to more
than 20,000 American Indian students and their families.
Futures for Children provides educational services through their Three Circles of Support: Youth
Leadership, Mentorship, and Families in Action. More
than 180 volunteers from tribal communities work with
Futures for Children to deliver and monitor the programs
and to encourage educational success for their children.
The program has grown from 200 students five years
ago to over 1,100 students today. In their Mentorship
Program over 1,200 mentors worldwide provide support and encouragement to promote positive educational achievements. Futures has a history of success: 98%
of Friendship students graduate high school; 54% of
Futures’ students go on to college or post-secondary educational pursuits. ✦
A Meeting and Melding of Cultures
Continued from page 35
communities to contribute to the conversation of regeneration and revitalization.
The new graduates actively engaged in this process,
expanding their measure of what is achievable. Without
being overtaken by the Maori’s cultural fluency, they
seemed to have used each experience as an opportunity
to develop as leaders.
Being able to spend time with the class was truly
a blessing. As the graduates told me about their future
goals and how Aotearoa had shaped them, they reminded
me of the drive that this, and the upcoming generation
have, and what they can achieve through their visions.
The passion that these youth hold is an inspiration.
Engaging with them humbled and empowered me to
continue towards my own journey. Seeing the positivity
46
The American Indian Graduate
that they have brought home from their journey and how
they intend to use it gives me hope for the next generation of support and leadership. They are quickly moving
through the world, and the tools they are bringing and
taking with them will greatly shape our landscape for
years to come. ✦
THE AMERICAN INDIAN GRADUATE MAGAZINE
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