The
American Indian
Graduate
January 2008
Inside this Issue:
• Message From the
New AIGC Board
President
• AIGC’s New Director
• Rainer Fellowship
Recipients
• Morris K. Udall
Legacy Bus Tour
• College Tips
• Getting Involved and
Giving Back
• 2007-08 All Native
American High
School Academic
Team Recipients
Selected
• An Educational
Journey
• Student Stories
4HE
Graduate School /REGON3TATE5NIVERSITY
Table of Contents
The American Indian Graduate
Volume 7, Number 1
Volume 7, Number 1 • January 2008
5
From the President of the Board
6
AIGC’s New Director
By Stephine Poston
7
A Publication of the American
Indian Graduate Center
4520 Montgomery Blvd., NE
Suite 1B
Albuquerque, NM 87109
Phone: (505) 881-4584
Fax: (505) 884-0427
Greeting from Elizabeth Washburn
Website: www.aigcs.org
A Profile of Sam Deloria
Publisher
Sam Deloria
Director
Thoughts From the New AIGC Director
First Impressions
Susan Duran
Stephine Poston
Consulting Editors
By Sam Deloria
9
Native Americans in Philanthropy
Jim Weidlein
Production Editor
By David Cournoyer
Carolyn S. Tate
Design and Layout
10
Working Together for Positive Change
Council of 100
An Educational Journey Comes Full Circle
AIGC Board of Directors
By Montoya Whiteman
Elizabeth Washburn, President
Chickasaw
12The Morris K. Udall Foundation
A Growing Network of Native American Public Servants
By Eli Zigas
14
AIGC Connection
By Shawn Secatero
David Mahooty, Treasurer
Zuni
AIGCS Alumnus Meets Bill Gates
16
New Opportunities
By Cathleen Rineer-Garber
Kathryn W. Shanley
Nakota (Assiniboine)
Dee Ann DeRoin, M.D.
Ioway Tribe of Kansas
The Robert Wood Johnson Foundation
17
Joanne Sebastian Morris, Secretary
Cauiga
Melanie Fritzsche.
Pueblo of Laguna
Grayson Noley
Choctaw
Gates Millennium Scholars Program
One Student’s Story
By Shawn Secatero
Cover
Continued on page 4
Photo by Don James
www.donjamesphotography.com
The American Indian Graduate
Table of Contents
18The Rainer Fellowship
2006-2007 Rainer Fellowship
Awards Announced
By Marveline Vallo
21
Liaison of the Year
The Journey – Steve Martin
By Shawn Secatero
22The American Indian Law Center
An Investment in Indian Education
By Helen B. Padilla, Esq.
24
25
Commitment
Getting Involved – Melvin Monette
Choosing a Career
By Mark Trahant
26
A History in Journalism
AIGC ANAHSAT Awards
All Native American High School
Academic Team Awards 2007-2008
Gates Millennium Scholars Program
By Denise Wartes
32
Looking Back
By Shawn Secatero
34
Giving Back
By Susan Duran
The Reader Experience
Completing Your College Vision
Providing for Those Who Follow
35
Santa Fe Indian School
By Michael G. Maestas, LPCC
36
Motivating the Highly Motivated
Native American Student
Just the Stats
By Olivia Majesky-Pullmann
Smaller Institutions Recognized
for Bachelor’s Degree Production
By Marveline Vallo
Contact Us
Alumni Information
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.
Visit AIGC’s web site for alumni information
– aigcs.org
Advertising: To advertise in The American Indian Graduate,
please contact Leander Bekaye, or send an e-mail to:
[email protected]
Article Submissions: Submit all articles to Susan Duran,
Consulting Editor, for consideration.
E-mail: [email protected]
Reprints and Permissions: Reprints of published articles
and/or artwork are prohibited without permission of the
American Indian Graduate Center.
American Indian Graduate Center,
4520 Montgomery Blvd., Suite 1B,
Albuquerque, NM 87109,
(505) 881-4584 phone, (505) 884-0427 fax
Visit us On-Line! www.aigcs.org
2008 AIGC, Inc. All rights reserved.
Published submissions and advertisements do not necessarily
reflect the view of AIGC, Inc.
29
The American Indian Graduate
Note: To insure that we have all your current information,
please take a minute to visit our web site (aigcs.org) or
send an email to ([email protected]) to update your information (be sure to include your previous address so we
know we have the right individual).
We’re very proud of all our alumni, so…while you’re
updating your information, please let us know what’s
been going on with you.
Congratulations to the GMS
Class of 2007-2008 Scholars
Special thanks to all Nominators, Recommenders, AIGCS
Liaisons and GMS Ambassadors who made it possible for
our GMS Scholars to begin their educational journeys.
To see a list of scholars, go to aics.org
Board of Directors
President’s Message
Spring 2008
Dear Graduates and Friends of the American Indian
Graduate Center:
It is with eager anticipation that I enter my term as President
of the Board of Directors of the American Indian Graduate
Center (AIGC). The Center provided me with financial assistance while in law school, at the University of New Mexico,
and I have served for the last five years on the Board of directors. With this background, I take office with great enthusiasm and a sense of optimism for a positive future for the
organization.
The American Indian Graduate Center’s mission is to
build, promote and honor self-sustaining American Indian
and Alaska Native communities through education and leadership. Every Native student across our nation deserves a firstrate education. The Center has supported more than 12,000
graduate students since it was founded. The Gates Millennium Scholars program has 778 students currently participating
in the program and 387 graduates. This year, one of the goals
is to develop new avenues for providing additional scholarship
opportunities for Native scholars.
The AIGC’s work is driven by an overall commitment
to build a better tomorrow for Indian people. In carrying out
our mission, we strive to meet the new challenges in the world
facing Native students. It is no secret that American Indians
face unique challenges in their pursuit of higher education.
To ensure successful outcomes, it is necessary to understand
how best to address these challenges. AIGC is on the forefront of identifying these challenges and working with students on how best to overcome them. Another goal for the
coming year is to seek assistance from the broader Indian
and non-Indian communities to continue building upon this
important work.
I would like to sincerely thank Shenan Atcitty for her
hard work as outgoing President of the Board. In addition, I
extend my gratitude to our new Director, Sam Deloria, and
the extremely capable staff for all of their hard work and dedication to the organization. I look forward to a wonderful and
eventful year. ✦
Elizabeth Rodke Washburn, Chickasaw
Elizabeth Washburn
Elizabeth (Libby) Washburn is an enrolled member of
the Chickasaw Nation of Oklahoma and has served on
the American Indian Graduate Center Board of Directors since 2002.
Libby currently serves as an attorney for the U.S.
Department of the Interior, specializing in federal
Indian law, natural resources and environmental law.
Previously, she worked at the University of Minnesota
Law School on special projects for the Dean and as a
lecturer-in-law, teaching a course on Cultural Property
law. From 2001-2003, she served as legislative counsel
to Senator Jeff Bingaman, then as Chairman of the U.S.
Senate Energy & Natural Resources Committee. She
was an associate attorney at the national law firm of
Sonosky, Chambers, Sachse, Endreson & Perry from
2000-2001. Ms. Washburn was previously employed at
the Interior Department, when she was selected into
the Honors Program in 1998, and has also been a law
clerk for the U.S. Department of Justice, in the Civil
Rights Division.
She also briefly served as a judge on the
Minnesota Chippewa Appellate Court and has volunteered on special projects for The Nature Conservancy,
the American Indian Law Center and the Indian Child
Welfare Law Center.
Libby received her Bachelor’s degree in Journalism
and Mass Communications from the University of
Oklahoma, her Master’s degree in Government from
Texas Woman’s University, and her law degree form
the University of New Mexico.
Libby is married to Kevin K. Washburn (Chickasaw)
and they have two sons. ✦
The American Indian Graduate
AIGC’s New Director
Philip S. (Sam) Deloria… A Profile
By L. Stephine Poston
Poston & Associates, LLC
The American Indian Graduate
Don James
P
hilip S. (Sam) Deloria became the Director of the
American Indian Graduate Center (AIGC) in
May of 2007. A member of the Standing Rock
Sioux Tribe, Mr. Deloria brings a wealth of experience
and knowledge to his new post.
Prior to accepting the AIGC Directorship, Mr.
Deloria led the American Indian Law Center, Inc. in
Albuquerque, for more than 35 years. The Indian Law
Center is renowned for its Pre-Law Summer Institute
(PLSI), preparing Indian students to become lawyers. A
boot camp, if you will, for aspiring law students.
Under Mr. Deloria’s direction, the Law Center performed groundbreaking work in the analysis of Federal
Indian policy, including helping to define the role of
tribes in the federal system. The Law Center became a
catalyst and leader in strengthening tribal government
institutions.
Here’s a sampling of the wealth and depth of experience Mr. Deloria brings to AIGC: he attended both
undergraduate and law school at Yale University. Sam
was a founder of the Commission on State-Tribal Relations in 1976 and is a member of the National Institutional Review Board, for the protection of human
subjects of research, established by the Indian Health
Service. Mr. Deloria was a founder and first SecretaryGeneral of the World Council of Indigenous Peoples.
Just “Google” him, and you’ll understand why this is
just a sampling.
Other people sing his praises. Rebecca Tsosie, Executive Director of the Indian Legal Program at the Sandra
Day O’Connor College of Law, complimented Deloria
for his leadership saying, “He’s someone who understands the whole process of how those policies work in
tribal communities at a direct level.”
I recently had a chance to see Mr. Deloria in action,
presenting to American Indian educators and students
whose focus is science, technology, engineering and
math. The number of participants waiting to talk to him
after class was a clear demonstration that he remains a
sought-after analyst of Indian policy in many areas.
Sam Deloria
Finally, Sam understands first hand the importance
of health and wellness in one’s educational journey. In
one of his first public addresses as Director of AIGC, he
made reference to how much more he pays attention to
diet and exercise, given his own recent personal health
scare. If students are not healthy and well, concentration, information retention and overall ability to succeed
in school suffers. The investment into masters, doctorate or any schooling for that matter, quickly diminishes
if the degree holder’s health is lacking. Our communities will never realize the full potential of students who
become ill from a preventable disease. 100 degrees cannot buy a well and healthy person. Hence, the cover
of this magazine sends a message...”While education is
critical, health and wellness are essential.” Even Corporate America is understanding and developing products
suited for American Indians and Sam is putting those
new Nike N7’s to work! Sam’s tremendous work history speaks for itself. His own personal experiences in
education and health will bring a new dimension to the
American Indian Graduate Center. ✦
Thoughts From the New Aigc Director
First Impressions
By Sam Deloria
O
n May 1, 2007, I became Director of the American Indian Graduate Center, Inc. (the publisher
of this magazine), after 36 years at the American
Indian Law Center, Inc., which, among other things,
administers the Pre-Law Summer Institute for American
Indian and Alaska Native Students. I was aware of the
AIGC from my earliest days at the Law Center, when the
late Bob Bennett, Oneida, former Commissioner of Indian Affairs and my predecessor as Director of the AILC,
told me that he and John Rainer of Taos were starting,
as an adjunct of the Law Center, an organization to fund
Indian graduate students, in fields other than law, to be
called American Indian Scholarships, Inc. That was in
1969. The organization soon spun off into its own corporation and, eventually, became the American Indian
Graduate Center, Inc. and its companion, American
Indian Graduate Center Scholars, Inc.
So, now, here I am, stepping into the shoes of John
Rainer and running the organization. What I find is a
well-functioning organization with an extremely capable
and dedicated staff and a fairly stable, if quite narrow,
funding base. I see my job here as embracing two major
goals: broadening the funding base and defining a leadership role for the organization in Indian education.
Funding Base: AIGC is the flagship organization funding Indian and Native graduate students and
we fund a number of undergraduates as well in various
programs, including the celebrated Gates Millennium
Scholars program and a very well-aimed and welcome
program funded (thanks to the leadership of Accenture
exec Randy Willis (Oglala)) by the Accenture Corporation, a major and important management consulting
firm, which has also provided support to the National
Museum of the American Indian.
But, the principal general funding source for AIGC
scholarships is a contract with the Bureau of Indian Education (the old BIA Office of Indian Education)—basically the same contract we started out with nearly 40
years ago, and, sad to say, with scarcely more BIA funding now than we had 40 years ago. We all know that the
number of Indian and Native students pursuing undergraduate and graduate degrees has exploded in the years
since 1969, but the federal support has not kept pace.
There are many explanations for this; certainly, a major
“…we have become too programoriented, too conference-oriented
and too devoted to making
excuses, both for ourselves and
for the institutions that are
supposed to serve us –”
one has to do with the Department of Interior method of
budget consultation. As tribes review the budgets of BIA
and BIE, their attention is focused on items with immediate local impact: support for tribal government, natural
resource protection and development, law enforcement
and the like. The AIGC graduate scholarship program,
the AILC Pre-Law Summer Institute and other programs
of national importance and impact receive no support
in the tribal consultation process and, hence, struggle
to maintain even minimal budget levels. So, one job is
to build tribal support for increased assistance to Indian
and Native graduate students.
One potential source of funds is, of course, the tribes
themselves. Many tribes have higher education programs to
fund their own members’ education but, with a few notable
exceptions, they seem unresponsive to the idea of providing general support to students through organizations like
AIGC. There are three reasons this must change.
First, the more fortunate tribes expect and receive
political and moral support for their economic development activities from tribes with only marginal economic
success; they need to return that support with assistance
to students from “poorer” tribes. Second, the notion that
tribes will fund their own members, who will then return
to work for their own communities, has not worked as
well as expected. A number of members of wealthy tribes
find themselves working for other tribes and elsewhere in
Indian affairs, while the rosters of wealthy tribal organizations are not infrequently filled with non-member Indian
professionals. So, there is a need for tribes to help support
the development of a national cadre of Indian and Native
professionals, if only to ensure their own supply of capable
and educated Indians and Natives. And third, although
it has been argued that Indian education is a federal
responsibility, there will never be a time when the federal
appropriations for graduate education or other important
The American Indian Graduate
Thoughts From the New Aigc Director
ART. ENGINEERING. HUMANITIES. SCIENCES. TECHNOLOGY
national programs will be adequate. So, unless the tribes,
foundations, corporations and other sources pitch in, the
price will be paid not only by Indian young people seeking graduate education, but the Indian and Native tribes
and organizations who would like to employ them and the
communities who need their talents.
Indian Education Leadership: the need for Indian
action on higher education policy is urgent, to avoid the
continued waste of lives and money, and there is not space
enough in this article to discuss every detail, although this
magazine will be increasingly focusing on it.
But, in summary, the problem is: we don’t have a
really good idea how many students we have in higher
education now or will have in 5, 10 or 20 years; we don’t
know which undergraduate institutions prepare them
well for jobs or for graduate education, or which let them
struggle and drop out, to return to their homes thinking
themselves “failures”; we have no Indian-centered method
of evaluating colleges and graduate schools based on how
well they educate and support our students; and we provide little support to the Indian and Native people who
work in these institutions and try to improve things for
our students. We don’t know exactly what programs are
Scholarships, Fellowships, Assistantships
available for students
We offer more than
100 Masters Degree Programs
and about 60 Doctoral Programs;
Interdisciplinary Degrees
are available.
Texas Tech University
Office of Graduate Admissions
Box 41030
Lubbock, TX 79409-1030
Phone: (806) 742-2787
Fax: (806) 742-4038
Email: [email protected]
Web: www.gradschool.ttu.edu
The American Indian Graduate
strengthening students’ capabilities at each level of education, which programs are successful and who runs them.
In the future, we are going to devote more and more
of the attention of this magazine to these questions and
we invite everyone to give us their ideas. We are particularly interested in hearing from students and members
of various professions and disciplines: medicine, law,
education, business, art, etc. What do you want to know
about school? What would you tell a student who wants
to enter your profession or line of work? What was your
experience at your school and would you recommend it
to another Indian or Native student?
Over the years, we have become too program-oriented,
too conference-oriented and too devoted to making excuses,
both for ourselves and for the institutions that are supposed
to serve us­—all the while talking endlessly about sovereignty and self-determination. The AIGC hopes to raise
issues of self-determination in higher education so that we
can serve our young people better and help them to develop
themselves to the utmost extent. I am constantly amazed at
the quality of students we find and I know there are many
more who would love to have the chance to go to school. It
is our job to give them that chance. ✦
Native Americans in Philanthropy
Working Together for Positive Change
Building Bridges Between Tribal Communities
and Critically Needed Resources
By David Cournoyer
C
hange can be a difficult thing, but there’s no
avoiding it. Change is all around us. It seems as
if young people and artists are on the forefront of
most change—be it around technology, the latest lingo
or new forms of cultural expression. Maybe that’s why
they’re cool, and others (me included) are very “un-hip.”
However, positive social change improves the status
quo, which for Natives is not so good. Look at the results
of so many programs, systems and institutions serving
tribal societies: they continue to churn out lousy socioeconomic, health and educational outcomes. What are
we doing about this? If insanity is defined by doing the
same thing over and over again—even when it doesn’t
work—then when will we stop the insanity?
There are many change makers struggling daily to
break the status quo. Typically, these social innovators
are working in isolation. They can be shunned in their
bureaucracies and communities because they’re working
differently. Can’t be a prophet in your own land, right?
Well, it’s high time that we began supporting these agents
of change, instead of blocking their ideas. It’s time for
us to help these leaders by working together, sharing our
knowledge and resources and stopping the competition
with each other. It’s time to begin investing in ourselves
and developing our own capacities to lead Native communities through a process of positive social change.
That’s what “organized philanthropy” is about. It’s
about individuals, organizations and foundations investing their resources (money, as well as knowledge) in others, to strategically support change. The key words are
invest and strategy. The donor expects the investment to
show measurable results. What’s the recipient’s strategy to
make it happen? Is there evidence it will work? What indicates success and how will the recipient be accountable?
If this sounds like a cold business discussion, it
is. But that’s where philanthropy is heading. The days
of charity—a rich person makes a gift to fund good
“It’s time to begin investing in
ourselves and developing our own
capacities.”
deeds—are nearly over. Donors expect much more of
Native nonprofit organizations and tribes seeking grant
funding.
If our Native change makers are going to compete
in this environment—and they can—they need help.
Program managers need skills to develop business plans
with clear outcomes. They must collect and analyze the
right kind of data to document effectiveness and force
adjustments along the way. And they must be strong
communicators, coaches and facilitators, to unite diverse
around common goals.
‘Native Americans in Philanthropy’ is a national
nonprofit organization working to develop the capacity for change. We’re developing nonprofit leaders and
helping innovators share what works. We’re helping
donors and recipients develop a common understanding
of each other’s needs and expectations. We want to help
the growing number of tribal funders increase their own
effectiveness and bring cultural values and contexts into
the discussion.
After all, philanthropy is hardly new to Natives.
We’ve been giving forever, because it’s part of who we
are. Working together is part of us, too. Come learn
more at www.nativephilanthropy.org. ✦
A member of the Rosebud Sioux Tribe, David Cournoyer is cochair of Native Americans in Philanthropy’s board of directors.
He has worked at the American Indian College Fund, W.K.
Kellogg Foundation and Lumina Foundation for Education.
The American Indian Graduate
Council of 100
An Education Journey Comes Full
Circle for Council of 100 Co-Chair,
Dr. Henrietta Mann
By Montoya Whiteman
S
he begged her parents to attend grade school in
Hammon, Oklahoma when she was five years old,
which started Dr. Henrietta Mann’s career in the
field of education that continues today.
Teaching has been her compass and the point from
which she views her world. When she started school in
first grade in rural Oklahoma, there were no pre-school
or kindergarten classes. She jumped feet first into the
American education system, with Cheyenne as her first
language, and never stopped. In 1982, she received her
Doctor of Philosophy degree in American Studies from
the University of New Mexico. When she completed
her doctoral degree, she was in her late forties – she was
already a tenured professor at the University of Montana.
However, Dr. Mann was never the norm; she has continually held herself to the highest education standards
and throughout her long career, she has unequivocally
encouraged others to meet those same standards.
On February 7, 2008, Dr. Mann will receive the
Bernard S. Rodey Award from the University of New
Mexico Alumni Association for her significant contributions to education and leadership. When asked what her
late father, Henry Mann, Sr., would say about her award,
Mann says, “My father said that he never pushed me in
front of others, held honors or giveaways for me. He simply said that he was proud of me.”
While reminiscing about her journey through higher education and American Indian higher education,
Mann shared a story about her late husband, Alfred
Whiteman, Jr. who did not live to see her complete her
Ph.D. She remembers the day when she came home and
he was sleeping in his chair – not unusual for him. As
always, she called out to him, “So, what’s happening in
Al’s world today?” As she was putting down her briefcase, she noticed he had fallen asleep with a plaque on his
chest acknowledging her in the Who’s Who of American
Women. She said, “Oh, look at my plaque,” as he beamed
while holding the plaque slightly above his chest for her
10
The American Indian Graduate
Henrietta Mann
to read. She said, “In many ways, my father and late husband were humbly proud of my accomplishments.”
Although Dr. Mann retired several years ago from
the University of Montana System, she finds herself
immersed in higher education. She is currently the Special Assistant to the President at Montana State University. Dr. Mann is also the Interim President of the newly
formed Cheyenne and Arapaho Tribal College (CATC)
located on the Southwestern Oklahoma State University
campus in Weatherford, Oklahoma. She served on the
CATC board for several years before accepting the fulltime position to grow the student population. Another
goal is to obtain membership in the American Indian
Higher Education Consortium and find a permanent
home for the tribal college.
Her children and grandchildren are equally proud of
her accomplishments and the almost unreachable goals
she has accomplished throughout her lifetime. Each one
of her children have achieved college degrees. Her youngest daughter is a Public Broadcasting Service television
producer in Las Vegas. Her son is a Gaming Compliance
Officer with the Cheyenne and Arapaho Tribes of Oklahoma and her daughter works at First Nations Development Institute in Colorado. She has four grandchildren,
all of who whom she hopes
will follow in her footsteps
and continue the educational legacy that she has established for her family and her
extended indigenous family
around the world.
Despite the accolades, awards, travel and
the influential leaders
she has met in her educational journey, she is still a
humble mother and grandmother, who is just as comfortable attending meetings
at the United Nations as
she is sitting upon the Dr. Mann, held by her great grandprairie grass slopes of Bear mother, White Buffalo Woman.
Butte, South Dakota.
Education has been Henrietta’s guiding life force and
she incorporates her heritage and spirit into everything she
Dr. Mann, in cap and gown, on graduation day.
does. When she graduated from the University of New
Mexico, her Cheyenne Name, “Woman Who Comes To
Offer Prayer” was printed on her diploma in the Cheyenne
language. One week prior to the commencement ceremoWhite Buffalo Woman, who was a survivor of the Sand
ny, she received a telephone call from her College Dean
Creek Massacre and the Battle of the Washita. To honor
who asked her, “How do you pronounce your name?”, she
White Buffalo Woman, who was a midwife, healer and
phonetically taught him how to pronounce it in Cheyenne
horse doctor, Mann wrote her dissertation from White
by telephone for her graduation day.
Buffalo Woman’s perspective. Until that day, she could
It was a poignant moment when her father sat in the
only envision what her own role model and life inspiraaudience at her graduation and listened intently to her
tion looked like physically, but when the photograph was
name being announced as she received her diploma. He
unveiled, she cried seeing her great-grandmother for the
turned to his granddaughter with extreme surprise and
first time. White Buffalo Woman was wearing a white
exclaimed, “He said her name in Cheyenne!” Her daughcloth dress and she was sitting in a high-back chair holdter, who was sitting next to her grandfather, beamed with
ing Henrietta in a beaded cradle board.
In her 28 years at the University of Montana, Dr.
joy and she confirmed that he had indeed heard her name
pronounced in Cheyenne. It was a special acknowledgeMann taught some 3500 students in American Indian
ment capitalizing on her years of dedication and hard
Religion and Spirituality, American Indian Literature,
work that was enjoyed and understood by her father, her
and Cheyenne Language and Culture. While this is a
Aunt June, her children, Henrietta and the spirits on that
large number, it is quite small in comparison to her lifespecial day.
long career in American Indian higher education, U.S.
It is the small gestures and thanks in every day life
higher education and the impact she has made on oththat bring her joy. When the CATC was officially opened
ers. It is my wish that through the years, my mother, our
in late 2006, in Oklahoma, she presided at the ribbon
grandmother, Auntie, and friend, Henrietta, continues to
cutting ceremony to set history for the Cheyenne and
live a blessed life, have many happy memories when lookArapaho people. This seemed the natural place for her as
ing back on her career, and that she continues to experishe wrote her doctoral thesis on the educational history
ence more events full circle in the years ahead. ✦
of the Cheyenne and Arapahos, which was published by
the Colorado Press in 1998.
Montoya Whiteman is a freelance writer who is employed by First
At the CATC opening ceremony, Mann was surprised
Nations Development Institute in Longmont, Colorado.
with a photographic image of her Great-Grandmother,
The American Indian Graduate
11
Morris K. Udall Foundation
A Growing Network of Native
American Public Servants
By Eli Zigas
12
The American Indian Graduate
Photo courtesy of the Morris K. Udall Foundation
W
hat do an undergraduate scholarship, summer
internship, and cross-country bus tour all have
in common? Two things: highlighting young
Native American leaders and Mo Udall.
More specifically, the Morris K. Udall Foundation.
Established by Congress to honor the legacy of the late
Arizona congressman, the Udall Foundation has two
programs targeted for Native American students. The
Udall Scholarship is awarded to sophomores and juniors
Native American education, Native American health,
who have demonstrated commitment to careers related
Native American justice, natural resource protection, and
to tribal public policy, Native health care, or the environment. Each Udall scholar receives a $5,000 scholarship
Native American economic development. As one former
Udall intern commented, “Going to Washington, D.C.,
and joins a network of hundreds of alumni working in
helped me understand the governmental process and the
various fields across the country.
For Native students seeking an in-depth and firsthuge amount of work put into developing laws, regulahand understanding of policymaking, the Foundation
tions, and standards. I also made great contacts and met
new friends that I can ask for help on any issue.”
offers the Udall Native American Congressional Internship. The unique ten-week program in Washington, D.C.,
places students in Senate and
House offices, committees,
Cabinet departments, and the
White House, while providing
the interns with lodging, per
diem, roundtrip airfare, and a
$1200 stipend. The Internship
program accepts applicants from
a broad range of backgrounds
and interests including college
juniors or seniors, recent graduates from tribal or four-year colleges, as well as graduate or law
school students. The Internship
program encourages students in
all majors and programs to apply;
previous participants in the
Internship program have demonstrated an interest in fields related to tribal public policy, such
as tribal governance, tribal law, The 2007 Udall Interns in Washington, D.C. Photo courtesy of the Morris K. Udall Foundation
It is this network of Scholars and Interns
that inspired this summer’s Udall Legacy Bus
Tour. On June 12th, thirteen college-age riders packed their bags for a two-month journey
across the United States promoting public service on Native American and environmental
issues. Traveling in the first-ever green certified
motorcoach, and offsetting their carbon emissions with the help of Vermont-based Native
Energy LLC, the tour highlighted initiatives
connected to alumni of the Udall programs.
For instance, in Houma, LA, the riders learned
about the impact of Hurricanes Katrina and
Rita on the communities of the United Houma
Nation and in Oregon, they helped build a new
hiking trail on land managed by the Confederated Tribes of the Grande Ronde. After visiting
each of the stops, including six Native Ameri- Students and the crew of the Udall Legacy Bus Tour on the campus of Salish
can communities, the riders posted reflections, Kootenai College in Pablo, MT.
photos, and even an occasional video on their
road trip’s blog (blogs.udall.gov).
Application information
The Udall Legacy Bus Tour culminated the Foundation’s year-long celebration of public service marking
the 10th anniversary of its education programs. In that
The Native American Congressional Internship Profirst decade, the network of young leaders has grown to
gram is a ten-week summer internship in Washinginclude over 916 Udall Scholars and 138 Native Ameriton, DC, for Native American and Alaska Native
can Interns. Each year the Udall Foundation selects new
undergraduate, graduate and law students. Students
classes of scholars and interns. If you’re a Native student
are placed in Congressional offices, committees, or
seeking ways to make your community and the world a
select agencies to experience an insider’s view of the
more livable place, now is the time to apply. ✦
federal government and learn more about the federal government’s trust relationship with tribes. The
Eli Zigas, a 2004 Udall Scholar, was the Communications
Foundation provides round-trip airfare, housing, per
Manager for the Udall Legacy Bus Tour. [email protected],
diem, and a $1,200 educational stipend. Applica202-679-0081
tions must be received at the Foundation by January
31, 2008.
The Scholarship Program awards eighty $5,000
“Going to Washington, D.C. helped
merit-based scholarships for college sophomores and
juniors seeking a career in tribal health, tribal pubme understand the governmental
lic policy or the environment. Scholarship recipients
participate in a five-day Orientation in Tucson, AZ,
process and the huge amount of
to learn more about tribal and environmental issues.
work put into developing laws,
Applications must be submitted through a Udall
Faculty Representative at the student’s college or uniregulations an standards.”
versity. More information about Faculty Representatives can be found on the Udall Foundation website.
The application deadline for the 2008 academic year
is March 4, 2008. ✦
To learn more about the Udall Scholarship or Internship and to follow the bus tour this summer, go to
www.udall.gov.
The American Indian Graduate
13
AIGC Connection
Aigcs Alumnus Meets Bill Gates
Conducts Research To Help Find Cure
By Shawn Secatero
W
alter Besio (Mohawk) says that he was always
inspired to conduct research, helping spinal cord
injured persons like his brother, but the costs of
attending graduate school prevented him from finishing his
doctorate degree in Biomedical Engineering at the University of Miami.
Fortunately, the Gates Foundation launched a new
initiative, in 1999, to allow minority graduate students to
complete their degrees and Walter was able to continue his
research in epilepsy, stroke rehabilitation, brain and cardiac
disease diagnosis.
“In 1999, I was nearing completion of my Ph.D. degree,
but was running out of funds. I was going to give up and
go find a job”, Walter explained, “Fortunately the Gates
Foundation announced their new initiative at that time and
I became an inaugural Gates Scholar. I am truly thankful to
the Gates Foundation.”
Walter completed his Ph.D., from the University of
Miami, in Biomedical Engineering in 2002. He is, currently, an Assistant Professor in the Biomedical Engineering
Department at Louisiana Tech University, in Ruston, LA. He
teaches graduate and undergraduate classes, such as biomedical instrumentation, physiological control system analysis and
modeling, and advanced rehabilitation engineering.
Walter concentrates much of his research on epilepsy.
He used electrical simulation to enhance grasping in paralyzed persons as part of his master’s research. He further
combined his master’s and Ph.D. areas of study, by researching concentric ring electrodes, for diagnosing cardiac
disease, to develop a novel therapeutic technique for neurological diseases.
In addition to his busy schedule of teaching and
research, Walter is always eager to give back to the GMS
program, as a guest speaker. He is also involved with the
GMS Male Initiative and mentors male scholars. Walter
participates in GMS circles and dialogues with professionals
and scholars about research initiatives. He also served as a
reviewer in this past GMS Scholars American Indian Scholarship Review.
“Being part of the AIGCS Scholars Review was a great
honor to me, when I consider that the students we are touching are going to change this planet, they will be tomorrow’s
14
The American Indian Graduate
Walter Besio
leaders”, he said. “I felt a deep responsibility and am also
assured that the planet will be in good hands. We are touching lives and we are being touched at the same time.”
He advises people who work with high school students
to have students start planning for college and the Gates
process during their freshman year.
Walter encourages high school students to take
advanced placement or college credit classes, as well as the
toughest math and science courses. “Students must also seek
out leadership roles,” Walter adds. “Volunteer around town
or anywhere possible and find ways to give back to your
community.”
Walter further advises students to learn all they can.
“Education can change the world,” he says. “Never accept
mediocrity. I view myself not only as a teacher, but also as
a cheerleader, encouraging and inspiring students to new
heights.”
Earlier this year, Walter also had the honor of personally meeting Bill and Melinda Gates, at a Gates Foundation Meeting held in Seattle. The Gates Foundation paid
for Walter and three other inaugural Scholars to spend a few
days at the Foundation and speak about the benefits of the
Gates Scholarship.
“After I got off the stage, I turned around and a woman
introduced herself as Melinda Gates. I spent the next several
minutes thanking her from the bottom of my heart for all
she and her husband have done for my fellow scholars, the
planet and me”, Walter explained., “We were both in tears
and it was a moment that I will not forget. She later introduced me to Bill Gates and I thanked him as well.” ✦
University of Minnesota School of Public Health— Winds of Change
Due 6/7/07 1/2 page 4 color 7-1/8 x4-5/8
Study Public Health. Change the World.
Public health seeks to improve the health and lives
of entire communities. The School of Public Health
welcomes students from all cultural and educational
backgrounds. We have a broad, long-standing
commitment to collaboration with American Indian
communities throughout the Upper Midwest.
Call us toll-free at (800) SPH-UofM or visit www.sph.umn.edu
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866-GRADWSU (866-472-3978)
The American Indian Graduate
15
New Opportunities
The Robert Wood Johnson
Foundation Center for Health Policy
Provides Tremendous Opportunities
By Cathleen Rineer-Garber,
RWJF Center Strategic Communications Manager
16
The American Indian Graduate
Courtesy of RWJF Center for Health Policy at UNM
T
he Robert Wood Johnson Foundation (RWJF)
RWJF Center offers tremendous opportunities. The
Center for Health Policy at the University of
Center is conducting independent research and supportNew Mexico (UNM) welcomed its first group of
ing a national research agenda that promotes a better
scholars this fall. The Center was established in January
understanding of health issues, including access, cost
2007, when the RWJF awarded initial funding of $18.5
and healthcare quality to inform the policy debate.
In addition to educational funding and research,
million for five years.
The goal of the RWJF Center is to increase the numthe RWJF Center is working to increase awareness of
ber of Hispanic and Native American PhD graduates in
the need for greater ethnic diversity in US health policy
the social sciences, with expertise in health policy. The
decision-making. The Center is sponsoring an on-going
hope is that these students can affect change in US health
lecture series at UNM and will also host its first nationpolicy by participating as leaders in the national debate.
al conference on minority health policy, “Closing the
One way the RWJF Center is accomplishing this
Gap in Health Policy: Native American and Hispanic
is by providing educational opportunities through felVoices,” in November 2008. ✦
lowships and scholarships. One of eight students that
received financial assistance from the RWJF Center this
For more information about the RWJF Center, call
semester is Diana Walters, who is working on her PhD
(505) 277-0130 or visit: rwjf.unm.edu.
in political science. Walters, who has both Laguna and
Navajo tribal affiliations, is one of several RWJF Center
Scholars who also received support
from the American Indian Graduate
Center (AIGC).
“Organizations such as the
AIGC and RWJF Center are excellent resources for Native students,”
says Walters, who was raised near
Farmington, NM. “I think it is fantastic that there are organizations
like these that specifically focus on
minority success. It has been a long
time coming.” Walters says she hopes
to influence Native American health
policy in the area of urban access
issues, and is interested in working
on federal trust issues of responsibilRWJF Students, Fall 2007. (Back, left to right): Diana Walters, Scholar; Sean
ity pertaining to Native health.
Bruna, Scholar; Luis Robles, Program Assistant; and Helen Davis, Program Assistant.
For someone like Walters, who (Front, left to right): Andrea Lopez, Scholar; Kimberly Henderson, Scholar; Johnnita
has very specific career goals, the Tsabetsaye, Scholar; and Omar Avendano, Fellow.
Gates Millennium Scholars Program
One Student’s Story
By Shawn Secatero
R
aphael Perea (Laguna Pueblo) is already making
great strides as an inaugural GMS scholar who
has already competed in the Intel International
Science Fair held in Albuquerque this past May.
Raphael recently graduated from Cibola High School,
in Albuquereque, New Mexico, and was one of the only
1,000 applicants to be chosen for the seventh inaugural
class of the Gates Millennium Scholarship. He is attending New Mexico Tech and plans to major in geology.
“It was a big surprise! I’m very honored and thankful
for the Gates Scholarship,” Raphael says. “Also, I would
like to thank my parents for keeping me on track by supporting and providing help for all of my school activities.”
Raphael also credits his mentor, Bob Rarmenter,
who works with Los Alamos National Laboratories and
helped him with his summer research internship in morphology, and Mr. Tokada, who inspired him to pursue a
career in the field of science.
As part of the GMS nomination and selection process, Raphael competed against 11,000 applicants, of
which only 1,000 applicants could be selected as Gates
Millennium Scholars. The selection process was highly
competitive and the evaluators considered a wide range of
factors. Nominees were evaluated and rated, by independent readers, on three primary criteria: academic achievement, community service and leadership potential.
Raphael’s achievement in education was not an easy
task. He was diagnosed with scarlet fever as a young
child, which resulted in a partial hearing impairment
throughout his young life. “I always felt behind my peers
when I was in school, but I did the best job possible; I
didn’t let my hearing loss get the best of me and was able
to finish high school with honors,” he says.
Raphael encourages all students who apply for the
Gates Scholarship to follow their dreams and never give
up. He says, “Never let anything stop you, even if you
have a disability; you just have to work harder.”
Raphael’s quest to compete in the Intel INSEF, held
in Albuquerque, was also no easy task. He competed in
the National American Indian Science and Engineering Society (AISES) Fair, also held in Albuquerque, and
qualified as a grand award winner. His hard work and
Ralph Rerea
“Never let anything stop you,
even if you have a disability; you
just have to work harder.”
perseverance paid off. He was only one of eight AISES
grand award winners to advance and compete at the
Intel International Science and Engineering Fair held
last May.
Raphael’s impressive research was part of a summer
internship that evolved into his science project entitled,
‘Use of Satellite Imagery for Predicting Vegetation Productivity and Rodent Borne Disease’. The research project was part of his summer internship, spent in the Los
Alamos area.
In addition to his science projects, Raphael is a very
busy individual and plays the violin for the Albuquerque
Youth Symphony Orchestra. He also volunteers to teach
origami to both youngsters and senior citizens at the
Hobby Lobby creative centers. He plans to add more volunteer work to his busy schedule. “I also want to volunteer to help the Gates program get more students to apply
for the scholarship,” he explained. When asked what his
future career plans entail, Raphael responded, “My ultimate goal is to be happy and successful, by working in
the field of geology and water resources; the land and
water are very important elements that contribute to the
welfare and well being of Native American people.” ✦
The American Indian Graduate
17
The Rainer Fellowship
2006-2007 Rainer Fellowship
Awards Announced
By Marveline Vallo
A
IGC is proud to present the Rainer Fellowship recipients for the 2006-07 Academic Year:
Michelle D. Johnson-Jennings (Choctaw) and
Christopher Wilson (Cherokee). The Rainer Fellowship was established in memory of John Rainer (Taos
Pueblo, New Mexico), Co-founder and first Director of
the American Indian Graduate Center. John spoke only
his native language at the time he was sent to boarding
school at age thirteen and, at a time when it was rare to
find any Indians possessing higher education degrees, he
persevered, ultimately earning a Master’s degree in Education, from USC, in 1951. Holding positions such as
Director of the National Congress of American Indians,
Chairman of the All Indian Pueblo Council and Director of the New Mexico Commission on Indian Affairs,
demonstrated his dedication to improving the quality of
life and creating opportunities for Native Americans. His
M
ichelle writes in Relocating a Family and Reinventing
our Community, …“I hope you find good people
while you are there… I don’t know the tribes there but,
surely, they’re nice.” My Choctaw Spokni (grandmother)
wished this for my family. As Derek Jennings (my Sac
& Fox and Quapaw husband), our daughter and I drove
our overloaded, sagging automobile from Oklahoma to
Wisconsin, in pursuit of our Ph.D.’s, my Spokni wished
for us to find a Native community to welcome us when
we arrived. Having gained my Master’s degree in Human
Development and Psychology from Harvard University,
I realized the importance of reestablishing a Native community while away from home. As a first generation college student, with no other relatives possessing a college
degree, I had no idea what a credit was when I began my
bachelor’s program at the University of Oklahoma. So,
after I graduated and began studies in Cambridge, MA,
I was overwhelmed and suffering from culture shock. If
it were not for such a great Native support system at the
Harvard University Native American Program, I’m not
18
The American Indian Graduate
advocacy for education included participating in a Senate Budget Committee field hearing on science and math
education and testifying before the Senate and House
Appropriations Sub-Committees on Interior Affairs.
Recipients of the Rainer Fellowship are charged with
following John Rainer’s path, by using their education and
career as tools for giving back to their communities—a
logical assignment for this year’s recipients, given their
history of volunteerism. They are already following John
Rainer’s advice, “Get the best possible training you can.”
Since the Rainer Fellowship is designed to reward the
qualities and commitment characteristic of a future Indian
leader, a portion of the award is to support participation in
a voluntary activity that affords an opportunity to develop leadership skills. Michelle and Christopher are also
required to submit a paper outlining their experiences of
the leadership event they selected. Here are the articles:
sure that I would have done so well my first time away
from home. I, like my Spokni, was worried what would
happen to my family when we arrived in Madison, WI.
However, shortly after arriving, I was relieved to be able
to tell my Spokni not to worry.
My husband made friends with one couple that had
studied in Oklahoma a few years prior and, when we
arrived in Madison, we had an entire Native committee to greet us and help unload our furniture. As weeks
went by, whenever we met another Native person, they
would mention how they had heard of us and even knew
our tribes and the schools we had attended, from our
Bachelor’s to our Master’s degrees. Without a doubt, we
quickly realized how small the Native community was at
our new location. The one deficit we found was the fluidity of the Native graduate students’ population. Many
times, we would meet another Native graduate student,
only to find them moving on a year or so later.
I had always known that I would pursue a Ph.D.
in Counseling Psychology, as I was deeply interested
in improving Native psychosocial
honored. It was an excellent opporhealth. Therefore, I reasoned, I
tunity for me to take the initiative
would have a more flexible schedin re-establishing our commuule, while completing this 5-6+
nity with other Native graduate
year degree in counseling psycholstudents in Madison. We had not
ogy, than if I continued to work
hosted a dinner in our home for
a few more years full-time. I am
Native graduate students, academic
descended from a long line of strong
and community members in well
women, who have never valued
over a year. We often blamed our
work over family or believed that
indolent behavior on the stress of
each had to be mutually exclusive.
being two doctoral students with
My beliefs were that we work for Michelle Johnson-Jennings
three children and financial conour family, and with our family we work. I was not of the
straints. With the additional Rainer funds, we no loninclination that I had to cease pursuing what I deemed
ger had the financial excuse and, with Winter Break,
as valuable to our Native community, due to having a
the former excuse held no merit. The only option was
family. During my first semester as a graduate student
hosting a semester kick-off dinner. I sent an invitation
in Counseling Psychology, I gave birth to our second
to older Native graduate students we had only met once
child, Ahnili. During my last year of coursework, I gave
or twice, new students and Native professors, who we
birth to our third baby, Pela Koii. Hence, our interests
had only seen in passing over the year, along with those
and social activities, as a family, differed from those of
long standing community members. The laughter in our
my doctoral cohort members, who were either single or
home rang out as new friendships were formed, alongwithout children.
side old ones being renewed. I felt honored to have our
Birth of a Family…When I began my studies, I was
friends in our home and actually having the funds to
fully prepared to argue for my cultural beliefs, emphafeed them.
My family also remembered our community. As both
sizing the importance of children and a strong parental
attachment. Luckily, my department was very supportDerek and I get into the thick of completing our disserive. My middle and last babies practically lived in a sling
tations, with three children, we take solace in knowing
around my body, during their first year, while I ran from
that our Native family remains, to offer us laughter or a
building to building, either working, taking courses or
shoulder to cry on. We were also able to receive encourteaching. During this time, the response from the Native
agement from the Native students who were further
community was extremely uplifting. I recall our dear
ahead in the dissertation process, and received excellent
friends, Adrienne Thunder and JP Leary, initially putadvice. With my dissertation focusing on the multi-culting us in touch with Native community members with
tural competence of physicians and how this impacts the
children of their own making sure we knew all the availhealth outcomes of Native patients, I could really use
able forms of support, while offering their own. With no
the suggestions and opinions on my study from those
formal Native graduate student organization or Native
researching in different fields. Overall, we deemed the
house, we greatly appreciated the introductions.
dinner a great success.
Soon, our Madison Native ‘family’ began to expand.
Derek and I only hope that we can offer the newer
We originally began having group dinner outings—invitNative graduate students the same form of support that
ing Native graduate students and our Native community
we felt when we moved to Madison. Connecting them
members—on a monthly basis. Our dinner groups grew
to longstanding Native community members will also be
so large that we outgrew local restaurants and began
key as we, and other Native graduate students, move away.
holding the monthly dinners in our homes. Over the
Hence, we have also made a commitment to having an
past years, as our children grew, so did our community
end of the school year backyard barbecue. Through this,
bonds. But, slowly, as the academic stresses mounted
we believe that our community will grow even stronger
and other Native graduate students moved on, our dinand that my Spokni would be proud. Yokake! ✦
ner groups began to dissipate. It was not long until they
ceased all together. Though we would see one person or
Michelle D Johnson-Jennings, M.Ed. is currently a doctoral canfamily sporadically, the dinner groups did not revive.
didate in Counseling Psychology at the University of Wisconsin Reinvigorating Our Community Family…When I
Madison. She is a mother of three beautiful children, who lend
received the Rainer Fellowship check, I was extremely
great balance to her life. Her dissertation proposal is on the influ-
The American Indian Graduate
19
The Rainer Fellowship
ence of physicians’ multi-cultural competence on their Native
patients health outcomes. Her other research has centered on
cultural identity development among Natives, factors leading to
psychosocial health in Native adolescents and childhood obesity
prevention and intervention.
C
hristopher writes: A few months ago, I was delighted to
learn that I had been selected as the American Indian
Graduate Center Rainer Scholarship fellow for the 2006-07
academic year. I was even more honored to discover that
this award was established in the memory of John Rainer, a
man who was instrumental in fighting for American Indian rights. During his career as an activist and educator, Mr.
Rainer often encouraged others to “get the best training you
can.” I intend to follow Mr. Rainer’s advice.
I knew, from a young age, that I wanted to attend
law school. In the fall of 2005, I entered my first semester at the University of Tulsa College of Law. Now, two
years through my legal education, I have no regrets. The
subject matter is equally interesting and challenging.
Furthermore, my legal education will allow me to be a
person of influence—a leader.
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The American Indian Graduate
Member FDIC
Christopher Wilson
This desire to become a leader, along with my knowledge that I had been chosen as a Rainer Fellow, prompted me to interview to be the next Managing Editor of
the Tulsa Law Review and I was selected for the position. Tulsa Law Review is the flagship periodical of the
University of Tulsa College of Law. It publishes scholarly
works on a quarterly basis, and is a widely known and
frequently cited journal.
In general, law reviews are very influential in the
legal field. Professors, practitioners, judges and students
use these periodicals to express their views on particular areas of law. In fact, judges often rely on law review
articles in determining unsettled points of law.
As Managing Editor of Tulsa Law Review, I have an
integral role in the publication process of volume fortythree, which will contain four issues. One of these issues
will be dedicated to American Indian law, as is one issue
every year. This year’s issue will focus on the impact of
statehood on American Indian tribes.
Serving as Managing Editor of Tulsa Law Review is
well worth the sacrifice of time and energy. It helps refine
both my legal abilities and my leadership skills. I sincerely appreciate the American Indian Graduate Center for
selecting me as this year’s Rainer Fellow, as it supports me
in taking a leadership role on Tulsa Law Review.
Christopher Wilson is currently completing his last year at the
University of Tulsa College of Law. He will be graduating with
his law degree in the spring of 2008. ✦
Liaison of the Year
The Journey – Steve Martin
By Shawn Secatero
S
teve Martin (Muscogee Creek/Choctaw) follows a
unique path in life and firmly believes that American Indian educators have an obligation to their
communities, families, ancestors and future children.
Steve was chosen as Liaison of the Year and was only
one of the 24 AIGC Scholar Readers who took time
out of their busy schedules in late February and early
March to review the 2007-08 Gates Millennium Scholarship applications. Each year 1,000 students are chosen
nationwide to receive the scholarship.
As part of his GMS Read experience, he says, “The
stories from our GMS applicants serve as a great motivator, continuously reminding me of how important our
jobs really are. We do it all for them, not because they
are just students, but because they are Native people.”
Steve became involved with the AIGC Scholars program two years ago and says that it has been the genuine
care, respect and commitment of the entire AIGCS family, from the AIGCS representatives to the GMS readers,
that has continued to inspire and energize him. Steve
says, “Above all, it is the sincere heartfelt stories of each
GMS student applicant—their desire and commitment
to bettering their lives and the lives of others provides
me with humility and focus.”
As an AIGC Scholars liaison, Steve advises people
who work with potential GMS candidates to remain
focused and dedicated and not to lose hope or give up
helping students. “Have patience and understanding and
don’t become blind from frustration,” he advises, “demonstrate sincerity and keep their best interests at heart.”
As for GMS nominees, he encourages students to
1) remain driven and focused on goals, 2) find meaning
in what you are trying to accomplish, 3) understand the
importance of the opportunities that are presented to you
and take advantage of them, 4) do not listen to any discouragement and 5) understand the potential impact that
education will have on your life and the lives of others.
He says that the main benefits of the AIGCS Scholars
liaison program are the networking opportunities and the
impact on young lives. “Working as an AIGCS liaison
allows me the opportunity to establish important networks
and meaningful relationships, which help me strive to be
the best professional person that I can be.” ✦
Steve Martin
GRADUATE FELLOWSHIPS FOR
AMERICAN INDIAN STUDENTS!
The University of Arizona/Alfred P. Sloan
Foundation American Indian Graduate Partnership
Individuals interested in pursuing science, engineering, mathematics and agricultural Master’s or Ph.D.
degrees at the University of Arizona (UA) are invited
to apply.
•
•
•
•
•
•
$32,000 for Master’s Program ($16,000/yr)
$38,500 for Ph.D. Program (use as needed)
In-State and Out-of-State Tuition (Summer not included)
UA Individual Student Health Insurance
Academic Support and Faculty Advising
Cultural and social support through the UA American
Indian Graduate Center
Stipends may be supplemented by teaching or research
assistantships, tribal funds and other scholarships.
For more information, contact:
Maria Teresa Velez, Ph.D.
Associate Dean, Graduate College, University of
Arizona, Tucson, AZ
(520) 621-7815, [email protected]
http://grad.arizona.edu/sloanna/
The American Indian Graduate
21
American Indian Law Center
An Investment in Indian Education
by Helen B. Padilla, Esq
“Y
ou plant the seeds (sow), and then later you
gather the resulting harvest (reap). The harvest that you reap depends on the kind of
seeds you sow.”1
As I begin my new position as the Director of the
American Indian Law Center, Inc., I can’t help reflecting
on all of the experiences in my past that have brought me
here. First and foremost, the guidance and encouragement of my parents was essential. Having attended the
Head Start program and the Isleta Elementary School
(B.I.A. Day School) at the Pueblo, I realize now that the
funding for those programs during the 1970s was likely at its highest level, when there were adequate federal
funds provided for Indian education. Therefore, I am a
good example of what Indian students can potentially
accomplish, if the funds are provided.
During my middle and high school years, I was
required to attend a public school because there was not
and, currently, there is still not a middle or high school
located at Isleta Pueblo. Although I received school
supplies from the Johnson O’Malley Program while
attending public school I never received any academic
counseling, nor was I ever steered toward college prep
courses. I wonder now, was it because I am Indian or
was it because I was attending a poorly funded public
school, in the south valley of Albuquerque, New Mexico, that to set my sights on college, I was on my own?
I believe that receiving my elementary education at the
Pueblo, along with the help and support of my family
and community, made the difference for me. I remember
the astonished look on people’s faces at my ten-year high
school reunion, when I informed them that I was completing my M.B.A. at the Anderson School of Management at the University of New Mexico.
After serving on the Isleta Elementary School Board
for several years, seeing the cuts in funding and the slow
decline in enrollment at the school, I thought about all
the obstacles that were being placed on the Pueblo, on
our desire to construct a new school, and maintain the
high level of competency for the students. My frustrations with the slow responses by the Bureau of Indian
Affairs (B.I.A.) and the continual need to get legal
22
The American Indian Graduate
Helen B. Padilla, Esq
review and approval of decisions that were made by the
School Board, and then undone by the B.I.A., convinced
me that a law degree would provide a way for me to help
my community more effectively.
Of course, throughout my entire academic career,
scholarships, fellowships, grants and loans were the only
means of funding my education. I am very grateful that I
was eligible to receive those funds. As I continue to hear
about the ever-decreasing funds provided by the federal
government for Indian education, and the constantlyincreasing costs, I’m worried that other young Indian girls,
who have just as much potential and desire, will not be
afforded the opportunities I had. Fortunately for me, the
only loans that I incurred were during my law school years
because, by the 1990’s, federal funding was quickly coming to almost an abrupt end, or at least decreasing to only
a small trickle. Younger students, who had entered law
school directly after receiving their undergraduate degree,
were graduating with huge amounts of debt. Even with a
law degree, how would they be able to return to their tribal communities when they have hundreds of thousands of
dollars to repay? I wish I had the answers.
I do know that Indian tribes have increased their
share of the burden and continue to provide scholarships
and programs for their students, utilizing the revenues
from economic business enterprises. What can a tribe
do when the federal government, the entity that has the
primary responsibility for fulfilling the United States’
federal trust obligation to provide education for Indians,
continues to shirk those responsibilities? As always, Indian tribes will continue to meet those challenges, to care
and provide the best programs and education possible for
their greatest resource, the next generation. As an excellent example, Isleta Pueblo recently opened the new,
state-of-the-art Isleta Elementary School. I’m not certain
how much the federal government’s contribution was to
this new school, but I am sure that had it not been for
the Pueblo’s own resources, the new school would never
have come to fruition.
Other programs that have made my journey a more
successful one include the Pre-Law Summer Institute (PLSI) and the American Indian Graduate Center
(AIGC). PLSI is the premiere preparatory Native American legal education program aimed at preparing Indian
students to succeed in law school and become lawyers.
It is the flagship program of the American Indian Law
Center, Inc., that brings Native Americans from across
the country, who plan on attending law school, to Albuquerque where they participate in an 8-week intensive
replication of their first semester of law school. PLSI
students receive strong grounding in the skills needed
to reach their full potential in law school. This program
receives some federal funds and other private donations, including a grant from the Law School Admissions Council. It remains a constant struggle, even after
40 years of effectively increasing the number of Indian
attorneys, to make sure that funds will be made available
for such a successful program. Personally, without completing the rigorous program before entering law school,
I do not believe I would have successfully attained my
Juris Doctorate. PLSI also provided me with the first
classroom course on Indian Law, although I had experienced much related to Indian law by growing up at Isleta, especially with my father’s guidance and role as Tribal
Council member for so many years of his life. With this
focus, I studied and attained a Certificate in Indian Law,
along with my law degree.
After graduating, I received one of only three fellowships in the summer of 1997, by the American Indian
Graduate Center, to assist graduate students in completing post-graduate requirements. For me, that included
money to pay for a bar exam preparation course and a
tiny amount of living expenses for the summer. Again, I
would also take out a bar exam loan to make it through
those two crucial months of studying. Without the
American Indian Graduate Center fellowship, the loan
would have been much higher. What do Indian students
do today to help defray these costs, if entities like the
American Indian Graduate Center are not funded at
proper levels?
In the past 15 years, I have worked for different
tribes in several capacities, as a Law Clerk, Senior Staff
Attorney, Tax Administrator and as General Counsel. In
all of those positions and in the new one as Director of
the American Indian Law Center, Inc., I hope to continue to provide assistance to tribal governments, Tribal
Courts and other Tribal organizations that are struggling to meet the challenges of everyday life in tribal
communities. Whether that assistance is through legal
training, drafting of tribal laws, training of tribal leaders, judges and court staff, facilitating intergovernmental
relations, or legislative/policy development and analysis,
the American Indian Law Center, Inc. is ready to assist
tribes in these very important areas.
As a final thought, I treasure my father’s influence,
as he served on the Isleta Tribal Council for most years
that I can remember. His intellect and curiosity, along
with his work ethic and vigilance in protecting tribal
sovereignty, have taught me the importance of education
and the need for continuing the battle for Indian people.
I am also grateful for the many people who have supported, nurtured and mentored me along my journey,
whether it be my family, community members, teachers,
co-workers or friends. I hope to serve as a good example of how an investment in Indian education can reap
much more than is sowed. ✦
Ms. Helen B. Padilla, a Native of Isleta Pueblo, was recently
named the new Director of the American Indian Law Center,
Inc. The Law Center is the oldest existing Indian controlled and
operated legal and public policy organization in the U.S.
She received her Bachelor’s and Master’s Degrees in Business Administration and a Juris Doctorate, with a Certificate in
Indian Law, from the University of New Mexico. She is a member of the New Mexico bar, and is also admitted to practice law
in Colorado and Connecticut.
She has served as Tax Administrator and General Counsel for the Pueblo of Tesuque. In 2004, Governor Richardson
appointed Helen to the General Counsel position for the New
Mexico Indian Affairs Department. She was also a senior staff
attorney for the Mohegan Tribe of Indians in Connecticut, Assistant Regional Counsel for the Social Security Administration, in
Denver, and a legal intern with the National Indian Gaming
Commission, in Washington, D.C.
Currently, Helen is serving on the Board of Directors for the
Indian Law Section of the N.M. State Bar and is the Vice Chair
of the Laguna Pueblo Gaming Control Board.
1“Whatsoever
a man soweth, that shall he also reap.”
Galatians VI, King James Version.
The American Indian Graduate
23
Commitment
Getting Involved – Melvin Monette
By Shawn Secatero
M
elvin Monette says that he has found a new
family through his active involvement with the
American Indian Graduate Center Scholars
(AIGCS) and the Gates Millennium Scholars Program
(GMSP).
Melvin (Turtle Mountain Band of Chippewa Indians) was recently recognized as the AIGCS Liaison of
the Year at the conclusion of the 2007-2008 Gates Millennium American Indian Scholarship Review held in
Albuquerque, New Mexico. He was one of 24 dedicated
GMS readers who were chosen, nationwide, to participate in the GMS Scholarship Review Session.
According to Michelle Pasena, AIGCS Outreach
Coordinator, Melvin actively recruits and volunteers
many hours by disseminating GMS information to
schools, colleges and programs throughout the states
of North Dakota and Minnesota. He truly believes in
providing access and opportunities to Native students
and educating individuals that work with our people.
Michelle says, “Whenever I need his help, he’s there for
AIGCS—no excuses…just ‘how can I help?’”
Melvin says, “I could see there was a commitment
on the part of AIGCS to student success, beyond simply
funding the student. I was impressed with AIGCS for
their commitment, passion, professionalism, exceptional student services and their shared vision to empower
American Indian students to reach their fullest potential,” he says, “I found an extension to my family and
knew I had to remain involved with this group of amazing individuals.”
“My service to students has vastly improved through
the network of peer professionals from whom I glean
language, skills, professionalism and ideas”, Melvin said.
“My AIGCS network provides collegiality when I travel
for work or pleasure. My work with AIGCS has opened
doors to local student-serving agencies, where some of
the best applicants can be found.”
As part of working with GMS applicants, Melvin
provides the following best practices to nominators, recommenders and educators:
1. Be honest with your nominee at all points in the process. If you cannot complete a nomination or recommendation, inform the student immediately.
2. Challenge your local school to become involved!
24
The American Indian Graduate
Melvin Monette
Some schools have allowed the nine required essay
questions to be part of extra credit assignments or as
part of a senior portfolio.
3. Involve the family and school staff, by asking them
to mentor and support students through the nomination process.
4. Review nomination packets for completion, prior to
submission.
“When you have an opportunity to promote the
GMS program, do it”, Melvin says. “I have been asked
to present at many state and local events where I know
students and counselors will hear about the program.”
As for students who wish to apply for the Gates Millennium Scholarship, Melvin advocates a wage earning opportunity. “Approach the application process
as though it was a part-time job. Give it all the effort
and energy you can. Do the math: if it takes you twenty hours to complete the application and you receive a
scholarship for $12,000, you can say your efforts were
worth $600 per hour.”
Melvin truly believes he could have been anything
he wanted and was encouraged to do so by family and
teachers. He says, “I cannot recall who said it, but I once
heard ‘make your vocation your vacation’…and I did.”
Melvin currently lives in Minneapolis and works at
the University of Minnesota’s School of Public Health, as
the Director for Student Recruitment. He travels around
the country to graduate and professional fairs building
relationships with diverse communities. His goal is to
continued on page 39
Choosing A Career
A History in Journalism
By Mark Trahant
M
y career followed an unusual path. Well, maybe
not that unusual. I was a teenager hired to be
the editor of my tribe’s newpsaper, The ShoBan News. Now, some three decades later, I am the editorial page editor for the Seattle Post-Intelligencer.
What makes the path unusual? I quit college to work
at The Sho-Ban News in Fort Hall, Idaho. These days, I
watch (and occasionally hire) as young people enter journalism with strong academic backgrounds, many with
graduate degrees. The world has changed.
When I started, I felt I had every opportunity without a college education. Many of us became tribal
newspaper editors because no one else wanted the job. I
was hired through a federal work program – so it didn’t
cost the tribe much money to get started; we just jumped
in and experimented.
But, that’s when times began to change. More journalists started working at tribal newspapers, then migrated to general-interest newspapers. And, as we did that,
other young Native Americans began going to college,
intent on a journalism career. Every year, there are now
dozens of new Native American journalists starting jobs
and internships at newspapers, television stations and
web ventures; the growth has been impressive. There are
now Native Americans in all areas of the news media,
ranging from TV reporters to editorial page editors. It’s
easy to forget how much progress has been made in the
last 25 years or so.
Now I’d like to see that sort of increase in journalism graduate education. While we need tribal members
to cover city councils and Congress, we also need Native
Americans scholars who can ask profound questions
about journalism and society. The new president of the
Native American Journalists Association, Cristina Azocar (Upper Mattaponi), is an example of this new opportunity, because she’s not a practicing journalist; she’s
director of the Center for Integration and Improvement
of Journalism and an Assistant Professor of journalism at
San Francisco State University.
A few years ago, I left the newsroom for the First
Amendment Center, at Vanderbilt University, while writing “Pictures of Our Nobler Selves,” a history of Native
Mark Trahant
“Many of us became tribal
newspaper editors because no
one else wanted the job.”
Americans in journalism. I was struck by the wealth of
material from wonderful archives, such as the University of Arkansas’ American Native Press. There is really
interesting history just sitting there, waiting for someone
to weave it into a narrative.
In a way that’s where I began my career. The
opportunities to work for a tribal publication were
open because there wasn’t a lot of competition. If you
were interested, the door was open. The same is true for
scholars serious about journalism and Indian Country.
This is the right time to start the next wave of Native
journalists—the academics. It’s really not that unusual a
career path. ✦
Mark Trahant is editor of the Seattle Post-Intelligencer’s editorial
page and a member of the Shoshone-Bannock Tribe.
The American Indian Graduate
25
AIGC anahsat awards
AIGC 2007-08 Academic Team
Members Selected
By Marveline Vallo
O
nce a year, the American Indian Graduate Center
(AIGC) honors ten outstanding American Indian/Alaska Native high school juniors and seniors
with the All Native American High School Academic
Team (ANAHSAT) award. The selection of these high
school students is 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. Additionally, the ANAHSAT is recognized in a
full-page advertisement in Indian Country Today.
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 and administrator,
parent and community involvement by recommending,
nominating and supporting student participation and
increase student participation in high school academic
programs and pursuit of higher education.
The Tommy Hilfiger Corporation Foundation, Inc.,
also believes that education of today’s youth is the cornerstone for tomorrow’s future. The American Indian
Graduate Center is honored to have the Tommy Hilfiger
Corporation Foundation as a sponsor of the All Native
American High School Academic Team.
Congratulations to the 2007-08 AIGC All Native
American High School Academic Team:
Jordan Begay (Navajo) – 2007 graduate from Tuba
City High School, Tuba City, Arizona. Jordan is a
member of Who’s Who Among High School Students,
National Honor Society, High Honor Roll, received the
U.S. Achievement Academy Award, Perfect Attendance
Award and was in the top ten of his freshmen, junior and
sophomore years. He was in the Tuba City High School
Student Government for four years and Senior Class
26
The American Indian Graduate
Treasurer and Student Council
Vice President during his junior
and senior year. His community service includes: class trash
pick-up, delivering fire wood to
the elderly, gathering toys for
the less fortunate and working
as a volunteer assistant at the
Tuba City Regional Healthcare
facility. He plans to attend the
University of Arizona to pursue
a degree in Biology and Premedicine.
Jordan Begay
(GMS Scholar)
Leigh N. Davis (Little River Band of Ottawa) – 2007
graduate from Manistee High School in Manistee,
Michigan. With a cumulative GPA of 4.11, Leigh was
the Salutatorian for her senor
class. She is a member of the
National Honor Society, was
Senior Captain for volleyball
and 2007 Manistee/Benzie
County Honors’ Band. Leigh
also received the County Excellence in Education Award,
Michigan Promise Scholarship
from the State of Michigan,
Academic Excellence Award
for four years, and received
the Academic Shield Award
Leigh Davis
for four years, for maintaining
a 3.6 GPA or higher. Her community service includes:
tutoring elementary students in reading, participating
with the Salvation Army, Toys for Tots and the United
Way, with annual fundraising to benefit communityside organizations. Leigh plans to attend Michigan State
University and pursue a degree in Social Science and
Public Policy.
AIGC anahsat awards
Desiree A. Deschenie (Navajo/Hopi) – 2007 graduate from Piedra Vista High School in Farmington, New
Mexico. Desiree was a member of the National Honor
Society (sophomore, junior,
and senior years), Dine’ Club
(Miss PVHS Dine Club Queen
2006-07), Drama Club member and received a Meritorious
Award from the International
Thespian Society. She also
received the Cross Country 4year award, All Academic Team
in Cross Country District 1- Desiree Deschenie
AAAA award for three years,
and was a marathon participant in the Bataan Memorial
Death March for two years. Desiree’s community service
includes: volunteer work at the Salmon Ruins Museum,
where she catalogued and organized artifacts, volunteer work and for the PVHS National Honor Society
and fundraising projects for the Dine Club. She plans
to attend Dartmouth College, in Hanover, New Hampshire, to pursue a degree in education.
Janie Ferguson (Cup’ig Eskimo) – 2007 graduate of
East Anchorage High School in Anchorage, Alaska.
Janie was a member of the National Honor Society, Mu
alpha Theta EAHS math club and EASH Soccer team.
During her high school years,
she received the following
awards: Perfect Attendance,
Certificate of Achievement,
Certificate of Merit, Academic
Letter with two silver stars (for
consistently maintaining a 3.5
or higher GPA) and an award
for EAHS Honor Graduate
Cords (graduating with a 3.5 or
higher GPA). Janie’s community service includes: helping
Janie Ferguson
raise money for local charities
through ‘Feast or Famine’, tutoring math as a Mu Alpha
Theta member, volunteering with the Alaska Railroad
Easter Train ride and tutoring student who were struggling in the U.S. Government class. Janie plans to attend
the University of Alaska in Anchorage to pursue a degree
in Biology.
Christina Hanvey (Cherokee) – 2007 graduate of Westville High School in Westville, Oklahoma. Christina
was a member of the National Honor Society (4 years),
Gifted and Talented Program (10 years), Academic Team
(2 years), member of the Student Council and Girls State
Delegate. She was a National
Native American Youth Initiative Scholar and JOM Youth
Leadership Institute Delegate.
Christina received both the
President’s Award for Educa- Christina Hanvey
tional Excellence and the President’s Volunteer Service Award. She was a member of
the WHS Marching Band, which marched in the 2002
Peach and 2004 Cotton Bowls. Her community service
includes: volunteering with Red Cross to distribute water
and food to tornado victims, organizing can food drives,
sponsoring a holiday Angel Tree, and visiting local
schools to teach cultural crafts as the Cherokee Tribal
Youth Council – District 2 Representative. Christina
plans to attend the University of Oklahoma to pursue
degrees in Journalism and Tribal Studies.
Charmayne Sandoval (Navajo) – 2007 graduate of
Monument Valley High School in Kayenta, Arizona.
Charmayne was a member of the National Honor Society, Future Farmers of America,
Project Pride, National Youth
Leadership Program and JV/
Varsity Girls Basketball Team.
She received an award for being
one of the top ten percent in
her class, All American Scholar
and High GPA awards and
Girls Varsity Basketball Team
Award. Her community service
includes: educating the com- Charmayne Sandoval
munity on health and environment issues through Project
Pride; participating in soup kitchens, donating supplies to
a local women’s shelter; tutoring students in intermediate
school as a National Honor’s Society member, and volunteering with the Community Veterinary Service, vaccinating animals and educating people on proper animal care.
Charmayne plans to attend Northern Arizona University
to pursue a degree in Biology.
Austin G. Scott (Muscogee (Creek) Nation)) – 2007
graduate of Norman North High School in Norman,
Oklahoma. Scott was a member of the Aegis Math Program, Norman North Teen Volunteers Club, Mu Alpha
Theta – National Math Honor Society, Oklahoma Indian Student Honor Society, Rotary Club and Lions Club.
Austin has received the National Merit Scholarship
Award, Toyota Community Scholars Award, Oklahoma
The American Indian Graduate
27
AIGC anahsat awards
State Regents’ Academic Scholars Award and was on the Norman North High School Honor
Roll for four years. His community service includes: co-founding a multicultural tutoring
program named “Literacy and
Justice for All”, preparing meals
for the homeless through Food
for Friends; boxing food for
people in need, through the
Native American Food Bank, Austin Scott
and delivering to for those who
were unable to pick up. He was a member of the soccer
and rugby teams. Austin plans to attend The University
of Oklahoma to pursue a degree in Medical Humanities.
He was selected as one of five, by application and invitation, for The OU Medical Humanities Scholars Program
as an entering freshman.
Deezbaa M. Whaley (Navajo) – 2007 graduate of Monument Valley High School in Kayenta, Arizona. Deezbaa was a member of the Weightlifting Club, Captain
of the track team and Captain
of the Volleyball team. Deezbaa has been on the Principal’s
List consistantly. She received
the Outstanding World History Award and Outstanding
Honors English Student Award
at MVHS. Her community
service includes: volunteering
at Kayenta Women’s Shelter;
distributing mittens, hats, and
scarves to homeless with the
Kayenta Township; making Deezbaa Whaley
quilts for nursing homes and (GMS Scholar)
newborn babies in hospitals and helping teachers clean or
rearrange classrooms at school. Some of Deezbas’s proven qualities are responsibility, dependability and being a
leader. She plans to attend Brigham Young University to
pursue a degree in Exercise Science.
Kelly Waters (Ote-Missouria) – 2007 graduate of Monarch High School in Louisville, Colorado. Kelly was a
member of the National Honor Society, Who’s Who
Among American High School Students, Ventures
Scholars Program, Varsity Cross Country, Varsity Basketball and Track & Field and was in the top ten percent of her Senior Class. She was a volunteer for Friends’
School Library; volunteered at the American Indian
28
The American Indian Graduate
College Fund, East Boulder
Baptist Church and the 2006
North American Indigenous
Games in Denver. Kelly ran a
marathon (104 laps around the
MHS track) to raise funds for
cancer research. She plans to
attend The University of Oklahoma to pursue a degree in
Engineering.
Kelly Waters
Trista K. Yancey (Tsimshian) – 2007 graduate of
Wrangell High School in Wrangell, Alaska. Trista was
a member of the National Honor Society (President),
Who’s Who of High School
Students, Tri-M Honor Society (Vice President), Southeast
Honor Band and Volleyball
team. She received the National Honor Society Scholarship,
Alaska Pulp Scholarship, President W. Eaton Scholarship
(awarded by Seattle Pacific
University) and National Outstanding Student of America
2007 Award. She was Senior Trista Yancey
Class President and Prom
Committee President. Trista has volunteered with the
Cub Scouts and Girls Scouts, cleaned at the Senior Center and helped coach basic skills for the middle school
volleyball team. She is a gifted athlete, outstanding
musician and a mature and dedicated individual. Trista
was Valedictorian of her senior class and plans to attend
Seattle Pacific University to pursue a degree in Exercise
Science. ✦
“The American Indian Graduate
Center is honored to have the
Tommy Hilfiger Corporation
Foundation as a sponsor of
the All Native American High
School Academic Team.”
Gates Millennium Scholars Program
The Reader Experience
By Denise Wartes
I
t all started with a phone call from the American
Indian Graduate Center’s Outreach Coordinator,
Michelle Pasena. She wanted to know what the
weather in Alaska was like and what was I doing the
next week, as she had an offer for me. It happened to
be a mere -43 degrees that day in Fairbanks, Alaska, so
her offer sounded especially enticing. She asked if I was
interested in traveling to Albuquerque to participate as a
Reader for the Gates Millennium Scholarship Selection
Committee, for the Native American/Alaska Native student applications. Of course, I was very interested in her
offer, -43 degrees versus +65 degrees, in one day. Who
wouldn’t jump at an offer like that?
Seriously, I’d previously told both Michelle and
Christa Moya, Director of Financial Aid & Student Services that, if there was an opening on the Gates Millennium Selection Committee, I would be very interested in
being part of the process - and what a process it was.
Despite the fact that my flight was an hour and a half
late, I was met at the Albuquerque International Sunport
baggage claim area. Due to weather delaying and canceling flights from all over the country, two other individuals
didn’t arrive until the next day. After checking in, some of
the AIGC staff and the ‘Readers” gathered together in the
hotel conference room for introductions and a delicious
homemade meal, graciously provided by Jemez Pueblo.
After the meal, the Theodore Roosevelt Indian Club, of
the Whiteriver Apache Dance Group, performed for the
entire group. What a great welcome!
The next day, we all drove to the Santa Fe Indian
School, owned and operated by the 19 Northern Pueblos
of New Mexico. After a meal, we listened to presentations
by Regis Pecos, from the New Mexico State Legislature,
and Joseph Abeyta, the Superintendent of Santa Fe Indian
School. Afterwards, we met with students, sharing with
and encouraging them to continue with their education.
(What a great school! It reminded me a lot of the Mt.
Edgecumbe Boarding School in Sitka, Alaska).
Tuesday our work began in earnest. Professional training was provided all morning, with those members who
had previously served on the selection committee reassuring us “newbies” that we would be fine, that it would all
Denise Wartes
make sense once we actually had an application to view.
Sure enough, that’s what happened. By 2:00 pm, after a
practice run, we went “live” and started reviewing applications from students all over the United States.
The Gates Millennium Scholars program (GMS),
established in 1999, was initially funded by a 1 billion
dollar grant from the Bill & Melinda Gates Foundation.
The goal of GMS is to promote academic excellence and
provide an opportunity for outstanding minority students to reach their highest potential. Minority students
include: African-American, Hispanic American, American Indian/Alaska Native and Asian & Pacific Islander
American students with high academic and leadership
promise who have a significant financial need.
The committee in which I participated reviewed the
American Indian/Alaska Native applications. Simultaneously, around the United States there were three other
committees reviewing applications for the various other
ethnicities: African American, Hispanic American and
Asian Pacific Islander American.
I reviewed applications of students from Oklahoma,
New Mexico, Arizona, Alaska, California, Washington,
Idaho, Georgia, Florida, Montana, Minnesota, North
Dakota, South Dakota, Indiana, Michigan and New
York. Applications were also received from many other
states but, since there were a total of 25 ‘Readers’, we all
had received different applications to review. There were
a total of 664 complete applications received and, with
The American Indian Graduate
29
Gates Millennium
Scholars Program
each application having to be read by two separate
individuals, we had a total of 1,328 applications to
review.
The next three days we read…. and read….
and read…and read applications. Aspirin, disposable ear plugs, eye drops, coffee, tea, juice, comfort
food, even back rubs were provided. Originally, we
thought we would have to read applications on at
least two evenings, but we were able to pace ourselves so that we actually finished a bit early on Friday, without any evening reads.
Thursday evening, several of us attended the
opening of a traveling exhibit from the Smithsonian
Institute, an exhibit that honored the Navajo Code
Talkers at the Indian Pueblo Cultural Center. Several of the last Code Talkers were actually in attendance and shared some of their stories with us. It was
truly an evening to remember.
On Friday, the final day of the “Read”, all the
‘Readers’ and the majority of the American Indian
Graduate Center staff gathered for a final meal
and presentations at the home of LaDonna Harris. What a gracious host! LaDonna is Founder and
President of Americans for Indian Opportunity,
a catalyst for new concepts and opportunities for
Indian peoples; a national organization that works
to enhance the cultural, social, political and economic self-sufficiency of tribes.
Saturday found us all catching our flights
home. This was an adventure I will always remember, particularly since I am now a “Gates Millennium Scholar Ambassador”. I will continue to tell
my story and assist any young people interested
in applying for a Gates Millennium Scholarship.
Although it is a long, arduous process, in ways that
are difficult to explain (unless you’ve actually participated in the process) the “Read” is energizing
and motivating. I can’t wait to be invited to do it
again! ✦
The University of North Carolina at Chapel Hill
Graduate School offers YOU…
h Supportive eminent faculty in more than
85 graduate programs
h Fellowships and funding for American Indian students
h Exceptional research opportunities and facilities
h Active American Indian student organizations
h UNC Chapel Hill’s NEW American Indian Center
h Intellectual, cultural and social activities including
a national conference for American Indian scholars
and scholarship
h Support from North Carolina, home to the
largest American Indian population east of
the Mississippi River
h Travel awards and assistance in visiting our campus
h For more information, please email [email protected]
h Or visit our website
gradschool.unc.edu/american_indian.html
American Indian Student Recruitment: September 28, 2007
New Directions in American Indian Research Conference:
March 7-8, 2008, Abstracts Welcome NOW
The application period for the Gates Millennium
Scholars Program runs from October to January 1, each
academic year. For more information on the Gates Millennium Scholarship Program, visit the AIGC web site
– www.aigcs.org.
30
The American Indian Graduate
U of NC Chapel Hill ED07.indd 1
7/26/2007 11:52:15 AM
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The American Indian Graduate magazine is a bi-annual
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to AIGC Alumni, AIGC Fellows, GMS Scholars, members
of the AIGC American Indian Professional Association,
graduate schools, colleges, universities, tribal colleges,
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The American Indian Graduate
31
Looking Back
Completing Your College Vision
By Shawn Secatero
AIGCS Coordinator of Student Services
A
s a young child, when my family would pass colleges and universities in our area, I would often
peer out of my dad’s old truck and wonder why
so few Native people were visible on campus. I also wondered if I would ever become part of the unique landscape of a university campus as a student. Although I
never visited the campus and was often intimidated
because there were so many people and buildings, I envisioned myself attending that university someday.
In 1987, my dream of attending college became a
reality and I chose a small private college that would
focus on my individual learning. In my small high
school on the reservation, I knew that the odds of completing an education were going to be tough. No one
from my high school ever finished a four-year degree and
I was accustomed to an individualized learning environment. However, within my 15 years of attending college,
I learned many survival skills and attained Bachelor’s,
Master’s and Educational Specialist degrees. I am still
enrolled as a full-time doctoral candidate in education.
During my college years, I made many mistakes, but
these have proven to be positive learning experiences. I
would like to offer these words of wisdom to students
who are planning to attend college.
1. Prepare early. In high school, participate in college
fairs, upward bound programs and Native American
educational programs that are sponsored by colleges.
Take campus tours, meet people and visit the multicultural or American Indian Student Services center
on campus. Narrow your college choices to at least
three schools. Some colleges have checklists that can
help you organize your admissions packet.
2. Work hard in school. Maintain the highest grade point
average you possibly can. When I first entered college, I
had absolutely no money to attend school. I met with
the Dean of Students and she saw my high grade point
average. She referred me to the financial aid office. I
was extremely lucky; I went in for a visit and walked out
with more than $10,000 in scholarships!
3. Get organized: Don’t expect things to come to you.
You have to apply yourself and take advantage of any
32
The American Indian Graduate
Shawn Secetaro
and all opportunities. Don’t blame other people for
your mistakes or misinformation. It’s your future.
Buy a daily planner and keep track of deadlines and a
list of support people. Most of the problems I encountered were the result of being disorganized.
4. Money: Apply for financial aid as soon as possible!
It’s best to apply by March 1st, for the upcoming Fall
term, by logging onto www.fafsa.gov. Research scholarships at your university and through other sources, using the Internet. Many Native scholarships go
unclaimed. Start early because there are many deadlines to meet. Meet with the school’s financial aid
officer to discuss the costs of attending the university
and what resources are available.
5. Find a great mentor who has recently finished college or an upper-classman who can show you the
ropes of the university. Shadow your mentor for one
day at the university. Attend class with your mentor
so you can get an idea of the fast paced college environment. Ask your mentor plenty of questions.
6. Buy used books and a course catalog. Establish
a bookstore account and buy your books early. It’s
very hard to study when all the books have been sold
and you have to wait until the next shipment comes
in. You can even try to order your books online at
a cheaper price. Buy a school catalog and make sure
you are aware of your program requirements and registration process. Your catalog is your contract with
the school, so make sure you understand it. Ask your
advisor if you have any questions on requirements
and course loads.
7. Buy a computer. Make sure that you have a word
processing program and Internet package, which
should come with the computer. Some computer labs
on campus have limited hours and some may charge
a fee, especially to print papers, assignments, etc.
8. Save up money for deposits. It’s best to work during the summer, before you begin college in the fall
term. Use your summer earnings to pay deposits such
as tuition, room and board, school activity fees, etc.,
prior to registration.
9. Stay in touch with your academic advisor. Keep
him/her informed of your academic progress. If you
are having problems in a class, schedule an appointment with a tutor, as soon as possible.
10.Be confident. Stay focused. Make a promise to yourself that you will do your best. You’re not going to
school only for yourself, you’re going to school as a
representative of your family, your community and
Native people everywhere.
Recommendations: During my professional and personal experience, I have worked in various capacities to
prepare students for college. I would like to encourage
incoming freshman to take these words of wisdom into
consideration.
1. For first-year students, I would recommend you attend
an in-state university during your first year. Many
things happen at home and students often get homesick. Find a college that will support your needs. Most
in-state schools are less expensive than out-of-state
schools. The only exception would be an out-of-state
college that offers you a full ride scholarship.
2. Don’t take too many classes during your first semester. ‘Freshman overload’ is often a big problem when
you have much to do in a short period of time. Do
not take more than one technical course, such as
mathematics and science, per semester, unless you are
a whiz in the subject. They require lab work, mountains of homework and lots of time.
3. Enroll for only 12-14 credit hours during the first
semester at your university. College classes are fastpaced and will require you to get accustomed to
studying on your own. Take one class that will cater
to your interests or that you will enjoy.
4. Writing skills are very important for expression.
About 90 percent of your college work will require
some form of writing. Be sure that you learn essential
writing skills, such as writing a research paper, presentation, synopsis, citing resources, etc. Attend college writing workshops.
5. You will never be free from your assignments. Many
classes require mid-term tests, papers, projects, reading assignments and final exams. Be sure you are
aware of deadlines; professors will rarely grant an
extension for submitting late work.
6. I would encourage first-year students to live in the
dormitories, because college life requires adjustment.
Living in the dorm, you are surrounded by fellow students, with whom you may share common interests,
and you can participate in study groups. The library,
computer pods, gym, cafeteria and your classes are
easily accessible from the dorms.
7. To meet people who share common interests, participate in student organizations; it’s great to volunteer or
partake in a worthwhile and satisfying project. Staying busy is the best way to prevent getting lonely and
homesick.
8. Avoid drugs and alcohol. The college social scene
can often prevent you from making good grades. As
a result of abusing drugs and alcohol, many college
students fall into depression or addictive behaviors.
Self-respect is an essential ingredient in building
character, particularly if you are representing your
family and community.
9. Stick to a schedule. You have a lot of time on your
hands in college and it’s easy to get distracted. Once
you get behind, it’s very hard to catch up with your
assignments - it’s not healthy to “cram” for exams or
stay up all night to finish papers.
10.Learn how to handle stress and anger. Many students
who continuously fail their classes learn self-defeating behaviors. This causes them to lose focus in their
lives and education. Talk to an advisor or mentor.
College has given me some of the best times in my
life. College survival skills take time to learn. There have
been many sleepless nights of studying and completing
term papers. In time, you will learn to navigate your
way, learn new things and accomplish your goal.
To be honest with you, I never dreamed that I would
come this far. I hope that many others will also follow in
my footsteps, complete their degrees and live up to their
true potential. ✦
The American Indian Graduate
33
Giving Back
Providing For Those Who Follow
By Susan Duran
D
id you know that American Indian and Alaska
Native people have been the least represented
minority group among college students in the
United States? Did you know that Native American and
Alaska Native students currently earn only 0.3% of all
graduate degrees granted in the United States? (That
means, out of the estimated 23,000 doctorates annually
awarded, only about 90 are earned by American Indian
and Alaska Native students.)
Is it because over 50% of Native students drop out
of high school? Maybe.
Is it because, out of the less than 20% of Native
students who go on to secondary education institutions,
nearly all drop out their first year? Perhaps.
Is it because most Native students do not receive sufficient financial aid to go to college, without working to
supplement their existence—and their families and communities are financially unable to assist them? Could be.
Is it because indigenous students must compete with
other minority students for non-specific minority group
funding and, often, are not successful in obtaining the
funding due to language and/or cultural barriers? More
than likely, it is a combination of all these factors, the
largest being financial considerations.
As college expenses continue to escalate, the average unmet financial need for graduate students exceeds
$18,000 and financial assistance for Native students is
more important than ever before. Although the American Indian Graduate Center has grown to become the
largest provider of graduate scholarships to American
Indian and Alaska Native students, and 96% of each
dollar goes to the students in scholarships and support
services, AIGC’s average award is a mere $3,300, leaving
a significant void that must be filled if these young men
and women are to realize their dream.
In 2005, non-profit organizations received a total
of approximately $260 billion dollars and it appears
that 2006 was at least as good. While this may seem an
outstanding amount of funding (larger than the gross
domestic product of some small countries), there is wide
disparity among the foundations receiving the funds.
34
The American Indian Graduate
“…of the $260 billion dollars
received by non-profit
organizations, in 2005, Native
American organizations
received only 0.7% of all grants
received.”
The Greenlining Institute, a multi-ethnic public
policy research and advocacy institute, recently reported
an analysis of national foundation grants awarded, by
ethnicity, during 2004. The overwhelming majority of
grants, 92.3%, were received by white-led organizations.
The 7.7% remainder was distributed with multi-cultural organizations receiving 2.7%, followed by African
American organizations with 1.7%. Latino-led organizations followed with 1.6%, Asian organizations received
1% and, in last place, were Native American organizations, receiving a mere 0.7% of all grants received.
Thousands of minority-led organizations across the
country fall below the radar of large foundations simply because they lack adequate resources to advertise and
market themselves. In the case of the American Indian
Graduate Center, we feel our dollars are better invested
in Native students. It is our hope that the foundations
will prove to be more ‘diversity-minded’ in the future.
Until that happens, we will depend on our friends and
alumni, “Indians helping Indians”, to ensure that future
generations of Native students have an opportunity to be
a catalyst for change through higher education. ✦
Santa Fe Indian School
Motivating the Highly Motivated
Native American Student
By Michael G. Maestas, LPCC
T
he Santa Fe Indian School (SFIS) is a special
place with uncompromising principles that reflect
the quality of its students. This school’s mission
is to “provide a challenging, stimulating and nurturing
learning environment for students”. This responsibility is
shared by staff, faculty, parents and community members
of the 19 pueblos the school serves. Under the watchful
eye of the Governors of the Pueblos, who appoint the
Board of Trustees, and the outstanding leadership of
Superintendent, Joe Abeyta, the school’s purpose to provide a program of excellence is realized.
The school is recognized as an exceptional secondary school that provides unparalleled education to the
diverse Indian pueblos and tribes of New Mexico. SFIS
fosters a true sense of respect for each of the pueblos and
tribes of the Southwest that entrust their children’s education to the school. At SFIS students learn to understand the issues facing tribes and maintain their Native
American values.
In 2007, motivation was a universal attribute for
the top of the senior class. Aspiring to reach an even
higher plain and take hold of a marvelous opportunity,
the students decided to “reach for the sky”. Ten seniors
(TEN), applied for and received the highly sought-after
Gates Millennium Scholarship award in June 2007. SFIS
received the most Gates scholarships of any high school
in the country, that year. QUITE A FEAT!
The Gates Millennium Scholars program is funded
by the Bill & Melinda Gates Foundation. The Gates
Millennium Scholars Program promotes academic excellence and provides significant financial assistance to
qualified minority students. The application process is
highly competitive and challenging. The Native American portion of the Gates Millennium Scholarship Program is administered by the American Indian Graduate
Center (AIGC), in Albuquerque, New Mexico. AIGC is
a non-profit organization that promotes self-sufficiency
and self-determination for all Indian people.
Ten highly motivated students, who intuitively
knew they were going to college, are all now on a college
campuses. Who were these exceptional SFIS students?
How was it that these SFIS students all applied and were
awarded the Gates Millennium Scholarship? What is it
about students that do well when they take on a challenge? How did they do it? Basically, they were all highly
motivated Indian students.
The question is: How do you motivate highly motivated Native American students? This “type” of student is
determined to succeed and his/her drive is extraordinary.
How do you further inspire them go for the gold – a
GATES Millennium Scholarship? A tremendous career
opportunity and transformation requires personal care
and attention.
Here are some basic pointers.
Believe In Them
When you demonstrate that you actually believe in
American Indian students, you help them both maintain and boost their levels of optimism and enthusiasm.
Obtaining the personal dream of a college degree is real
for students who have what it takes: academic prowess,
leadership skills, great charisma and drive. What more
can you ask? What they really need is someone to make
it clear to them, that they’re there to support the student. They’re right where they are supposed to be in
their senior year - ready to move on. Everyone knows
and respects the dedication and efforts that each of them
has shown, thus far, and conveys the belief that these
students will accomplish great things.
Support Them
They need genuine support. At SFIS, Michael G. Maestas
and Pat Schubauer, Licensed Professional Clinical Counselors, provided the academic support services of personal
development counseling and advocacy that helped these
students understand that securing a Gates scholarship
was one of most important achievements of their academic careers. The counselors consulted regularly with
continued on page 39
The American Indian Graduate
35
Just the Stats
Smaller Institutions Recognized
For Bachelor’s Degree Production
by Olivia Majesky-Pullmann
June 6, 2007
L
ast week, Diverse released its 2007 report on the
Top 100 Undergraduate Degree Producers. Because
our focus is on quantity (we leave it to market forces, government agencies and accreditation bodies to assure
quality), we recognize that our listings tend to favor larger
institutions. This year, we introduce into our analysis several
views that accommodate smaller institutions. But before getting to those trends and views, we should describe the data
source and methods used to assemble the Top 100 lists.
The Top 100 lists focus primarily on quantity; that is,
the absolute number of degrees conferred. Although it is
not always the case, the lists tend to favor institutions that
enroll larger number of students. The lists do not indicate
how well each institution does at graduating minority students, “given its size.” To address this issue, we present in
this year’s edition a special list of Top 10 minority bachelor’s
degree producers indexed by institutional size, where size is
based on total undergraduate degree-seeking enrollments.
More specifically, we examine minority bachelor’s degree
production for the 2005-2006 academic year in four sizebased groups, according to the institution’s Fall Semester
2002 enrollments: less than 2,500; 2,500 to 4,999; 5,000
to 9,999; 10,000 to 19,999; and 20,000 students or more.
We use Fall 2002 enrollments to accommodate the timespan involved in matriculating toward a degree.
To further control for size differences, we present two
views of productivity: the percentage of bachelor’s degrees
conferred to minority students, and the total number of
bachelor’s degrees conferred to minority students. Both
tables list the Top 10 institutions, within size group, showing the name, state, Fall 2002 enrollment and the total
number of bachelor’s degrees conferred in the 2005-2006
academic year.
Looking at the Top 10 percent table first (Table 1), the
five right-most columns show first the Total Minority column (upon which the ordering is based) followed by the
percentages of bachelor’s degrees for each minority group.
Table 2 presents the Top 10 within each institutional
size category, according to the total number of bachelor’s
degrees conferred to minority students. HBCUs are not as
dominant in the smaller size categories, as they represent
just 12 of the 30 institutions. ✦
© Copyright 2007 by DiverseEducation.com
Reprinted with permission from Diverse: Issues In Higher
Education, www.diverseeducation.com
Top 10 Institutions in Percent of Bachelor’s Degrees Conferred to Minority Students — By Institution Size Categories
Percent of Bachelor’s Degrees Confirred
Institution
State
Fall 2002
Undergrad
Enrollment
2005-06
Bachelor
Degrees
Conferred
Ratio of BA
Degrees to
Fall 2002
Enrollment
Total
Minority
African
American
Native
American
Asian
American
Hispanic
Fall 2005 Enrollment < 2,500
36
Allen University
SC
Arkansas University
AR
Johnson C. Smith University
NC
Talladega College
AL
Texas College
TX
Tougaloo College
MS
Morris College
SC
Lane College
TN
813
The American Indian Graduate
527
50
9%
100%
100%
0%
0%
0%
215
47
22%
100%
100%
0%
0%
0%
1,537
231
15%
100%
100%
0%
0%
0%
417
43
10%
100%
100%
0%
0%
0%
617
74
12%
100%
99%
0%
0%
1%
853
131
15%
100%
98%
2%
0%
0%
1,049
158
15%
99%
99%
0%
0%
0%
149
18%
99%
99%
0%
0%
1%
Dillard University
LA
2,225
347
16%
99%
99%
0%
0%
0%
Bennett College For Women
NC
486
75
15%
99%
99%
0%
0%
1%
Benedict College
SC
3,005
336
11%
99%
99%
0%
0%
0%
Morehouse College
GA
2,738
530
19%
98%
98%
0%
0%
0%
Clark Atlanta University
GA
3,864
592
15%
97%
97%
0%
0%
0%
Hampton University
VA
4,979
860
17%
96%
95%
0%
1%
0%
South Carolina State University
SC
3,553
515
14%
96%
96%
0%
0%
0%
Mississippi Valley State University
MS
3,014
412
14%
95%
95%
0%
0%
0%
Coppin State University
MD
3,273
338
10%
95%
95%
0%
0%
0%
Virginia State University
VA
4,144
689
17%
95%
94%
0%
0%
0%
University of Arkansas at Pine Bluff
AR
3,077
372
12%
95%
95%
0%
0%
0%
Texas A&M International University
TX
2,908
642
22%
94%
0%
0%
0%
93%
Southern University and A & M College
LA
7,351
969
13%
98%
98%
0%
0%
0%
Jackson State University
MS
6,315
789
12%
97%
96%
0%
1%
0%
Alabama State University
AL
5,125
569
11%
95%
94%
0%
0%
0%
Fall 2005 Enrollment 2,500 - 4,999
Fall 2005 Enrollment 5,000 - 9,999
Texas Southern University
TX
7,811
575
7%
93%
89%
0%
1%
3%
Morgan State University
MD
6,032
766
13%
93%
91%
0%
1%
0%
Prairie View A & M University
TX
5,717
889
16%
92%
88%
0%
1%
3%
North Carolina A & T State University
NC
7,982
984
12%
92%
90%
0%
1%
1%
Norfolk State University
VA
5,968
688
12%
91%
88%
0%
1%
2%
The University of Texas at Brownsville
TX
9,198
753
8%
90%
0%
0%
1%
90%
Howard University
DC
6,892
1,365
20%
90%
88%
0%
1%
0%
Florida Agricultural and Mechanical University
FL
10,803
1,298
12%
95%
94%
0%
0%
0%
The University of Texas - Pan American
TX
12,509
2,271
18%
88%
0%
0%
1%
86%
The University of Texas at El Paso
TX
14,384
2,166
15%
79%
2%
0%
2%
75%
University of Hawaii at Manoa
HI
12,820
2,837
22%
74%
1%
0%
71%
2%
University of California - Riverside
CA
14,124
3,382
24%
70%
6%
0%
39%
24%
California State University - Los Angeles
CA
14,573
2,711
19%
69%
6%
0%
21%
42%
CUNY John Jay College Criminal Justice
NY
11,143
1,521
14%
66%
29%
0%
5%
31%
University of California - Irvine
CA
19,179
5,660
30%
63%
2%
1%
48%
12%
California State Polytechnic University
- Pomona
CA
17,571
3,511
20%
62%
4%
1%
35%
23%
University of Houston - Downtown
TX
10,423
1,886
18%
62%
21%
0%
12%
28%
Florida International University
FL
27,153
5,425
20%
73%
12%
0%
3%
57%
University of California - Berkeley
CA
23,835
7,592
32%
56%
3%
1%
41%
11%
San Jose State University
CA
22,782
4,415
19%
55%
4%
0%
37%
13%
University of California - Los Angeles
CA
24,899
7,684
31%
54%
3%
0%
35%
15%
Univeristy of Houston
TX
26,283
4,632
18%
52%
12%
0%
20%
20%
California State University - Fullerton
CA
26,634
5,999
23%
49%
3%
1%
23%
23%
University of California - Davis
CA
22,786
6,688
29%
49%
2%
1%
37%
9%
San Francisco State University
CA
21,806
5,011
23%
47%
5%
1%
29%
12%
California State University - Long Beach
CA
28,310
6,333
22%
46%
5%
1%
18%
22%
California State University - Northridge
CA
26,144
5,832
22%
44%
6%
0%
12%
25%
Fall 2005 Enrollment 10,000 - 19,999
Fall 2005 Enrollment 20,000 +
The American Indian Graduate
37
Just the Stats
Top 10 Institutions in Percent of Bachelor’s Degrees Conferred to Minority Students — By Institution Size Categories
Percent of Bachelor’s Degrees Conferred
Institution
State
Fall 2002
Undergrad
Enrollment
2005-06
Bachelor
Degrees
Conferred
Ratio of BA
Degrees to
Fall 2002
Enrollment
Total
Minority
African
American
Native
American
Asian
American
Hispanic
Fall 2005 Enrollment < 2,500
Spelman College
GA
2,121
463
22%
Davenport University
Dillard University
MI
2,075
1,172
56%
LA
2,225
347
16%
Limestone College
SC
2,448
676
28%
Savannah State University
GA
2,387
326
14%
Faulkner University
AL
2,279
622
27%
Our Lady of the Lake University - San Antonio
TX
2,247
378
17%
Wellesley College
456
455
1
0
0
351
271
7
41
32
344
344
0
0
0
314
297
1
5
11
306
305
0
1
0
294
385
1
3
5
293
39
0
3
251
MA
2,300
731
32%
286
51
7
202
26
DeVry University - Florida
FL
1,486
472
32%
278
138
2
15
123
Nyack College
NY
1,990
473
24%
277
160
0
31
86
Hampton University
VA
4,979
860
17%
827
814
1
9
3
North Carolina Central University
NC
4,762
751
16%
658
643
3
3
9
Virginia State University
VA
4,144
689
17%
655
649
3
1
2
Texas A & M International University
TX
2,908
642
22%
603
2
1
2
598
Nova Southeastern University
FL
4,700
1,136
24%
595
258
2
52
283
Chicago State University
IL
4,979
631
13%
584
554
0
4
26
Clark Atlanta University
GA
3,864
592
15%
576
575
0
1
0
Fayetteville State University
NC
4,328
709
16%
570
517
4
11
38
University of La Verne
CA
3,844
1,164
30%
551
123
8
37
383
Alabama A & M University
AL
4,744
602
13%
546
539
1
0
6
California State University - Dominguez Hills
CA
8,222
1,990
24%
1,372
491
13
179
689
Howard University
DV
6,892
1,365
20%
1,222
1,202
1
14
5
University of Miami
FL
9,794
3,166
32%
1,204
286
5
160
753
Fall 2005 Enrollment 2,500 - 4,999
Fall 2005 Enrollment 5,000 - 9,999
CUNY Lehman College
NY
7,322
1,288
18%
1,093
532
1
52
508
Park University
MO
9,870
2,673
27%
1,002
530
15
62
395
Southern University and A & M College
LA
7,351
969
13%
950
947
1
2
0
Fort Hays State University
KS
5,037
1,820
36%
946
21
8
892
25
Cornell University
NY
8,513
3,534
42%
920
152
13
578
177
Stanford University
CA
7,360
1,876
25%
916
202
35
445
234
North Carolina A & T State University
NC
7,982
984
12%
906
887
3
6
10
Fall 2005 Enrollment 10,000 - 19,999
38
University of California - Irvine
CA
19,179
5,660
30%
3,549
141
29
2,709
670
University of California - San Diego
CA
19,088
5,705
30%
2,869
61
25
2,280
503
University of California - Riverside
CA
14,124
3,382
24%
2,360
210
9
1,322
819
California State Polytechnic University
- Pomona
CA
17,571
3,511
20%
2,180
123
18
1,238
801
University of Hawaii at Manoa
HI
12,820
2,837
22%
2,102
19
5
2,026
52
The University of Texas - Pan American
TX
12,509
2,271
18%
1,994
10
5
30
1,949
The American Indian Graduate
The University of Texas at San Antonio
TX
18,729
3,370
18%
1,945
175
19
135
1,616
New York University
NY
19,490
5,587
29%
1,911
333
9
1,110
459
University of California - Santa Barbara
CA
17,714
5,456
31%
1,871
139
58
780
894
California State University - Los Angeles
CA
14,573
2,711
19%
1,869
168
10
564
1,127
Fall 2005 Enrollment 20,000 +
University of California - Berkeley
CA
23,835
7,592
4,217
248
43
3,101
825
University of California - Los Angeles
CA
24,899
7,684
4,153
237
38
2,692
1,186
Florida International University
FL
27,153
5,425
3,968
677
10
189
3,092
University of California -- Davis
CA
22,786
6,688
3,288
157
53
2,443
635
The University of Texas at Austin
TX
39,661
8,942
3,103
275
35
1,645
1,148
California State University - Fullerton
CA
26,634
5,999
2,953
158
43
1,360
1,392
California State University - Long Beach
CA
28,310
6,333
2,908
317
39
1,154
1,398
California State University - Northridge
CA
26,144
5,832
2,542
356
28
726
1,432
San Diego State University
CA
28,004
6,439
2,436
240
47
900
1,249
San Jose State University
CA
22,782
4,415
2,414
168
19
1,641
586
Santa Fe Indian School
continued from page 35
the nominators, recommenders, Talent Search advisers,
tutors, parents and community leaders throughout the
process. Everyone at SFIS was backing these enthusiastic, dedicated students.
Convince Them
It just takes a little more - convincing. The prospect for
any Native American student attaining a college degree is
good to excellent, especially for highly motivated students.
College is within their grasp. They’re prepared. They can
get into the college of their choice. Teach them the old saying that every successful college graduate knows, “ONCE
YOU’RE IN YOU’RE IN”. Intuitively, they know that
once they’re in college, they will continue to be successful. They’re ready to leave school and embark on the new
journey of higher education. It’s a natural progression,
from this point, for highly motivated students to do what
is expected of them.
Empower Them
Students needed to be empowered to increase their chances
of making the right choices and follow through with the
desired action. Completely understanding one’s future
requires energizing and directing goal-oriented behavior.
They need to “get in the running”. Apply! Give students
the means to exercise their ability. They must fill out
every form, write every essay, complete each application
and work a stretch. Reach, plan for their future college
career. Give your blessing to aim high! As recognized
student leaders they must realize that they represent the
Indian countries new and promising leaders.
Push Them
They may know what they want. They may appear to be
self-directed. However, even highly motivated students
need to take control of their lives. Highly motivated
students know what it takes, but they still need to be
“pushed”. They need to deal with a new concept, “Where
do I go from here? ” They are preparing to surpass everyone’s expectations, as well as their own. Where did the
extra push come from? It came from families, friends,
staff, teachers, administrators and community leaders,
everybody, in cooperation with one another. ✦
Melvin Monette
continued from page 24
diversify the applicant pool and build a pipeline program
that introduces secondary and undergraduate students to
the field of public health.
“I have the distinct privilege to say, ‘I get to go to
work’, rather than ‘I have to go to work’, every day. I am
honored to have a voice at a Big Ten University, which is
a world class research institution in one of the top five
schools of Public Health in the nation,” Melvin says. “To
get to work every day, serve Indian people for a living
and volunteer for local foundations and museums, as an
American Indian professional, blows my mind. I am truly
honored and humbled each and every day.” ✦
The American Indian Graduate
39
Here They Are! The Sfis 2007 Gates Scholars
Eveli Abeyta
Desiree Aguilar
Randi Begaye
Jylissa Cheykaychi
Jonathan Cata
Samantha Pasena
Ashley Pino
Amanda Lapahie
Fantasia Lonjose
Nichole Trujillo
Santo Domingo Pueblo
Santo Domingo Pueblo
San Ildefonso Pueblo
Santo Domingo Pueblo
San Juan Pueblo
Navajo/San Felipe Pueblo
Acoma Pueblo
Navajo
Zuni Pueblo
San Juan Pueblo
Georgetown University
University of New Mexico
University of Kansas
University of New Mexico
Arizona State University
University of New Mexico
University of California-Berkeley
Smith College
University of New Mexico
New Mexico State University
A highly motivated group of academic students from a unique secondary school who said, “LET’S GO FOR IT!”.
They are now GATES Millennium Scholars. SFIS continues to expect great things from these scholars. Santa Fe
Indian School is a special place where students, staff, faculty and Native communities expect great things from
all students. Of course, these ten Gates Scholars deserve all the credit they receive. They outperformed their
peers; they did all the work and are truly deserving of this prestigious scholarship award.
The success of the SFIS GATES Millennium Scholars recipients was not fully recognized until, upon receiving
their scholarship awards at the high school senior banquet, they looked at each other and said – “WE DID IT!”
SFIS is an outstanding school, with a commitment to student success. The school is extremely proud of their
students and prays for their continued success. Congratulations SFIS Gates Millennium Scholars of 2007!
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