American Indian Recruitment and Retention in Higher

EducationLet us put our minds Let us put our minds

together and see together and see what life we can what life we can

make for our make for our children. children.

Sitting Bull, Sitting Bull, Hunkpapa Lakota Hunkpapa Lakota

(Sioux)(Sioux)

Presented by: Committee Presented by: Committee for Multicultural Affairs for Multicultural Affairs (CMA), Native American (CMA), Native American

Network (NAN)Network (NAN)

Presented by: Committee for Multicultural Affairs Presented by: Committee for Multicultural Affairs (CMA), Native American Network (NAN)(CMA), Native American Network (NAN)

Scott A. Zlotak, MA, Director of Diversity Services, Dakota State University, Madison, South Dakota.

Terry Mena, MA,

Apartment Manager, University Village Student Apartments, Florida Atlantic University, Boca Raton, Florida

Stacy Callahan, MS,

Career Counselor/Internship Coordinator Maryland Institute College of Art, Baltimore, MD

Charles “Randy” Gilland, MS,

Assistant Director of the Career Development Center, East Carolina University, Greenville, North Carolina

Steve Martin

Native American Advisor, Dakota State Sociology, Madison, South Dakota

Molly Springer, Graduate Student

University of San Diego, San Diego, California

Juan Guardia, MS

Assistant Director for Hispanic Student Affairs, George Mason University, Fairfax, Virginia

Student Development TheoryStudent Development Theory(Foundation /Old Paradigm)(Foundation /Old Paradigm)

Arthur Chickering and Marcia Baxter Magolda Arthur Chickering and Marcia Baxter Magolda are two of the dominant student are two of the dominant student development theorists that seek to explain development theorists that seek to explain the evolution of students in higher education.the evolution of students in higher education.

Although Chickering’s and Baxter Magolda’s Although Chickering’s and Baxter Magolda’s theories are well founded, yet more research theories are well founded, yet more research must focus on the needs and desires of must focus on the needs and desires of students of color/culture.students of color/culture.

The new paradigm in student development The new paradigm in student development theory must shift to include class and theory must shift to include class and culturally contextual and relevant material. culturally contextual and relevant material.

Student Development Theoretical

Foundation for Cultural Models (Part 1)

Chickering’s 7 Vectors: Developing

competence Managing emotions Developing

autonomy Establishing

identity Freeing

interpersonal relationships

Developing purpose

Developing integrity

Baxter Magolda 4 areas focuses on cognitive and meta-cognitive development.

Absolute knowledge.

Transitional knowledge.

Independent knowledge.

Contextual knowledge.

Student Development Theoretical

Foundation for Cultural Models (Part 2)

Janet Helm’s Deconstructing

Racial Identity-6 Statuses Model

ObliviousnessDisintegrationReintegration

PsuedoindependenceImmersion/

EmersionAutonomy

William Cross’ Nigrescence, Cross Racial Identity Scale- 8 levels of evolution

Pre-encounter

Assimilation

Miseducation

Racial Self-Hatred

Immersion/Emersion

Anti-White

Intense Black Involvement

Internalization

Nationalist

Biculturalism

Multiculturalism

Acculturation and Identity, Sandra Choney: American Indian Model

• Acculturation refers to the degree to which the student accepts and adheres to both the mainstream and cultural values. “Walking in both Worlds.”

• Model focuses on American Indian development.

• Students of color/culture all go through a process of defining their identity.

• Part of this identity search is to come to terms with their cultural norms and also synthesizing their values into the dominant society. 1=Traditional, 2=Transitional,

3=Bicultural, 4=Assimilated, 5=Marginal

New Student Development New Student Development ParadigmParadigm

The new paradigm in Student Development Theory must shift to include class and culturally contextual and relevant material.

No longer will theories solely based on the traditional mainstream paradigm be functional to help engage students of culture.

For One to succeed, One must know about themselves and their true history.

Students must be empowered with pride and self-worth.

Current Trends…Current Trends…

• More than one half Native American entering College Freshman will leave after their first year.

• Native American retention rate is 15% below the national average.

• For every 100 Native students entering ninth grade, 60 will finish high school.

• About 20 will enter college and only 3 will graduate with a four-year degree

Source: National Institute for Native Leadership in Higher Education, 2002

Why Is There a Need For the Shift?Why Is There a Need For the Shift?

Native American Student Challenges:

• Low enrollment rate and high attrition rate in institutions of higher education.• Feeling of alienation/isolation on campus community.•Institutionalization of Western philosophies and values in Higher Education.• Native communities are not being included in the decision making process.•Inter-cultural and Intra-cultural Oppression

•Tribal Differences not being validated.• Lack of Native American faculty, staff and role models.• Lack of Culturally Relevant Support and Developmental Services.•Lack of awareness about the needs of Native Students.•Lack of collaboration efforts between college and tribal institutions.•Lack of financial resources

Why Is There a Need For the Shift..Why Is There a Need For the Shift.. (focus on Native American Retention Model)

Campus Challenges

George Mason University

Dakota State University

UCLA

East Carolina University

Summary of practices attained from the 1996 Summary of practices attained from the 1996 RETAIN ConferenceRETAIN Conference

Best Practices From RETAIN Best Practices From RETAIN Conference 1996 Conference 1996

Cultural awareness and performance on campus

Institutional administrative systems which conduct research and strive for diversity

Pre-College preparation programs

Financial aid services

Connections to the local community

Student groups and clubs which strive to involve fellow students in social and cultural events

Best Practices From RETAIN Best Practices From RETAIN Conference 1996 Conference 1996

Social adjustment programs such as counseling, peer advising, and survival skills seminars.

Academic support services like study groups and tutoring.

Faculty involvement in student recruitment, advising and reaching out to Native American students on campus

Information servicesRETAIN-over 45 higher education institutions with significant numbers of American Indian Students

Best Practices Best Practices

Washington State Teacher CertificationStrong cross-cultural emphasis

Tribe pays for most of the student’s costs and allows work release time for students to attend classes

Native language is offered for credit

Food is present in all classes

Students teach the faculty

Book and incentive scholarship money is offered

Retention of American Indians NOW UCLA

Operated by students

Offers four components

Peer counseling

Study hall which encourages group study and provides transportation home

Program component which provides academic, social, cultural workshops &

talking circles

Resources component which provides academic, social, & cultural information

Best Practices Best Practices

First Nation’s and Higher Education: The 4 First Nation’s and Higher Education: The 4 R’s—Respect, Relevance, Reciprocity, & R’s—Respect, Relevance, Reciprocity, & Responsibility. Responsibility. Respect For Who (Indigenous Students) They Are….

Relevance to Their (Indigenous Students) World View….

Reciprocity Between the Institution, other students and Indigenous Students…

Responsibility in Their (Indigenous Students)Own Lives

Wopila-Thanksgiving

Acknowledge Elders whom have provided guidance and understanding in creating this model. I hope that this

will bring honor and respect to their teachings and ways…

Dr A.C. Ross, Oglala and Santee, Pine Ridge, SD

W. Ambrose Little Ghost, Spirit Lake Nation, ND

Claude Tokala Two-Elk, Sicangu, Rosebud SD

Gene Thin Elk, USD, Oglala, Pine Ridge, SD

The L/D/Nakota Sacred Hoop Model at Dakota State University synthesizes the theoretical foundations mentioned and the traditional Lakota Cosmology. The main emphasis of the model is to facilitate students through the 4 phase process and the life cycle of the Wheel.

Ethnology of the Lakota, Dakota, and Nakota (Sioux) Nations

Lakota, Dakota, and Nakota are the three dialect groups which make up the Oceti Sakowin, the Seven Council Fires

The Seven Council Fires:

Sisseton, Wahpeton, Wahpekute, Mdewakanton, Yankton, Yanktonai

&

Tetons – Divided into Seven Bands:

Oglala, Brule, Hunkpapa, Miniconjous, Sans Arc, Two Kettle,

Black feet.

“My people have always been here, we came out of the

ground.” The Lakota/Dakota people have a rich legacy and connection to the Black Hills.

My people followed the buffalo from the dawn of

creation. We migrated with the buffalo. This took us in a

huge elliptical pattern starting here-the Black Hills

then to the south east region-North Carolina, up to New York State, and back.-- Severt Young Bear, Oglala

Lakota 

                   “7 Sacred Rites to Pray and Walk on this Earth-White Buffalo Calf Woman.”

Keeping of the Soul

Inipi-Sweat Lodge

Hanblecheyapi-Vision Quest

Wiwanyag Wacipi-Sundance

Hunkapi-Making of Relatives

Ishan Ta Awi Cha Lowan-

Preparing a Girl for Womanhood

Tapa wanka Yap-Throwing of the Ball

The L/D/Nakota World-Cosmology

The L/D/Nakota World views life in a holitisc and cyclical nature. All things exist in 4 stages.

The four phase process is extremely important to understand the cognition and metacogntiion of L/D/Nakota’s People and especially students.

Many Ceremonial Practices are conducted in a 4 phase process.

The process includes:

•Calling Calling

•WelcomingWelcoming

•Processing (healing)Processing (healing)

•Releasing.Releasing.

•Calling Calling

•WelcominWelcomingg

•ProcessinProcessing g (healing)(healing)

•ReleasingReleasing

Sacred Hoop Model: The L/D/Nakota Cosmology

The Medicine Wheel/Sacred Hoop is a symbol that most Native American Nations recognize, and have this symbol in the belief system. Moreover, this symbols is universally found throughout many cultures, for example the Gaelic Cross, and the conventional direction compass.

These stages in the process refer to the leaders relationship to the

“Spirit Helpers,” i.e. first round the Calling of the Spirits, second round

Welcoming the Spirits, Healing round, and the final round is the Releasing or Sending the Spirits

back

Sacred Hoop Model: L/D/Nakota Cosmology

The Medicine Wheel is divided into four

vectors, each vector represents a cardinal

direction, a color, value and associated with

each a spiritual/cultural archetype.

Black –West-GenerosityRed - North –FortitudeYellow - East -BraveryWhite- South-Wisdom

“Everything exists in fours, there are four quarters of life, four

cardinal directions, four seasons, the four first grandfathers: water, fire, rock, and air. These were the

Creators first born and are the oldest in the World. “The number

four has sacred meaning for natives who see the individual

standing in the center of the circle surrounded by the four directions.”

Dr. Martin Broken Leg.

Sacred Hoop Model: L/D/Nakota Values

W acantognaka~G enerosity W est

W ow acintanka~Fortitude N orth

W oohitika~B ravery East

W okape~W isdom South

Black – West direction: Wakinyan Oyate (Thunder and Lightning Beings). Woohitika~ Bravery is associated with this direction

Red- North Direction: Tatanka Oyate (Buffalo Nation). Red is one of the most significant colors, it is considered Wakan-sacred, Wowacintanka~ Fortitude is associated with this direction.

Yellow - East Direction: The place of the Hehaka Oyate (Elk Nation). Wokape~ Wisdom is associated with this direction.

                   

White- South Direction: The place of the Wamakanskan Oyate (Animal Nation). The Wacantognaka~ Generosity is associated with this direction.

Using the importance and cultural significance

of the Wheel to the L/D/Nakota people,

programs and services can be created within this context to better

represent and acknowledge the active

participation of the American Indian student in institutions of higher

learning.

Sacred Hoop Model At DSUSacred Hoop Model At DSU

Sacred Hoop Model at Dakota State Sacred Hoop Model at Dakota State UniversityUniversity

Sacred Hoop Sacred Hoop ModelModel

*Recruitment Strategy

-Road Show

-SAGE Program

*Scholarships

*Aggressive/Intrusive Monitoring

Scott Zlotak:Scott Zlotak:

Sacred Hoop Sacred Hoop ModelModel

(Welcoming)(Welcoming)

Transitional Transitional ProgramsPrograms

Student Support Student Support ProgramsPrograms

Introduce Student Introduce Student InvolvementInvolvement

Creating a sense of belongingMLC and AINA Peer Socials

ODS and NAAO Staff Personal Introduction MeetingsIntrusive monitoringAggressive advisement & Mentoring

Sacred Hoop Model Upper Class

Development

Professional Preparation

Major/Minor Declaration

(Processing/Healing)* Leadership Involvement (MLC & AINA)

*Academic Advising/ Personal Counseling

**Retention Programs

*Scholarships

*Cultural Events (Honor the Elders & Wacipi {Pow-Wow}

*Cultural Practices (Inipi, other ceremonies)

*Aggressive/Intrusive Monitoring

Sacred Sacred Hoop ModelHoop Model

Honor and Awards Job/Internship Ceremony

Leadership & Mentor Roles

Placement

Aggressive/Intrusive Monitoring

Presently, there are no organizations and activities for the American Indian Students on the GMU campus

(besides American Indian Heritage Week). The lack of programs and models created the impetus for the

adaptation of the Sacred Hoop Model, We anticipate the Fall 2002 being the pilot year.

George Mason University Adaptation George Mason University Adaptation of the Sacred Hoop Modelof the Sacred Hoop Model

Sacred Hoop Sacred Hoop ModelModel

-Recruitment Strategy

-Local High School w/ high population of Native American

students (NA).

-Coordinate with Admissions to outreach N.A. students for general admittance and summer transition

programs.

-Increased visibility and involvement for N.A. students by way of

Orientation and Office of Diversity Programs and Services.

Scott Zlotak:Scott Zlotak:

GeorgeGeorge

MasonMason

UniversityUniversity

Sacred Hoop Sacred Hoop ModelModel

(Welcoming)(Welcoming)

Intrusive monitoring

Native American Exposure to various Leadership Opportunities (American Indian Heritage Week)Encourage active creation of a Native American Students

GeorgeGeorge

MasonMason

UniversitUniversityy

Sacred Hoop Sacred Hoop ModelModel (Processing/(Processing/

Healing)Healing)

•Empower Native American Students to seek and establish more Leadership through out the Campus Community.

•Assist with declaration of majors.

George George Mason Mason UniversityUniversity

Sacred Sacred Hoop ModelHoop Model

Graduating Seniors give back to new Native students through:

Admissions Fairs

PREVIEW

Orientation

Senior Students High School Visits

George George Mason Mason

UniversityUniversity

Career Career Development Development Process:Process:

Sacred Hoop Sacred Hoop ModelModel

East Carolina East Carolina UniversityUniversity

Maryland Maryland Institute College Institute College

of Artof Art

Cultural Cultural CeremoniesCeremonies

Career Development StagesCareer Development Stages

Calling (1st Quadrant)

Welcoming (2nd Quadrant)

Outreach

(1st Year or Pre-Intake)

Marketing

Development/Exploration

(2nd – Intake)

Self Assessment

Career Career Development Development Process:Process:

Sacred Hoop Sacred Hoop ModelModel

East Carolina East Carolina UniversityUniversity

Maryland Maryland Institute College Institute College

of Artof Art

Cultural CeremoniesCultural Ceremonies Career Development StagesCareer Development Stages

Healing/Processing

(3rd Quadrant)

Releasing/Returning

(4th Quadrant)

Resources/Decisions

( 3+)

Action/Decision

Self-Marketing/Progression

(4th +)

(Evaluation/Processing)

Orientation Residential

Life

Calling (1st Quadrant)

Welcoming (2nd Quadrant)

Healing/Processing (3rd Quadrant)

Releasing/Returning (4th Quadrant)

Due to the historical experience of Native American people, their situation and relationship with the mainstream community is fragile.

The application of the Lakota/Dakota/Nakota Medicine Wheel is a new venture. This model needs to be systematically monitored and assessed for its effectiveness.

Euro-centric perspectives have driven student developmental models. The implementation of culturally relevant cognitive and psycho-social models are essential for the full articulation and involvement of Native American students.

College and Universities must dedicate and commit to providing the personal, social, academic and cultural support for Native students to be successful.

Implications for Adopting Culturally Developmental Models In Higher Education

There will need to be extensive amount of adaptation to fit the variance of Native American Nations.

Another challenge facing the application of the model is the extensive range of assimilation and acculturation of the Native American student population and their degree of conformability in dealing with their cultural identity. (Rural v. Urban v. Reservation; Bi-Cultural; traditional v. non-traditional; etc…)

Difficulty of adapting a cultural model in a homogeneous institution.

More intensive transitional programs between two-year, tribal and mainstream institutions.

Implications for Adopting Culturally Developmental Models In Higher Education

Utilize the strengths and assets of the Native American community in the area. Focus groups of students and local Native American community to asses the needs of the area.

Institutional commitment to a culturally relevant model must come from top down.

Implications for Adopting Culturally Developmental Models In Higher Education

We would like to thank our Elders, Ancestors We would like to thank our Elders, Ancestors and Allies who have given us the ability and and Allies who have given us the ability and guidance to be here and share with you the guidance to be here and share with you the

knowledge and Culture.knowledge and Culture.

WopilaWopila

Pilamaya’Pilamaya’

WadoWado

MadoMadoThank Thank YouYou

YamiYami