Faculty & Staff of Color in Higher Education Conference October 28,2011

1. Faculty & Staff of Color in Higher Education ConferenceOctober 28,2011 Justin P. Guillory, PhD Dean of Academics and Distance Learning

2. Tribal Colleges and Universities

3. Question asked by William Tierney in 1991 • “Native American recruitment and retention is not an issue that will evaporate or be solved overnight. THIS IS A GENERATIONAL ISSUE, and we need to think about it in this manner. • How well equipped are we to deal not only with our Native students today, but also with Native students who are now in the first grade? I am suggesting that we need to reorient the way we approach this issue and others.

4. Research Problem • Too much emphasis on “deficits” with regard to the academic performance of Native students. • Few studies have incorporated the perspectives and insights of Native students.

5. Downward Spiral Deficit Thinking Victims/Oppressed Lack of Academic Preparedness At-Risk POVERTY LACK OF MENTORS

6. Story of At-Risk Youth • 4 year-old Native American boy & his 14 month old sister • In April children placed with mother • In June the children returned & there was a social disconnect • Grieving period with difficult transition • Mother leaves treatment and we are at crossroads…

7. Educational journey • Grew up in Lapwai, ID, Nez Perce Indian reservation • Moved to Olympia/Tacoma • Attended Eastern Washington University and Washington State University • NWIC Nez Perce site

8. Decision to Pursue PhD • Inspired by Tribal College students • Focus on the experiences of Native students in higher education • Literature filled with deficit perspective

9. Brief Overview: Dissertation on Native American Success • Paradigm shift in the scholarship surrounding N.A. students focus on success • Examples of persistence factors found in the literature: • Strong family support • Positive interactions with mentors • Clear educational goals • Institutional support • Ability to walk in two worlds • Desire to “give back” to tribal community

10. Population • 3 generations; 12 total participants • Group One: Recent Graduates (RG) • Group Two: Experienced Workers (EW) • Group Three: Respected Elders (RE) • All participants had at least a bachelor’s degree and were enrolled members of federally recognized tribes. • Participants represented nine different tribes from five different states.

11. Participant Profiles

12. Examined Educational Journeys in 5 Stages • K-12 experience • Transition to college • College life experience • Transition after college • Defining giving back

13. Overarching Themes Persistence Factors: Barriers: 1. Academic difficulties 2. Encountering racism • Positive family influences and expectations • Resilience, ability to overcome adversity

15. Resilience • Narratives suggested that resilience is being passed down from generation to generation. • Generational Resilience.

16. Definition of Resilience Masten, Best, and Garmezy (1990) defined resiliency in three ways: 1) good outcomes despite adversity 2) sustained competence under stress 3) recovery from trauma

17. Resilience: What we have learned • Resilience is a capacity all youth have for healthy development and successful learning. • Certain personal strengths are associated with healthy development and successful learning. • Certain characteristics of families, schools, and communities are associated with the development of personal strengths and, in turn, healthy development and successful learning. • Changing the life trajectories of children and youth from risk to resilience starts with changing the beliefs of the adults in their families, schools, and communities. (Bernard, 2004)

18. Resiliency: Personal Strengths • Social Competence • interpersonal communication, flexibility, empathy 2. Problem Solving • ability to find alternative solutions to challenges 3. Autonomy • self-awareness, ability to act independently 4. Sense of Purpose • sense of meaning, achievement motivation, hopefulness (Werner and Smith, 1992)

19. Characteristics of Schools that Foster Resiliency 1. Caring Relationships 2. High Expectations 3. Opportunities for Participation and Contribution

20. 5 R’s Model of GenerationalResilience

21. Reciprocity Giving back is a strong persistence factor – Service oriented programs – Sense of obligation, responsibility – Volunteers – Internships

22. Reciprocity “I think with education, when you obtain a degree, a lot of times you go to college to get a degree and go back and help your people. I think that a lot of times Indians are motivated to go to college because they want to go back and help their community.” RG1 “We always have that mindset of giving back to your community. If you happen to hunt and you have a lot of extra meat, you give that to families that don’t really have a lot of meat and food. If you come across money and you know some people in the community who are falling on some hard times, you’ll lend them some money…so the community is always giving back and we’re always supporting each other.” RG1

23. Should I go back home?

24. Relevance • New and existing academic degree programming designed to meet the critical needs of tribal communities—education has to be meaningful for Native students.

25. Relationships Internal – Faculty/staff—students – Relationships on campus – Supporting Native student centers—peer mentoring programs are helpful – Recruitment/retention – Resources External – Partnerships – Tribes—higher education institutions – Tribal Colleges and Mainstream Institutions – Recruitment/retention – Resources

26. Relationships “my brother always said you can’t push our Native youth to succeed; you have to pull for them. And it resonates well within our communities because we’re all canoe pullers. So if you understand canoe pulling, you understand how you can pull for your community wherever you’re at. Whether you’re at [K-12 level] or here at [at the college level], we know that we’re pulling on the same team. So, that’s what I would suggest to somebody that is coming out [of college]... just maintain that connection—you make your community stronger that way.” EW4

27. Relationships “Giving back is the way that the culture is, that is the way our cultures are. Everything is a gift to you, so it’s just part of your culture…I was blessed with gifts, my intelligence and some of my writing abilities, and I need to use that for the community. It’s not mine just to keep it and hoard.” RE3

28. Reframing Reframing is: • If you can’t change your circumstances then change the way you look at your circumstances. • To think differently about and construct alternative meanings of ones life experiences. (i.e., cognitive restructuring) (Wolin and Wolin, 1993). • Recognizing students’ existing strengths, mirroring them back, and help students see where they are going.

29. Reframing (Bernard, 2004)

30. Reproduction • Based on the concepts of social capital and cultural capital (Bourdieu, 1977) • Social reproduction • Cultural capital is defined as the general cultural background, knowledge, disposition, and skills that are passed from one generation to the next. • Acquired in two ways: from one’s family and/or through formal schooling.

31. Generational Resilience “We’re famous for giveaways . . . people don’t understand that, they think they have to give you something right away. No. You’re giving something of value…and to make them feel good that you have respect for them. Like for this elder who stood up for me and my uncles, now they have grandchildren and they have great-grandchildren, and I have a responsibility. To me, if I could give back to what they taught me, to them, I think that would be something. I would really enjoy the opportunity. And when I speak at home, I would refer to the elders and I always want the children to understand that they have to promote their identity, and see how we were raised and to have more respect and be thankful for what we have. That is so vitally important…” RE 2

32. Cycle of Generational Resilience

33. Story of At-Risk Youth Continued… • Crossroads • Challenges • Lack of communication (i.e., shell); Lack of trust • Learning new values and expectations • Structure, routine, responsibility • Adapting to new rules • He would hide things • He wasn’t in formal schooling; older sibling held back one grade due to chronic absenteeism. • Mother—no GED; Father—earned GED

34. Pitfalls of Deficit Thinking Deficit thinking is very subtle—easy to lose focus. • Many times we wanted to give up. • It is too hard, someone else can take care of them. • Too many challenges, too much baggage. • If their parents don’t really care or want to change, why should we care? • Frustrations with foster care system, case worker.

35. Impact of Deficit Thinking Deficit thinking still impacts students of color today. • They don’t value education. • Education is not promoted in the home. • They aren’t college ready. • Require too much remediation. (baggage) • Too much time, effort. • Let someone else deal with it—pass the “problem” onto someone else.

36. From At-Risk to At-Promise: Academic and Sports Success Success of child in math • Pre-assessment--counted to 12 • End of Fall quarter--39 • End of winter quarter—109* • *Goal for kindergarteners by end of spring qtr—100 • Football clip • Picture of children

37. Tierney’s question: • How well equipped are we to deal not only with our students of color today, but also with students of color who are now in the first grade? • Will we be asking the same questions and dealing with the same issues in 2031 that we are today?

38. Conclusion • Not a story about barriers, or stereotypes, or victimhood, or foster children, but about changing our focus, about overcoming, about resiliency, about achieving—anyway. • Get to know students better, know their story • Reaching out to others, community

39. Commitment Ceremony

40. References • Bernard, B. (2004). Resiliency: What We Have Learned. San Francisco: WestEd. • Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J. Karabel, & A. H. Halsey, (Eds.), Power and ideology in education (pp. 496-516). New York: Oxford University Press. • Guillory, J. (2008). Diverse pathways of “giving back” to tribal communities: Perceptions of Native American college graduates. Unpublished doctoral dissertation, Washington State University, Pullman, WA. • Masten, A. S., Best, K.M., & Garmezy, N. (1990). Resilience Development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 2, 425-444. • Tierney, W. G. (1991). Native voices in academe: Strategies for empowerment. Change, 23(2), 36-39. • Werner, E. E., & Smith, R. S. (1992). Overcoming the Odds: High Risk Children from Birth to Adulthood. Ithaca, NY: Cornell University Press. • Wolin, S. J., & Wolin, S. (1993). The Resilient Self: How Survivors of Troubled Families Rise Above Adversity. New York: Villard Press.