Running head: EQUITY AND JUSTICE FOR TRIBAL/INDIGENOUS STUDENTS 1 Equity and Justice for Tribal/Indigenous Students at Portland State University: Pathways to Student Success a Critical Analysis of the State of Affairs Carolyn Becker Snell Portland State University in partial fulfillment of the requirements for the degree of Masters in Science in Conflict Resolution. June 2012
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Running head: EQUITY AND JUSTICE FOR TRIBAL/INDIGENOUS STUDENTS 1
Equity and Justice for Tribal/Indigenous Students at Portland State University: Pathways to
Student Success a Critical Analysis of the State of Affairs
Carolyn Becker Snell
Portland State University
in partial fulfillment of the requirements for the degree of
Masters in Science in Conflict Resolution.
June 2012
Committee: Tom Hastings, Chair, Cornel Pewewardy, Judy Bluehorse Skelton
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Abstract
This paper seeks to examine how Tribal/Indigenous students at a predominantly White state
university respond to a community survey that addresses race relations on their urban campus.
The Portland metropolitan Indian community will respond to a 42-item survey that includes
questions about their own demographic characteristics and their perceptions of the racial climate,
student support services, diversity courses, and about cultural diversity on campus. The analyses
will help gauge the progress that higher education institutions have made toward achieving
access and retention of Tribal/Indigenous students. The survey will serve as a durable, living
asset for future research within the Tribal/Indigenous community.
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Acknowledgments
With much appreciation, I thank the following mentors, advisors, relatives and friends
that all played a significant role in my success. First and foremost, I thank the Creator for all my
relations, a good life and good health. It is important for me to mention that when I was in grade
school, my grandmother would walk me to the bus stop and wait until I got onto the bus, but
before I boarded, she would say “study hard baby”. I thank my grandmother Frances Quintero
for teaching me the value of education, something that she was not privileged to experience. My
role model and mentor, my strength, my success is yours Granny. To my children and
grandchildren, Jason, Shulamit, Matthew, Johanna, Melina, Michael, and Madalyn, you are my
life and thank you for your light. I also extend much gratitude, and love to the following mentors
that supported me emotionally, spiritually and academically, Dr. Cornel Pewewardy, Dr. Nocona
Pewewardy, Dr. Kofi Agorsah, and Judy Bluehorse Skelton. Rose Hill, Rachel Cushman, Maria
Tenorio, and Tabitha Whitefoot are women of valor, which have unceasingly given of
themselves to help Native students over the years. To my dear, and cherished friends Cathi, Ron,
Senkinesh, Zina, Dorit, Elizabeth, that have held me up over the years and encouraged me not to
give up in the face of adversity, I thank you. To my dear friend Ana, who stood by my side and
held me up when my son Jason acquired a brain injury, much love. To members of the Conflict
Resolution Department, Dr. Robert Gould, Stephanie Janke, Stan Sitnick, Harry Anastasiou,
Rachel Hardesty, Barbara Tint and Amanda Byron for your insights and wisdom. A very special
thank you to my first mentor, Dr. Thomas Biolsi who encouraged me to pursue studies in the
area of Indian – White Relations. Much gratitude to my committee members, Dr. Tom Hastings,
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Dr. Cornel Pewewardy, and Dr. Judy Bluehorse Skelton for your encouragement and support.
Blessings and prayers to all my relations, Dagota.
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TABLE OF CONTENTS
Page
Abstract………………………………………………………………………………………...2
Acknowledgments……………………………………………………………………………..3
Introduction……………………………………………………………………………………6
Problem Statement/Needs Assessment……………………………………………………….6
Positioning the subject………………………………………………………………...9
Project Plan………………………………………………………………………………..…..
Literature Review……………………………………………..………………………………
Historical Background………………………………………………………………..16
Conclusions and Recommendations………………………………………………………….22
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Appendices A : Community Survey
The purpose of this research is to gather and compile data pertaining to the concerns of the Tribal/Indigenous population in the Portland metro area. You are invited to participate in the research study conducted by Dr. Cornel Pewewardy, the director of Indigenous Nations Studies at Portland State University. You were selected as a possible participant in the study because of your affiliation with the Tribal/Indigenous community in Portland, Oregon. Should you decide to participate, you will be asked to address a series of questions regarding your personal experiences and concerns on the matter of
Your thoughtful responses provide information vital to the future and growth and development of the Portland Indian Community, the information collected will be kept anonymous.
Running head: EQUITY AND JUSTICE FOR TRIBAL/INDIGENOUS STUDENTS 28
Tribal/Native voices are a valuable component of PSU’s diversity plan; that can promote self-determination and decolonization of Native/Tribal people. If these ideals are to become a reality at PSU, it is imperative that the Native/Tribal community voice their concerns.
Please answer questions and check appropriate boxes below, this survey will take approximately 15-20 minutes to complete. We would like to express our gratitude for your willingness to complete this survey.
1. Tribal affiliation(s):
2. Zip code where you live:
3. Gender:
4. Age:
5. What is the highest level of school you have completed:
6. What is your relationship to Portland State University:
Tribal Community Member
Native Community Member PSU Graduate
Tribal Employee PSU Prospective Student
Council Member Other (please specify):
PSU Employee
Student
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7. What type of activities/program have you participated in at the Portland State University (check all that apply):
Academic Course Work Community meetings
Other (please specify):
Cultural activity
Social gathering
8. When was the last time you participated in an academic or cultural activity at Portland State University?
Describe your interest in Portland State University (check all that apply):
I am currently a student PSU Graduate
I am currently an employee PSU Prospective Student I have a family member that is a
student at the Portland State University Other (please specify):
I have a family member that is an
employee at Portland State University PSU Student
9. What academic programs at Portland State University are most beneficial to the tribal/native community? (check all that apply):
Prior to 2012 (when?):
During Winter 2012
Spring 2012 I have never visited Portland State University
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General education PSU American Indian Urban Teacher Program
Social Work
The Institute For Tribal Government - Hatfield School of Government
Science
Indigenous Languages
Other (please specify)
10. What cultural, ceremonial, or social event/activities do you value at the Portland State University (check all that apply):
Theatre practice Other (please specify):
Theatre performance Dance
Tribal singing Lacrosse
Powwows Salmon Bake Hand/stick games
Healing Feathers
Round Dance
Chinuk wawah language gatherings
AISES/UISHE 11. The Tribal/Native community regards elders, parents, and community members as resources of
knowledge, culture and language. How often does PSU draw on these resources?
Daily Weekly Bi-Weekly Monthly Annually Not at all
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The American Indian Higher Education Consortium (AIHEC) provides leadership and serves member institutions and emerging Tribal Colleges and Universities (TCU’s). The AIHEC also reinforces culturally responsive accreditation standards, like those defined by the World Indigenous Nations Higher Education Consortium (WINHEC), which are based on Alaska Cultural Standards and Indicators. Please rate how well the PSU achieves the following by circling your response below:
12. Students at PSU are exposed to Native American cultural traditions Strongly
agree Agree Undecided Disagree Strongly
disagree 13. PSU combines traditional wisdom with
knowledge to help prepare students for success in the larger world in which they live
Strongly agree
Agree Undecided Disagree Strongly disagree
14. PSU encourages students to contribute to the quality of life in their Tribal/Urban communities
Strongly agree
Agree Undecided Disagree Strongly disagree
15.The academic and cultural programming at PSU promotes social, emotional, physical, intellectual, and spiritual well-being
Strongly agree
Agree Undecided Disagree Strongly disagree
15. PSU respectfully utilizes the cultural knowledge of Indigenous People in a relevant and respectful way
Strongly agree
Agree Undecided Disagree Strongly disagree
17. PSU values the Portland Indian community Strongly agree
Agree Undecided Disagree Strongly disagree
18. At PSU Elders are treated in a way that demonstrates an appreciation of their role as culture-bearers and educators in the community
Strongly agree
Agree Undecided Disagree Strongly disagree
19. PSU is engaged in efforts to gather oral and written history information from the
local community and provide an appropriate interpretation of its cultural meaning and
significance
Strongly agree
Agree Undecided Disagree Strongly disagree
20. When working with the Tribal/Native Strongly Agree Undecided Disagree Strongly
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community, PSU utilizes cultural knowledge
agree disagree
21. PSU solicits input and feedback from Tribal/Native community members to improve
Strongly agree
Agree Undecided Disagree Strongly disagree
22. PSU encourages students to identify and appreciate their indigenous culture
as they achieve academic success
Strongly agree
Agree Undecided Disagree Strongly disagree
23. PSU instructors utilize indigenous Elder’s expertise in multiple ways
Strongly agree
Agree Undecided Disagree Strongly disagree
24. PSU instructors continually involve themselves in learning
Strongly agree
Agree Undecided Disagree Strongly disagree
25. PSU instructors provide opportunities for Native/Tribal students to learn in
settings where local cultural knowledge and skills are naturally relevant
Strongly agree
Agree Undecided Disagree Strongly disagree
26. PSU instructors recognize that Native/Tribal students have a shared historical experience of cultural and intellectual exploitation
Strongly agree
Agree Undecided Disagree Strongly disagree
27. PSU instructors introduce Tribal/Native students to the world beyond their home community in ways that expand their horizons while strengthening their own cultural identities
Strongly agree
Agree Undecided Disagree Strongly disagree
28. PSU effectively recruits students from local Native/Tribal communities
Strongly agree
Agree Undecided Disagree Strongly disagree
29. PSU is a safe and healthy environment for all children
Strongly agree
Agree Undecided Disagree Strongly disagree
30. PSU organizes and encourages participation of members from all ages in regular community-wide, family-oriented events
Strongly agree
Agree Undecided Disagree Strongly disagree
31. PSU is dedicated to the wellbeing of Strongly Agree Undecided Disagree Strongly
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the Native/Tribal community agree disagree
There is a current trend in higher education toward offering classes on the Internet. Please answer the following questions to help us determine if this is an option for our students.
31. Do you have a working computer at home?
Yes No
32. Do you have a high-speed internet connection at home?
Yes No
33. Do you have dial-up internet connection at home?
Yes No
Comments:
34. Would you be interested in Distance Education classes if offered?
Yes No
Input:
35. How does PSU help the Tribal/Native community?
36. What new services, programs, or courses should PSU consider for the Tribal/Native?
37. What Tribal/Native workshops would you like to see PSU offer?
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38. What other community-based outreach programs would you like to see PSU offer?
…the United Nations Permanent Forum on Indigenous Issues (UNPFII) has recommended that states include indigenous community members in education policy-making and decisions, support indigenous knowledge and languages in primary and secondary schools, and help train additional indigenous people to manage and implement their own education systems”. UNPFII (2005).
According to President Wim Wiewel, one of the key values of Portland State’s mission is the support of a campus environment that acknowledges, encourages and celebrates differences (partnering in diversity). He also points out that building the diversity of PSU faculty and staff creates “learning experiences” –both inside and outside of the classroom. In order to better address “barriers” to inequality, Wiewel has invited campus-wide input regarding his Diversity Action Plan for 2012.
To view the Diversity Action Plan, Download (PDF): http://bit.ly/PSUDiversityActionPlan2012
31. How can the Portland State University improve relations with the Native Community?
32. Is power sharing, in decision and policy making important to you as a Tribal/Native person?
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In the earlier part of 2012, a collaborative study between the Native American community, the Coalition of Communities of Color and PSU was released. According to this study, “The Native American Community in Multnomah County: An Unsettling Profile- 2011” the findings were indeed an unsettling picture of the overwhelming disparities faced by the Native Community in Multnomah County.
In light of this, the Tribal/Native communities have historically demonstrated the ability to creatively and collectively empower itself in order to survive; through striping of languages, cultures, customs and lands. According to the summary, these findings “…can arm the community with accurate data and advocacy methods needed to communicate effectively to change policies, and provide public agencies with the data necessary to reinvent systems in a fair and equitable manner”.
33. What are some tangible ways that PSU can involve the Tribal/Native community in PSU’s vision for the future?
Thank you again for completing this survey.
Please return survey to:
Dr. Cornel Pewewardy
Director of Indigenous Nations Studies
503.725.9689
Portland State University
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