American Indian Graduate Magazine Spring 2008 by Native Forward Scholars Fund

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

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Graduate School /REGON 3TATE 5NIVERSITY

Table of Contents

The American Indian Graduate Volume 7, Number 1

Volume 7, Number 1 • January 2008

From the President of the Board

AIGC’s New Director

By Stephine Poston

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

Native Americans in Philanthropy

Jim Weidlein Production Editor

By David Cournoyer

Carolyn S. Tate Design and Layout

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

12 The Morris K. Udall Foundation

A Growing Network of Native American Public Servants

By Eli Zigas

AIGC Connection

By Shawn Secatero

David Mahooty, Treasurer Zuni

AIGCS Alumnus Meets Bill Gates

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

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

18 The Rainer Fellowship

2006-2007 Rainer Fellowship Awards Announced

By Marveline Vallo

Liaison of the Year

The Journey – Steve Martin

By Shawn Secatero

22 The American Indian Law Center

An Investment in Indian Education

By Helen B. Padilla, Esq.

Commitment

Getting Involved – Melvin Monette

Choosing a Career

By Mark Trahant

A History in Journalism

AIGC ANAHSAT Awards

All Native American High School Academic Team Awards 2007-2008

Gates Millennium Scholars Program

By Denise Wartes

Looking Back

By Shawn Secatero

Giving Back

By Susan Duran

The Reader Experience

Completing Your College Vision

Providing for Those Who Follow

Santa Fe Indian School

By Michael G. Maestas, LPCC

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

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: leander@aigcs.org Article Submissions: Submit all articles to Susan Duran, Consulting Editor, for consideration. E-mail: susan@aigcs.org 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.

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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 (susan@aigcs.org) 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

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

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: gradschool@ttu.edu 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

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

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

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

Morris K. Udall Foundation

A Growing Network of Native American Public Servants By Eli Zigas

The American Indian Graduate

Photo courtesy of the Morris K. Udall Foundation

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, â&#x20AC;&#x153;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.â&#x20AC;? 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.Â

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. eli.zigas@gmail.com, 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

AIGC Connection

Aigcs Alumnus Meets Bill Gates Conducts Research To Help Find Cure By Shawn Secatero

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

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.” ✦

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The American Indian Graduate

New Opportunities

The Robert Wood Johnson Foundation Center for Health Policy Provides Tremendous Opportunities By Cathleen Rineer-Garber, RWJF Center Strategic Communications Manager

The American Indian Graduate

Courtesy of RWJF Center for Health Policy at UNM

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

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

The Rainer Fellowship

2006-2007 Rainer Fellowship Awards Announced By Marveline Vallo

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

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

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

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.

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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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

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, mvelez@grad.arizona.edu http://grad.arizona.edu/sloanna/

The American Indian Graduate

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

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

Commitment

Getting Involved – Melvin Monette By Shawn Secatero

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!

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

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.

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AIGC anahsat awards

AIGC 2007-08 Academic Team Members Selected By Marveline Vallo

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

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

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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

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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

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

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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 native@unc.edu 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.

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U of NC Chapel Hill ED07.indd 1

7/26/2007 11:52:15 AM

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• PDF (as long as it is saved using the full Acrobat/Distiller program with output selected for “PRINT” or “PRESS”. Save color as “composite CMYK” or black & white as “Grayscale”. • Embed all fonts. Camera-Ready Ads are considered camera-ready if they meet all AIGC specifications. Advertisers who do not meet these specs will be notified and will either resubmit a camera-ready ad or have AIGC produce the ad and charge accordingly. No agency commissions or camera-ready discounts will be applied to ads that do not meet AIGC specifications. Advertisers and ad agencies assume liability for all content including text, representations and illustrations of ads printed and also assume responsibility for all claims arising there from made against AIGC, the publisher. The publisher reserves the right to reject any advertisement not in keeping with AIGC standards. All copy is subject to publisher’s approval.

Advertising Contact: Susan Duran Phone: 505.881.4584 • Fax: 505.884.0427 susan@aigcs.org

The American Indian Graduate

Looking Back

Completing Your College Vision By Shawn Secatero AIGCS Coordinator of Student Services

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

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

Giving Back

Providing For Those Who Follow By Susan Duran

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.

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“…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

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

Just the Stats

Smaller Institutions Recognized For Bachelor’s Degree Production by Olivia Majesky-Pullmann June 6, 2007

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

Allen University

Arkansas University

Johnson C. Smith University

Talladega College

Texas College

Tougaloo College

Morris College

Lane College

813

The American Indian Graduate

527

100%

215

22%

100%

1,537

231

15%

100%

417

10%

100%

617

12%

100%

99%

853

131

15%

100%

98%

1,049

158

15%

99%

149

18%

99%

Dillard University

2,225

347

16%

99%

Bennett College For Women

486

15%

99%

Benedict College

3,005

336

11%

99%

Morehouse College

2,738

530

19%

98%

Clark Atlanta University

3,864

592

15%

97%

Hampton University

4,979

860

17%

96%

95%

South Carolina State University

3,553

515

14%

96%

Mississippi Valley State University

3,014

412

14%

95%

Coppin State University

3,273

338

10%

95%

Virginia State University

4,144

689

17%

95%

94%

University of Arkansas at Pine Bluff

3,077

372

12%

95%

Texas A&M International University

2,908

642

22%

94%

93%

Southern University and A & M College

7,351

969

13%

98%

Jackson State University

6,315

789

12%

97%

96%

Alabama State University

5,125

569

11%

95%

94%

Fall 2005 Enrollment 2,500 - 4,999

Fall 2005 Enrollment 5,000 - 9,999

Texas Southern University

7,811

575

93%

89%

Morgan State University

6,032

766

13%

93%

91%

Prairie View A & M University

5,717

889

16%

92%

88%

North Carolina A & T State University

7,982

984

12%

92%

90%

Norfolk State University

5,968

688

12%

91%

88%

The University of Texas at Brownsville

9,198

753

90%

Howard University

6,892

1,365

20%

90%

88%

Florida Agricultural and Mechanical University

10,803

1,298

12%

95%

94%

The University of Texas - Pan American

12,509

2,271

18%

88%

86%

The University of Texas at El Paso

14,384

2,166

15%

79%

75%

University of Hawaii at Manoa

12,820

2,837

22%

74%

71%

University of California - Riverside

14,124

3,382

24%

70%

39%

24%

California State University - Los Angeles

14,573

2,711

19%

69%

21%

42%

CUNY John Jay College Criminal Justice

11,143

1,521

14%

66%

29%

31%

University of California - Irvine

19,179

5,660

30%

63%

48%

12%

California State Polytechnic University - Pomona

17,571

3,511

20%

62%

35%

23%

University of Houston - Downtown

10,423

1,886

18%

62%

21%

12%

28%

Florida International University

27,153

5,425

20%

73%

12%

57%

University of California - Berkeley

23,835

7,592

32%

56%

41%

11%

San Jose State University

22,782

4,415

19%

55%

37%

13%

University of California - Los Angeles

24,899

7,684

31%

54%

35%

15%

Univeristy of Houston

26,283

4,632

18%

52%

12%

20%

California State University - Fullerton

26,634

5,999

23%

49%

23%

University of California - Davis

22,786

6,688

29%

49%

37%

San Francisco State University

21,806

5,011

23%

47%

29%

12%

California State University - Long Beach

28,310

6,333

22%

46%

18%

22%

California State University - Northridge

26,144

5,832

22%

44%

12%

25%

Fall 2005 Enrollment 10,000 - 19,999

Fall 2005 Enrollment 20,000 +

The American Indian Graduate

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

2,121

463

22%

Davenport University Dillard University

2,075

1,172

56%

2,225

347

16%

Limestone College

2,448

676

28%

Savannah State University

2,387

326

14%

Faulkner University

2,279

622

27%

Our Lady of the Lake University - San Antonio

2,247

378

17%

Wellesley College

456

455

351

271

344

314

297

306

305

294

385

293

251

2,300

731

32%

286

202

DeVry University - Florida

1,486

472

32%

278

138

123

Nyack College

1,990

473

24%

277

160

Hampton University

4,979

860

17%

827

814

North Carolina Central University

4,762

751

16%

658

643

Virginia State University

4,144

689

17%

655

649

Texas A & M International University

2,908

642

22%

603

598

Nova Southeastern University

4,700

1,136

24%

595

258

283

Chicago State University

4,979

631

13%

584

554

Clark Atlanta University

3,864

592

15%

576

575

Fayetteville State University

4,328

709

16%

570

517

University of La Verne

3,844

1,164

30%

551

123

383

Alabama A & M University

4,744

602

13%

546

539

California State University - Dominguez Hills

8,222

1,990

24%

1,372

491

179

689

Howard University

6,892

1,365

20%

1,222

1,202

University of Miami

9,794

3,166

32%

1,204

286

160

753

Fall 2005 Enrollment 2,500 - 4,999

Fall 2005 Enrollment 5,000 - 9,999

CUNY Lehman College

7,322

1,288

18%

1,093

532

508

Park University

9,870

2,673

27%

1,002

530

395

Southern University and A & M College

7,351

969

13%

950

947

Fort Hays State University

5,037

1,820

36%

946

892

Cornell University

8,513

3,534

42%

920

152

578

177

Stanford University

7,360

1,876

25%

916

202

445

234

North Carolina A & T State University

7,982

984

12%

906

887

Fall 2005 Enrollment 10,000 - 19,999

University of California - Irvine

19,179

5,660

30%

3,549

141

2,709

670

University of California - San Diego

19,088

5,705

30%

2,869

2,280

503

University of California - Riverside

14,124

3,382

24%

2,360

210

1,322

819

California State Polytechnic University - Pomona

17,571

3,511

20%

2,180

123

1,238

801

University of Hawaii at Manoa

12,820

2,837

22%

2,102

2,026

The University of Texas - Pan American

12,509

2,271

18%

1,994

1,949

The American Indian Graduate

The University of Texas at San Antonio

18,729

3,370

18%

1,945

175

135

1,616

New York University

19,490

5,587

29%

1,911

333

1,110

459

University of California - Santa Barbara

17,714

5,456

31%

1,871

139

780

894

California State University - Los Angeles

14,573

2,711

19%

1,869

168

564

1,127

Fall 2005 Enrollment 20,000 + University of California - Berkeley

23,835

7,592

4,217

248

3,101

825

University of California - Los Angeles

24,899

7,684

4,153

237

2,692

1,186

Florida International University

27,153

5,425

3,968

677

189

3,092

University of California -- Davis

22,786

6,688

3,288

157

2,443

635

The University of Texas at Austin

39,661

8,942

3,103

275

1,645

1,148

California State University - Fullerton

26,634

5,999

2,953

158

1,360

1,392

California State University - Long Beach

28,310

6,333

2,908

317

1,154

1,398

California State University - Northridge

26,144

5,832

2,542

356

726

1,432

San Diego State University

28,004

6,439

2,436

240

900

1,249

San Jose State University

22,782

4,415

2,414

168

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

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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