american indian graduate magazine spring 2008

American IndianGrAduAte

The

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

January 2008

Graduate School

the American Indian Graduate �

Volume 7, Number 1 • January 2008

the American Indian GraduateVolume 7, Number 1

A Publication of the American Indian Graduate Center

4520 Montgomery Blvd., NESuite 1B

Albuquerque, NM 87109Phone: (505) 881-4584Fax: (505) 884-0427

Website: www.aigcs.org

Publisher

Sam DeloriaDirector

Susan DuranStephine Poston

Consulting Editors

Jim WeidleinProduction Editor

Carolyn S. TateDesign and Layout

AIGC Board of Directors

Elizabeth Washburn, PresidentChickasaw

Joanne Sebastian Morris, SecretaryCauiga

David Mahooty, TreasurerZuni

Kathryn W. ShanleyNakota (Assiniboine)

Dee Ann DeRoin, M.D.Ioway Tribe of Kansas

Melanie Fritzsche.Pueblo of Laguna

Grayson NoleyChoctaw

CoverPhoto by Don James

www.donjamesphotography.com

5 From the President of the Board Greeting from elizabeth Washburn

6 AIGC’s New director A Profile of Sam deloria By Stephine Poston

7 thoughts From the New AIGC director First Impressions By Sam Deloria

9 Native Americans in Philanthropy Working together for Positive Change By David Cournoyer

10 Council of 100 An educational Journey Comes Full Circle By Montoya Whiteman

12 the Morris K. udall Foundation A Growing Network of Native American Public Servants By Eli Zigas

14 AIGC Connection AIGCS Alumnus Meets Bill Gates By Shawn Secatero

16 New Opportunities the robert Wood Johnson Foundation By Cathleen Rineer-Garber

17 Gates Millennium Scholars Program One Student’s Story By Shawn Secatero

Table of Contents

Continued on page 4

4 the American Indian Graduate

Table of Contents

18 the rainer Fellowship 2006-2007 rainer Fellowship

Awards Announced By Marveline Vallo

21 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.

24 Commitment Getting Involved – Melvin Monette

25 Choosing a Career A History in Journalism By Mark Trahant

26 AIGC ANAHSAt Awards All Native American High School Academic team Awards 2007-2008 By Marveline Vallo

29 Gates Millennium Scholars Program the reader experience By Denise Wartes

�2 Looking Back Completing Your College Vision By Shawn Secatero

�4 Giving Back Providing for those Who Follow By Susan Duran

�5 Santa Fe Indian School Motivating the Highly Motivated Native American Student By Michael G. Maestas, LPCC

�6 Just the Stats Smaller Institutions recognized for Bachelor’s degree Production By Olivia Majesky-Pullmann

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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.

Contact Us

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

Alumni Information

Visit AIGC’s web site for alumni information – aigcs.orgNote: To insure that we have all your current information, please take a minute to visit our web site (aigcs.org) or send an email to ([email protected]) to update your infor-mation (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.

the American Indian Graduate 5

Board of Directors

President’s MessageSpring 2008

Elizabeth Washburn

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 assis-tance while in law school, at the University of New Mexico, and I have served for the last five years on the Board of direc-tors. With this background, I take office with great enthu-siasm 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 lead-ership. Every Native student across our nation deserves a first-rate education. The Center has supported more than 12,000 graduate students since it was founded. The Gates Millenni-um 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 fore-front of identifying these challenges and working with stu-dents 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 dedi-cation to the organization. I look forward to a wonderful and eventful year. ✦ Elizabeth Rodke Washburn, Chickasaw

Elizabeth (Libby) Washburn is an enrolled member of the Chickasaw Nation of Oklahoma and has served on the American Indian Graduate Center Board of Direc-tors 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 volun-teered 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. ✦


P hilip S. (Sam) Deloria became the Director of the American Indian Graduate Center (AIGC) in May of 2007. A member of the Standing Rock

Sioux Tribe, Mr. Deloria brings a wealth of experience and knowledge to his new post. Prior to accepting the AIGC Directorship, Mr. Deloria led the American Indian Law Center, Inc. in Albuquerque, for more than 35 years. The Indian Law Center is renowned for its Pre-Law Summer Institute (PLSI), preparing Indian students to become lawyers. A boot camp, if you will, for aspiring law students. Under Mr. Deloria’s direction, the Law Center per-formed 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 expe-rience 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 Rela-tions in 1976 and is a member of the National Insti-tutional Review Board, for the protection of human subjects of research, established by the Indian Health Service. Mr. Deloria was a founder and first Secretary-General 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, Exec-utive 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 under-stands 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.

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, concentra-tion, information retention and overall ability to succeed in school suffers. The investment into masters, doctor-ate or any schooling for that matter, quickly diminishes if the degree holder’s health is lacking. Our communi-ties will never realize the full potential of students who become ill from a preventable disease. 100 degrees can-not 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 Corpo-rate 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 his-tory speaks for itself. His own personal experiences in education and health will bring a new dimension to the American Indian Graduate Center. ✦

Philip S. (Sam) deloria… A ProfileBy L. Stephine PostonPoston & Associates, LLC

AIGC’s New Director

Sam Deloria

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O n May 1, 2007, I became Director of the Ameri-can 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 Indi-an 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 cor-poration 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 leader-ship role for the organization in Indian education. Funding Base: AIGC is the flagship organiza-tion 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 Corpo-ration, 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 Edu-cation (the old BIA Office of Indian Education)—basi-cally the same contract we started out with nearly 40 years ago, and, sad to say, with scarcely more BIA fund-ing now than we had 40 years ago. We all know that the number of Indian and Native students pursuing under-graduate 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

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 imme-diate 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 provid-ing 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 develop-ment 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 organiza-tions 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

Thoughts From the New AIGC Director

First ImpressionsBy Sam Deloria

“…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 –”


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 seek-ing 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 pro-vide 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

strengthening students’ capabilities at each level of educa-tion, 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 particu-larly 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 sover-eignty 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. ✦

Thoughts From the New AIGC Director

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C hange can be a difficult thing, but there’s no avoiding it. Change is all around us. It seems as if young people and artists are on the forefront of

most change—be it around technology, the latest lingo or new forms of cultural expression. Maybe that’s why they’re cool, and others (me included) are very “un-hip.” However, positive social change improves the status quo, which for Natives is not so good. Look at the results of so many programs, systems and institutions serving tribal societies: they continue to churn out lousy socio-economic, 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 commu-nities through a process of positive social change. That’s what “organized philanthropy” is about. It’s about individuals, organizations and foundations invest-ing their resources (money, as well as knowledge) in oth-ers, 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 indi-cates 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

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 capac-ity 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 co-chair 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.

Native Americans in Philanthropy

Working together for Positive ChangeBuilding Bridges Between Tribal Communities and Critically Needed Resources

By David Cournoyer

“It’s time to begin investing in ourselves and developing our own capacities.”


Council of 100

Henrietta Mann

S he begged her parents to attend grade school in Hammon, Oklahoma when she was five years old, which started Dr. Henrietta Mann’s career in the

field of education that continues today. Teaching has been her compass and the point from which she views her world. When she started school in first grade in rural Oklahoma, there were no pre-school or kindergarten classes. She jumped feet first into the American education system, with Cheyenne as her first language, and never stopped. In 1982, she received her Doctor of Philosophy degree in American Studies from the University of New Mexico. When she completed her doctoral degree, she was in her late forties – she was already a tenured professor at the University of Montana. However, Dr. Mann was never the norm; she has con-tinually 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 contribu-tions 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 sim-ply said that he was proud of me.” While reminiscing about her journey through high-er 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 brief-case, 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

to read. She said, “In many ways, my father and late hus-band 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 Spe-cial Assistant to the President at Montana State Univer-sity. 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 full-time 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 young-est 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 Okla-homa and her daughter works at First Nations Develop-ment Institute in Colorado. She has four grandchildren,

An education Journey Comes Full Circle for Council of 100 Co-Chair, dr. Henrietta MannBy Montoya Whiteman


all of who whom she hopes will follow in her footsteps and continue the education-al legacy that she has estab-lished for her family and her extended indigenous family around the world. Despite the acco-lades, awards, travel and the influential leaders she has met in her educa-tional journey, she is still a humble mother and grand-mother, who is just as com-fortable attending meetings at the United Nations as she is sitting upon the prairie grass slopes of Bear Butte, South Dakota. Education has been Henrietta’s guiding life force and she incorporates her heritage and spirit into everything she 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 ceremo-ny, she received a telephone call from her College Dean who asked her, “How do you pronounce your name?”, she phonetically taught him how to pronounce it in Cheyenne by telephone for her graduation day. It was a poignant moment when her father sat in the audience at her graduation and listened intently to her name being announced as she received her diploma. He turned to his granddaughter with extreme surprise and exclaimed, “He said her name in Cheyenne!” Her daugh-ter, who was sitting next to her grandfather, beamed with joy and she confirmed that he had indeed heard her name pronounced in Cheyenne. It was a special acknowledge-ment capitalizing on her years of dedication and hard work that was enjoyed and understood by her father, her Aunt June, her children, Henrietta and the spirits on that special day. It is the small gestures and thanks in every day life that bring her joy. When the CATC was officially opened in late 2006, in Oklahoma, she presided at the ribbon cutting ceremony to set history for the Cheyenne and Arapaho people. This seemed the natural place for her as she wrote her doctoral thesis on the educational history of the Cheyenne and Arapahos, which was published by the Colorado Press in 1998. At the CATC opening ceremony, Mann was surprised with a photographic image of her Great-Grandmother,

White Buffalo Woman, who was a survivor of the Sand Creek Massacre and the Battle of the Washita. To honor White Buffalo Woman, who was a midwife, healer and horse doctor, Mann wrote her dissertation from White Buffalo Woman’s perspective. Until that day, she could only envision what her own role model and life inspira-tion looked like physically, but when the photograph was unveiled, she cried seeing her great-grandmother for the first time. White Buffalo Woman was wearing a white cloth dress and she was sitting in a high-back chair hold-ing Henrietta in a beaded cradle board. In her 28 years at the University of Montana, Dr. Mann taught some 3500 students in American Indian Religion and Spirituality, American Indian Literature, and Cheyenne Language and Culture. While this is a large number, it is quite small in comparison to her life-long career in American Indian higher education, U.S. higher education and the impact she has made on oth-ers. It is my wish that through the years, my mother, our grandmother, Auntie, and friend, Henrietta, continues to live a blessed life, have many happy memories when look-ing back on her career, and that she continues to experi-ence more events full circle in the years ahead. ✦

Montoya Whiteman is a freelance writer who is employed by First Nations Development Institute in Longmont, Colorado.

Dr. Mann, in cap and gown, on graduation day.

Dr. Mann, held by her great grand-mother, White Buffalo Woman.


W hat do an undergraduate scholarship, summer internship, and cross-country bus tour all have in common? Two things: highlighting young

Native American leaders and Mo Udall. More specifically, the Morris K. Udall Foundation. Established by Congress to honor the legacy of the late Arizona congressman, the Udall Foundation has two programs targeted for Native American students. The Udall Scholarship is awarded to sophomores and juniors who have demonstrated commitment to careers related to tribal public policy, Native health care, or the environ-ment. Each Udall scholar receives a $5,000 scholarship and joins a network of hundreds of alumni working in various fields across the country. For Native students seeking an in-depth and first-hand understanding of policymaking, the Foundation offers the Udall Native American Congressional Intern-ship. The unique ten-week pro-gram 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 gradu-ates from tribal or four-year col-leges, 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 demon-strated an interest in fields relat-ed to tribal public policy, such as tribal governance, tribal law,

By Eli Zigas

A Growing Network of Native American Public Servants

Native American education, Native American health, Native American justice, natural resource protection, and Native American economic development. As one former Udall intern commented, “Going to Washington, D.C., helped me understand the governmental process and the huge amount of work put into developing laws, regula-tions, and standards. I also made great contacts and met new friends that I can ask for help on any issue.”

The 2007 Udall Interns in Washington, D.C.

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Morris K. Udall Foundation

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It is this network of Scholars and Interns that inspired this summer’s Udall Legacy Bus Tour. On June 12th, thirteen college-age rid-ers packed their bags for a two-month journey across the United States promoting public ser-vice on Native American and environmental issues. Traveling in the first-ever green certified motorcoach, and offsetting their carbon emis-sions 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 Confeder-ated Tribes of the Grande Ronde. After visiting each of the stops, including six Native Ameri-can communities, the riders posted reflections, photos, and even an occasional video on their road trip’s blog (blogs.udall.gov). The Udall Legacy Bus Tour culminated the Foun-dation’s year-long celebration of public service marking the 10th anniversary of its education programs. In that first decade, the network of young leaders has grown to include over 916 Udall Scholars and 138 Native Ameri-can Interns. Each year the Udall Foundation selects new classes of scholars and interns. If you’re a Native student seeking ways to make your community and the world a more livable place, now is the time to apply. ✦

Eli Zigas, a 2004 Udall Scholar, was the Communications Manager for the Udall Legacy Bus Tour. [email protected], 202-679-0081

Application information

The Native American Congressional Internship Pro-gram is a ten-week summer internship in Washing-ton, DC, for Native American and Alaska Native undergraduate, graduate and law students. Students are placed in Congressional offices, committees, or select agencies to experience an insider’s view of the federal government and learn more about the fed-eral government’s trust relationship with tribes. The Foundation provides round-trip airfare, housing, per diem, and a $1,200 educational stipend. Applica-tions must be received at the Foundation by January 31, 2008. The Scholarship Program awards eighty $5,000 merit-based scholarships for college sophomores and juniors seeking a career in tribal health, tribal pub-lic policy or the environment. Scholarship recipients participate in a five-day Orientation in Tucson, AZ, to learn more about tribal and environmental issues. Applications must be submitted through a Udall Faculty Representative at the student’s college or uni-versity. More information about Faculty Representa-tives 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 Intern-ship and to follow the bus tour this summer, go to www.udall.gov.

Students and the crew of the Udall Legacy Bus Tour on the campus of Salish Kootenai College in Pablo, MT.

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“Going to Washington, D.C. helped me understand the governmental process and the huge amount of work put into developing laws, regulations an standards.”


AIGCs Alumnus Meets Bill GatesConducts research to Help Find Cure

W alter Besio (Mohawk) says that he was always inspired to conduct research, helping spinal cord injured persons like his brother, but the costs of

attending graduate school prevented him from finishing his doctorate degree in Biomedical Engineering at the Univer-sity 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, cur-rently, an Assistant Professor in the Biomedical Engineering Department at Louisiana Tech University, in Ruston, LA. He teaches graduate and undergraduate classes, such as biomedi-cal 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 par-alyzed persons as part of his master’s research. He further combined his master’s and Ph.D. areas of study, by research-ing concentric ring electrodes, for diagnosing cardiac disease, to develop a novel therapeutic technique for neuro-logical 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 Schol-arship Review. “Being part of the AIGCS Scholars Review was a great honor to me, when I consider that the students we are touch-ing are going to change this planet, they will be tomorrow’s

By Shawn Secatero

leaders”, he said. “I felt a deep responsibility and am also assured that the planet will be in good hands. We are touch-ing 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 person-ally meeting Bill and Melinda Gates, at a Gates Founda-tion 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 intro-duced me to Bill Gates and I thanked him as well.” ✦

Walter Besio

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T he Robert Wood Johnson Foundation (RWJF) Center for Health Policy at the University of New Mexico (UNM) welcomed its first group of

scholars this fall. The Center was established in January 2007, when the RWJF awarded initial funding of $18.5 million for five years. The goal of the RWJF Center is to increase the num-ber of Hispanic and Native American PhD graduates in the social sciences, with expertise in health policy. The hope is that these students can affect change in US health policy by participating as leaders in the national debate. One way the RWJF Center is accomplishing this is by providing educational opportunities through fel-lowships and scholarships. One of eight students that received financial assistance from the RWJF Center this semester is Diana Walters, who is working on her PhD 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 excel-lent resources for Native students,” says Walters, who was raised near Farmington, NM. “I think it is fan-tastic 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 responsibil-ity pertaining to Native health. For someone like Walters, who has very specific career goals, the

RWJF Center offers tremendous opportunities. The Center is conducting independent research and support-ing a national research agenda that promotes a better understanding of health issues, including access, cost and healthcare quality to inform the policy debate. In addition to educational funding and research, the RWJF Center is working to increase awareness of the need for greater ethnic diversity in US health policy decision-making. The Center is sponsoring an on-going lecture series at UNM and will also host its first nation-al conference on minority health policy, “Closing the Gap in Health Policy: Native American and Hispanic Voices,” in November 2008. ✦

For more information about the RWJF Center, call (505) 277-0130 or visit: rwjf.unm.edu.

New Opportunities

the robert Wood Johnson Foundation Center for Health Policy Provides tremendous OpportunitiesBy Cathleen Rineer-Garber, RWJF Center Strategic Communications Manager

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RWJF Students, Fall 2007. (Back, left to right): Diana Walters, Scholar; Sean Bruna, Scholar; Luis Robles, Program Assistant; and Helen Davis, Program Assistant. (Front, left to right): Andrea Lopez, Scholar; Kimberly Henderson, Scholar; Johnnita Tsabetsaye, Scholar; and Omar Avendano, Fellow.


R aphael Perea (Laguna Pueblo) is already making great strides as an inaugural GMS scholar who has already competed in the Intel International

Science Fair held in Albuquerque this past May. Raphael recently graduated from Cibola High School, in Albuquereque, New Mexico, and was one of the only 1,000 applicants to be chosen for the seventh inaugural class of the Gates Millennium Scholarship. He is attend-ing 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 sup-porting 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 mor-phology, and Mr. Tokada, who inspired him to pursue a career in the field of science. As part of the GMS nomination and selection pro-cess, 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 indepen-dent readers, on three primary criteria: academic achieve-ment, 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 Engineer-ing Society (AISES) Fair, also held in Albuquerque, and qualified as a grand award winner. His hard work and

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 Pro-ductivity and Rodent Borne Disease’. The research proj-ect 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 vol-unteer work to his busy schedule. “I also want to volun-teer 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 ulti-mate 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.” ✦

Gates Millennium Scholars Program

One Student’s StoryBy Shawn Secatero

“Never let anything stop you, even if you have a disability; you just have to work harder.”

Ralph Rerea


M ichelle writes in Relocating a Family and Reinventing our Community, …“I hope you find good people

while you are there… I don’t know the tribes there but, surely, they’re nice.” My Choctaw Spokni (grandmother) wished this for my family. As Derek Jennings (my Sac & Fox and Quapaw husband), our daughter and I drove our overloaded, sagging automobile from Oklahoma to Wisconsin, in pursuit of our Ph.D.’s, my Spokni wished for us to find a Native community to welcome us when we arrived. Having gained my Master’s degree in Human Development and Psychology from Harvard University, I realized the importance of reestablishing a Native com-munity while away from home. As a first generation col-lege 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

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 commit-tee 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 flu-idity 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

The Rainer Fellowship

2006-2007 rainer Fellowship Awards AnnouncedBy Marveline Vallo

A IGC is proud to present the Rainer Fellow-ship recipients for the 2006-07 Academic Year: Michelle D. Johnson-Jennings (Choctaw) and

Christopher Wilson (Cherokee). The Rainer Fellow-ship 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 Edu-cation, from USC, in 1951. Holding positions such as Director of the National Congress of American Indians, Chairman of the All Indian Pueblo Council and Direc-tor of the New Mexico Commission on Indian Affairs, demonstrated his dedication to improving the quality of life and creating opportunities for Native Americans. His

advocacy for education included participating in a Sen-ate 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 devel-op 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:


in improving Native psychosocial health. Therefore, I reasoned, I would have a more flexible sched-ule, while completing this 5-6+ year degree in counseling psychol-ogy, than if I continued to work a few more years full-time. I am descended from a long line of strong women, who have never valued work over family or believed that each had to be mutually exclusive. My beliefs were that we work for our family, and with our family we work. I was not of the inclination that I had to cease pursuing what I deemed as valuable to our Native community, due to having a family. During my first semester as a graduate student in Counseling Psychology, I gave birth to our second child, Ahnili. During my last year of coursework, I gave birth to our third baby, Pela Koii. Hence, our interests and social activities, as a family, differed from those of my doctoral cohort members, who were either single or without children. Birth of a Family…When I began my studies, I was fully prepared to argue for my cultural beliefs, empha-sizing the importance of children and a strong parental attachment. Luckily, my department was very support-ive. My middle and last babies practically lived in a sling around my body, during their first year, while I ran from building to building, either working, taking courses or teaching. During this time, the response from the Native community was extremely uplifting. I recall our dear friends, Adrienne Thunder and JP Leary, initially put-ting us in touch with Native community members with children of their own making sure we knew all the avail-able forms of support, while offering their own. With no formal Native graduate student organization or Native house, we greatly appreciated the introductions. Soon, our Madison Native ‘family’ began to expand. We originally began having group dinner outings—invit-ing Native graduate students and our Native community members—on a monthly basis. Our dinner groups grew so large that we outgrew local restaurants and began holding the monthly dinners in our homes. Over the past years, as our children grew, so did our community bonds. But, slowly, as the academic stresses mounted and other Native graduate students moved on, our din-ner groups began to dissipate. It was not long until they ceased all together. Though we would see one person or family sporadically, the dinner groups did not revive. Reinvigorating Our Community Family…When I received the Rainer Fellowship check, I was extremely

honored. It was an excellent oppor-tunity for me to take the initiative in re-establishing our commu-nity with other Native graduate students in Madison. We had not hosted a dinner in our home for Native graduate students, academic and community members in well over a year. We often blamed our indolent behavior on the stress of being two doctoral students with three children and financial con-

straints. With the additional Rainer funds, we no lon-ger had the financial excuse and, with Winter Break, the former excuse held no merit. The only option was hosting a semester kick-off dinner. I sent an invitation to older Native graduate students we had only met once or twice, new students and Native professors, who we had only seen in passing over the year, along with those long standing community members. The laughter in our home rang out as new friendships were formed, along-side old ones being renewed. I felt honored to have our friends in our home and actually having the funds to feed them. My family also remembered our community. As both Derek and I get into the thick of completing our disser-tations, with three children, we take solace in knowing that our Native family remains, to offer us laughter or a shoulder to cry on. We were also able to receive encour-agement from the Native students who were further ahead in the dissertation process, and received excellent advice. With my dissertation focusing on the multi-cul-tural competence of physicians and how this impacts the health outcomes of Native patients, I could really use the suggestions and opinions on my study from those researching in different fields. Overall, we deemed the dinner a great success. Derek and I only hope that we can offer the newer Native graduate students the same form of support that we felt when we moved to Madison. Connecting them to longstanding Native community members will also be key as we, and other Native graduate students, move away. Hence, we have also made a commitment to having an end of the school year backyard barbecue. Through this, we believe that our community will grow even stronger and that my Spokni would be proud. Yokake! ✦

Michelle D Johnson-Jennings, M.Ed. is currently a doctoral can-didate in Counseling Psychology at the University of Wisconsin-Madison. She is a mother of three beautiful children, who lend great balance to her life. Her dissertation proposal is on the influ-

Michelle Johnson-Jennings


ence of physicians’ multi-cultural competence on their Native patients health outcomes. Her other research has centered on cultural identity development among Natives, factors leading to psychosocial health in Native adolescents and childhood obesity prevention and intervention.

C hristopher writes: A few months ago, I was delighted to learn that I had been selected as the American Indian

Graduate Center Rainer Scholarship fellow for the 2006-07 academic year. I was even more honored to discover that this award was established in the memory of John Rainer, a man who was instrumental in fighting for American Indi-an 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 semes-ter 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.

The Rainer Fellowship

Christopher Wilson

This desire to become a leader, along with my knowl-edge that I had been chosen as a Rainer Fellow, prompt-ed me to interview to be the next Managing Editor of the Tulsa Law Review and I was selected for the posi-tion. 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 particu-lar 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 forty-three, 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 sincere-ly 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. ✦

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S teve Martin (Muscogee Creek/Choctaw) follows a unique path in life and firmly believes that Amer-ican 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 Schol-arship 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 motiva-tor, 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 pro-gram two years ago and says that it has been the genuine care, respect and commitment of the entire AIGCS fam-ily, 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, “dem-onstrate 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 dis-couragement 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.” ✦

Liaison of the Year

the Journey – Steve MartinBy Shawn Secatero

GRADUATE FELLOWSHIPS FOR AMERICAN INDIAN STUDENTS!

The University of Arizona/Alfred P. Sloan Foundation American Indian Graduate Partnership

Individuals interested in pursuing science, engineer-ing, 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)

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Stipends may be supplemented by teaching or research assistantships, tribal funds and other scholarships.

For more information, contact: Maria Teresa Velez, Ph.D.

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Steve Martin


“Y ou plant the seeds (sow), and then later you gather the resulting harvest (reap). The har-vest 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 encourage-ment 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 like-ly 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 Mex-ico, 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 com-pleting my M.B.A. at the Anderson School of Manage-ment 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 frustra-tions with the slow responses by the Bureau of Indian Affairs (B.I.A.) and the continual need to get legal

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 constantly-increasing 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 com-ing 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 trib-al 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,

American Indian Law Center

An Investment in Indian educationby Helen B. Padilla, Esq

Helen B. Padilla, Esq

the American Indian Graduate 2�

continues to shirk those responsibilities? As always, Indi-an 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 excel-lent 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 Insti-tute (PLSI) and the American Indian Graduate Center (AIGC). PLSI is the premiere preparatory Native Ameri-can 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 Albu-querque 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 dona-tions, including a grant from the Law School Admis-sions 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 com-pleting 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 experi-enced much related to Indian law by growing up at Isle-ta, 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 fellow-ships in the summer of 1997, by the American Indian Graduate Center, to assist graduate students in complet-ing 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 con-tinue to provide assistance to tribal governments, Tribal Courts and other Tribal organizations that are strug-gling to meet the challenges of everyday life in tribal communities. Whether that assistance is through legal training, drafting of tribal laws, training of tribal lead-ers, 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 sup-ported, 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 exam-ple 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 Busi-ness Administration and a Juris Doctorate, with a Certificate in Indian Law, from the University of New Mexico. She is a mem-ber of the New Mexico bar, and is also admitted to practice law in Colorado and Connecticut. She has served as Tax Administrator and General Coun-sel 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, Assis-tant 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.


M elvin Monette says that he has found a new family through his active involvement with the American Indian Graduate Center Scholars

(AIGCS) and the Gates Millennium Scholars Program (GMSP). Melvin (Turtle Mountain Band of Chippewa Indi-ans) was recently recognized as the AIGCS Liaison of the Year at the conclusion of the 2007-2008 Gates Mil-lennium American Indian Scholarship Review held in Albuquerque, New Mexico. He was one of 24 dedicated GMS readers who were chosen, nationwide, to partici-pate 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, exception-al student services and their shared vision to empower American Indian students to reach their fullest poten-tial,” he says, “I found an extension to my family and knew I had to remain involved with this group of amaz-ing 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, rec-ommenders and educators:1. Be honest with your nominee at all points in the pro-

cess. If you cannot complete a nomination or recom-mendation, inform the student immediately.

2. Challenge your local school to become involved!

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 nomina-tion 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 Mil-lennium Scholarship, Melvin advocates a wage earn-ing 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 twen-ty 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

Commitment

Getting Involved – Melvin Monette

Melvin Monette

By Shawn Secatero

continued on page 39


M y career followed an unusual path. Well, maybe not that unusual. I was a teenager hired to be the editor of my tribe’s newpsaper, The Sho-

Ban News. Now, some three decades later, I am the edi-torial 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 jour-nalism 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 jour-nalists started working at tribal newspapers, then migrat-ed 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 journal-ism 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 Azo-car (Upper Mattaponi), is an example of this new oppor-tunity, 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 writ-ing “Pictures of Our Nobler Selves,” a history of Native

Choosing A Career

A History in JournalismBy Mark Trahant

Americans in journalism. I was struck by the wealth of material from wonderful archives, such as the Univer-sity 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.

Mark Trahant

“Many of us became tribal newspaper editors because no one else wanted the job.”


O nce a year, the American Indian Graduate Center (AIGC) honors ten outstanding American Indi-an/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 aware-ness of academic achievement of Indian high school seniors among their peers, Indian Country and the pub-lic; 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 cor-nerstone 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

Treasurer and Student Council Vice President during his junior and senior year. His commu-nity 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 Pre-medicine.

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 Excel-lence in Education Award, Michigan Promise Scholarship from the State of Michigan, Academic Excellence Award for four years, and received the Academic Shield Award 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 community-side organizations. Leigh plans to attend Michigan State University and pursue a degree in Social Science and Public Policy.

AIGC ANAhSAT Awards

AIGC 2007-08 Academic team Members SelectedBy Marveline Vallo

Jordan Begay (GMS Scholar)

Leigh Davis


Desiree A. Deschenie (Navajo/Hopi) – 2007 gradu-ate 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 mem-ber and received a Meritorious Award from the International Thespian Society. She also received the Cross Country 4-year award, All Academic Team in Cross Country District 1-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, volun-teer work and for the PVHS National Honor Society and fundraising projects for the Dine Club. She plans to attend Dartmouth College, in Hanover, New Hamp-shire, 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 commu-nity service includes: helping 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 strug-gling 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 West-ville 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 Stu-dent Council and Girls State Delegate. She was a National Native American Youth Initia-tive Scholar and JOM Youth Leadership Institute Delegate. Christina received both the President’s Award for Educa-tional Excellence and the Pres-ident’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 Soci-ety, 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-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 volun-teering with the Community Veterinary Service, vaccinat-ing 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 Pro-gram, Norman North Teen Volunteers Club, Mu Alpha Theta – National Math Honor Society, Oklahoma Indi-an Student Honor Society, Rotary Club and Lions Club. Austin has received the National Merit Scholarship Award, Toyota Community Scholars Award, Oklahoma

AIGC ANAhSAT Awards

Desiree Deschenie

Janie Ferguson

Christina Hanvey

Charmayne Sandoval


State Regents’ Academic Schol-ars Award and was on the Nor-man North High School Honor Roll for four years. His commu-nity service includes: co-found-ing 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, 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 invita-tion, for The OU Medical Humanities Scholars Program as an entering freshman.

Deezbaa M. Whaley (Navajo) – 2007 graduate of Mon-ument Valley High School in Kayenta, Arizona. Deez-baa was a member of the Weightlifting Club, Captain of the track team and Captain of the Volleyball team. Deez-baa has been on the Principal’s List consistantly. She received the Outstanding World His-tory 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 quilts for nursing homes and newborn babies in hospitals and helping teachers clean or rearrange classrooms at school. Some of Deezbas’s prov-en 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 Mon-arch 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 Bas-ketball and Track & Field and was in the top ten per-cent of her Senior Class. She was a volunteer for Friends’ School Library; volunteered at the American Indian

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 Okla-homa to pursue a degree in Engineering.

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 Soci-ety (Vice President), Southeast Honor Band and Volleyball team. She received the Nation-al Honor Society Scholarship, Alaska Pulp Scholarship, Presi-dent W. Eaton Scholarship (awarded by Seattle Pacific University) and National Out-standing Student of America 2007 Award. She was Senior Class President and Prom Committee President. Trista has volunteered with the Cub Scouts and Girls Scouts, cleaned at the Senior Cen-ter 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. ✦

AIGC ANAhSAT Awards

Austin Scott

Deezbaa Whaley (GMS Scholar)

Kelly Waters

Trista Yancey

“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.”


I t all started with a phone call from the American Indian Graduate Center’s Outreach Coordinator, Michelle Pasena. She wanted to know what the

weather in Alaska was like and what was I doing the next week, as she had an offer for me. It happened to be a mere -43 degrees that day in Fairbanks, Alaska, so her offer sounded especially enticing. She asked if I was interested in traveling to Albuquerque to participate as a Reader for the Gates Millennium Scholarship Selection Committee, for the Native American/Alaska Native stu-dent 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 Ser-vices that, if there was an opening on the Gates Millen-nium 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 cancel-ing 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 train-ing was provided all morning, with those members who had previously served on the selection committee reassur-ing us “newbies” that we would be fine, that it would all

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 applica-tions 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 stu-dents to reach their highest potential. Minority students include: African-American, Hispanic American, Ameri-can 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. Simultane-ously, around the United States there were three other committees reviewing applications for the various other ethnicities: African American, Hispanic American and Asian Pacific Islander American. I reviewed applications of students from Oklahoma, New Mexico, Arizona, Alaska, California, Washington, Idaho, Georgia, Florida, Montana, Minnesota, North Dakota, South Dakota, Indiana, Michigan and New York. Applications were also received from many other states but, since there were a total of 25 ‘Readers’, we all had received different applications to review. There were a total of 664 complete applications received and, with


the reader experienceBy Denise Wartes

Denise Wartes

�0 the American Indian Graduate

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, dispos-able 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 our-selves so that we actually finished a bit early on Fri-day, 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. Sev-eral of the last Code Talkers were actually in atten-dance 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 Har-ris. 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 eco-nomic self-sufficiency of tribes. Saturday found us all catching our flights home. This was an adventure I will always remem-ber, particularly since I am now a “Gates Millen-nium 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 par-ticipated in the process) the “Read” is energizing and motivating. I can’t wait to be invited to do it again! ✦

The application period for the Gates Millennium Scholars Program runs from October to January 1, each academic year. For more information on the Gates Mil-lennium Scholarship Program, visit the AIGC web site – www.aigcs.org.


The University of North Carolina at Chapel Hill

Graduate School offers YOU…

h Supportive eminent faculty in more than85 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 includinga national conference for American Indian scholarsand scholarship

h Support from North Carolina, home to thelargest American Indian population east ofthe Mississippi River

h Travel awards and assistance in visiting our campus

h For more information, please email [email protected]

h Or visit our websitegradschool.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

U of NC Chapel Hill ED07.indd 1 7/26/2007 11:52:15 AM

the American Indian Graduate �1

Advertise Today!The American Indian Graduate magazine is a bi-annual publication of the American Indian Graduate Center. 10,000 copies are printed and distributed nationwide to AIGC Alumni, AIGC Fellows, GMS Scholars, members of the AIGC American Indian Professional Association, graduate schools, colleges, universities, tribal colleges, tribal, federal and state education programs.

Advertising Deadlines:

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by February 15Distribution Date – Spring

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Color ads (including photos) must be constructed and saved using the CMYK color format. Include all fonts on disk. Please save everything to a CD.

The following file formats are acceptable:

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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-ReadyAds 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 com-missions or camera-ready discounts will be applied to ads that do not meet AIGC specifications.

Advertisers and ad agencies assume liability for all con-tent 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: [email protected]


A s a young child, when my family would pass col-leges 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 won-dered if I would ever become part of the unique land-scape 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 envi-sioned 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 com-pleting 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 environ-ment. 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 multi-cultural 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

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 encoun-tered 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 schol-arships at your university and through other sourc-es, using the Internet. Many Native scholarships go unclaimed. Start early because there are many dead-lines 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 col-lege 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 envi-ronment. 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

Looking Back

Completing Your College VisionBy Shawn SecateroAIGCS Coordinator of Student Services

Shawn Secetaro

the American Indian Graduate ��

you are aware of your program requirements and reg-istration 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 dur-ing 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 appoint-ment with a tutor, as soon as possible.

10. Be confident. Stay focused. Make a promise to your-self 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 per-sonal 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 home-sick. 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 semes-ter. ‘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, moun-tains of homework and lots of time.

3. Enroll for only 12-14 credit hours during the first semester at your university. College classes are fast-paced 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, pre-sentation, synopsis, citing resources, etc. Attend col-lege writing workshops.

5. You will never be free from your assignments. Many classes require mid-term tests, papers, projects, read-ing 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 stu-dents, 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, partici-pate in student organizations; it’s great to volunteer or partake in a worthwhile and satisfying project. Stay-ing 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-defeat-ing 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. ✦


D id you know that American Indian and Alaska Native people have been the least represented minority group among college students in the

United States? Did you know that Native American and Alaska Native students currently earn only 0.3% of all graduate degrees granted in the United States? (That means, out of the estimated 23,000 doctorates annually awarded, only about 90 are earned by American Indian and Alaska Native students.) Is it because over 50% of Native students drop out of high school? Maybe. Is it because, out of the less than 20% of Native students who go on to secondary education institutions, nearly all drop out their first year? Perhaps. Is it because most Native students do not receive suf-ficient financial aid to go to college, without working to supplement their existence—and their families and com-munities 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 aver-age unmet financial need for graduate students exceeds $18,000 and financial assistance for Native students is more important than ever before. Although the Ameri-can 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.

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-cul-tural organizations receiving 2.7%, followed by African American organizations with 1.7%. Latino-led organiza-tions followed with 1.6%, Asian organizations received 1% and, in last place, were Native American organiza-tions, receiving a mere 0.7% of all grants received. Thousands of minority-led organizations across the country fall below the radar of large foundations sim-ply 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. ✦

Providing For those Who FollowBy Susan Duran

“…of the $260 billion dollars received by non-profit organizations, in 2005, Native American organizations received only 0.7% of all grants received.”

Giving Back


Santa Fe Indian School

T he Santa Fe Indian School (SFIS) is a special place with uncompromising principles that reflect the quality of its students. This school’s mission

is to “provide a challenging, stimulating and nurturing learning environment for students”. This responsibility is shared by staff, faculty, parents and community members of the 19 pueblos the school serves. Under the watchful eye of the Governors of the Pueblos, who appoint the Board of Trustees, and the outstanding leadership of Superintendent, Joe Abeyta, the school’s purpose to pro-vide a program of excellence is realized. The school is recognized as an exceptional second-ary 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 edu-cation to the school. At SFIS students learn to under-stand 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 excel-lence and provides significant financial assistance to qualified minority students. The application process is highly competitive and challenging. The Native Ameri-can portion of the Gates Millennium Scholarship Pro-gram 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 chal-lenge? How did they do it? Basically, they were all highly motivated Indian students. The question is: How do you motivate highly moti-vated 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 main-tain 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 stu-dent. 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 Coun-selors, 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 aca-demic careers. The counselors consulted regularly with

Motivating the Highly Motivated Native American StudentBy Michael G. Maestas, LPCC

continued on page 39


Just the Stats

L ast week, Diverse released its 2007 report on the Top 100 Undergraduate Degree Producers. Because our focus is on quantity (we leave it to market forc-

es, 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 get-ting 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 stu-dents, “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 size-based 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 time-span 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, show-ing 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 col-umn (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.comReprinted with permission from Diverse: Issues In Higher Education, www.diverseeducation.com

Smaller Institutions recognized For Bachelor’s degree Productionby Olivia Majesky-PullmannJune 6, 2007

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 2002UndergradEnrollment

2005-06BachelorDegrees

Conferred

Ratio of BADegrees to

Fall 2002Enrollment

Total Minority

AfricanAmerican

Native American

AsianAmerican Hispanic

Fall 2005 Enrollment < 2,500

Allen University SC 527 50 9% 100% 100% 0% 0% 0%

Arkansas University AR 215 47 22% 100% 100% 0% 0% 0%

Johnson C. Smith University NC 1,537 231 15% 100% 100% 0% 0% 0%

Talladega College AL 417 43 10% 100% 100% 0% 0% 0%

Texas College TX 617 74 12% 100% 99% 0% 0% 1%

Tougaloo College MS 853 131 15% 100% 98% 2% 0% 0%

Morris College SC 1,049 158 15% 99% 99% 0% 0% 0%

Lane College TN 813 149 18% 99% 99% 0% 0% 1%


Dillard University LA 2,225 347 16% 99% 99% 0% 0% 0%

Bennett College For Women NC 486 75 15% 99% 99% 0% 0% 1%

Fall 2005 Enrollment 2,500 - 4,999

Benedict College SC 3,005 336 11% 99% 99% 0% 0% 0%

Morehouse College GA 2,738 530 19% 98% 98% 0% 0% 0%

Clark Atlanta University GA 3,864 592 15% 97% 97% 0% 0% 0%

Hampton University VA 4,979 860 17% 96% 95% 0% 1% 0%

South Carolina State University SC 3,553 515 14% 96% 96% 0% 0% 0%

Mississippi Valley State University MS 3,014 412 14% 95% 95% 0% 0% 0%

Coppin State University MD 3,273 338 10% 95% 95% 0% 0% 0%

Virginia State University VA 4,144 689 17% 95% 94% 0% 0% 0%

University of Arkansas at Pine Bluff AR 3,077 372 12% 95% 95% 0% 0% 0%

Texas A&M International University TX 2,908 642 22% 94% 0% 0% 0% 93%


Southern University and A & M College LA 7,351 969 13% 98% 98% 0% 0% 0%

Jackson State University MS 6,315 789 12% 97% 96% 0% 1% 0%

Alabama State University AL 5,125 569 11% 95% 94% 0% 0% 0%

Texas Southern University TX 7,811 575 7% 93% 89% 0% 1% 3%

Morgan State University MD 6,032 766 13% 93% 91% 0% 1% 0%

Prairie View A & M University TX 5,717 889 16% 92% 88% 0% 1% 3%

North Carolina A & T State University NC 7,982 984 12% 92% 90% 0% 1% 1%

Norfolk State University VA 5,968 688 12% 91% 88% 0% 1% 2%

The University of Texas at Brownsville TX 9,198 753 8% 90% 0% 0% 1% 90%

Howard University DC 6,892 1,365 20% 90% 88% 0% 1% 0%

Fall 2005 Enrollment 10,000 - 19,999

Florida Agricultural and Mechanical University FL 10,803 1,298 12% 95% 94% 0% 0% 0%

The University of Texas - Pan American TX 12,509 2,271 18% 88% 0% 0% 1% 86%

The University of Texas at El Paso TX 14,384 2,166 15% 79% 2% 0% 2% 75%

University of Hawaii at Manoa HI 12,820 2,837 22% 74% 1% 0% 71% 2%

University of California - Riverside CA 14,124 3,382 24% 70% 6% 0% 39% 24%

California State University - Los Angeles CA 14,573 2,711 19% 69% 6% 0% 21% 42%

CUNY John Jay College Criminal Justice NY 11,143 1,521 14% 66% 29% 0% 5% 31%

University of California - Irvine CA 19,179 5,660 30% 63% 2% 1% 48% 12%

California State Polytechnic University - Pomona

CA 17,571 3,511 20% 62% 4% 1% 35% 23%

University of Houston - Downtown TX 10,423 1,886 18% 62% 21% 0% 12% 28%

Fall 2005 Enrollment 20,000 +

Florida International University FL 27,153 5,425 20% 73% 12% 0% 3% 57%

University of California - Berkeley CA 23,835 7,592 32% 56% 3% 1% 41% 11%

San Jose State University CA 22,782 4,415 19% 55% 4% 0% 37% 13%

University of California - Los Angeles CA 24,899 7,684 31% 54% 3% 0% 35% 15%

Univeristy of Houston TX 26,283 4,632 18% 52% 12% 0% 20% 20%

California State University - Fullerton CA 26,634 5,999 23% 49% 3% 1% 23% 23%

University of California - Davis CA 22,786 6,688 29% 49% 2% 1% 37% 9%

San Francisco State University CA 21,806 5,011 23% 47% 5% 1% 29% 12%

California State University - Long Beach CA 28,310 6,333 22% 46% 5% 1% 18% 22%

California State University - Northridge CA 26,144 5,832 22% 44% 6% 0% 12% 25%


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 2002UndergradEnrollment

2005-06BachelorDegrees

Conferred

Ratio of BADegrees to

Fall 2002Enrollment

Total Minority

AfricanAmerican

Native American

AsianAmerican Hispanic

Fall 2005 Enrollment < 2,500

Spelman College GA 2,121 463 22% 456 455 1 0 0

Davenport University MI 2,075 1,172 56% 351 271 7 41 32

Dillard University LA 2,225 347 16% 344 344 0 0 0

Limestone College SC 2,448 676 28% 314 297 1 5 11

Savannah State University GA 2,387 326 14% 306 305 0 1 0

Faulkner University AL 2,279 622 27% 294 385 1 3 5

Our Lady of the Lake University - San Antonio TX 2,247 378 17% 293 39 0 3 251

Wellesley College MA 2,300 731 32% 286 51 7 202 26

DeVry University - Florida FL 1,486 472 32% 278 138 2 15 123

Nyack College NY 1,990 473 24% 277 160 0 31 86


Hampton University VA 4,979 860 17% 827 814 1 9 3

North Carolina Central University NC 4,762 751 16% 658 643 3 3 9

Virginia State University VA 4,144 689 17% 655 649 3 1 2

Texas A & M International University TX 2,908 642 22% 603 2 1 2 598

Nova Southeastern University FL 4,700 1,136 24% 595 258 2 52 283

Chicago State University IL 4,979 631 13% 584 554 0 4 26

Clark Atlanta University GA 3,864 592 15% 576 575 0 1 0

Fayetteville State University NC 4,328 709 16% 570 517 4 11 38

University of La Verne CA 3,844 1,164 30% 551 123 8 37 383

Alabama A & M University AL 4,744 602 13% 546 539 1 0 6


California State University - Dominguez Hills CA 8,222 1,990 24% 1,372 491 13 179 689

Howard University DV 6,892 1,365 20% 1,222 1,202 1 14 5

University of Miami FL 9,794 3,166 32% 1,204 286 5 160 753

CUNY Lehman College NY 7,322 1,288 18% 1,093 532 1 52 508

Park University MO 9,870 2,673 27% 1,002 530 15 62 395

Southern University and A & M College LA 7,351 969 13% 950 947 1 2 0

Fort Hays State University KS 5,037 1,820 36% 946 21 8 892 25

Cornell University NY 8,513 3,534 42% 920 152 13 578 177

Stanford University CA 7,360 1,876 25% 916 202 35 445 234

North Carolina A & T State University NC 7,982 984 12% 906 887 3 6 10

Fall 2005 Enrollment 10,000 - 19,999

University of California - Irvine CA 19,179 5,660 30% 3,549 141 29 2,709 670

University of California - San Diego CA 19,088 5,705 30% 2,869 61 25 2,280 503

University of California - Riverside CA 14,124 3,382 24% 2,360 210 9 1,322 819

California State Polytechnic University - Pomona

CA 17,571 3,511 20% 2,180 123 18 1,238 801

University of Hawaii at Manoa HI 12,820 2,837 22% 2,102 19 5 2,026 52

The University of Texas - Pan American TX 12,509 2,271 18% 1,994 10 5 30 1,949


The University of Texas at San Antonio TX 18,729 3,370 18% 1,945 175 19 135 1,616

New York University NY 19,490 5,587 29% 1,911 333 9 1,110 459

University of California - Santa Barbara CA 17,714 5,456 31% 1,871 139 58 780 894

California State University - Los Angeles CA 14,573 2,711 19% 1,869 168 10 564 1,127

Fall 2005 Enrollment 20,000 +

University of California - Berkeley CA 23,835 7,592 4,217 248 43 3,101 825

University of California - Los Angeles CA 24,899 7,684 4,153 237 38 2,692 1,186

Florida International University FL 27,153 5,425 3,968 677 10 189 3,092

University of California -- Davis CA 22,786 6,688 3,288 157 53 2,443 635

The University of Texas at Austin TX 39,661 8,942 3,103 275 35 1,645 1,148

California State University - Fullerton CA 26,634 5,999 2,953 158 43 1,360 1,392

California State University - Long Beach CA 28,310 6,333 2,908 317 39 1,154 1,398

California State University - Northridge CA 26,144 5,832 2,542 356 28 726 1,432

San Diego State University CA 28,004 6,439 2,436 240 47 900 1,249

San Jose State University CA 22,782 4,415 2,414 168 19 1,641 586

the nominators, recommenders, Talent Search advisers, tutors, parents and community leaders throughout the process. Everyone at SFIS was backing these enthusias-tic, 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 say-ing 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 success-ful. 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 themStudents 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 every-one’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. ✦

Santa Fe Indian Schoolcontinued from page 35

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.” ✦

Melvin Monettecontinued from page 24

NON-PROFIT ORG.

U.S. POSTAGePAID

PeRMIT NO 8Topeka, KS

the American Indian Graduate Center4520 Montgomery Blvd., NeSuite 1-BAlbuquerque, NM 87109

Here they Are! the SFIS 2007 Gates ScholarsEveli Abeyta Santo Domingo Pueblo Georgetown University Desiree Aguilar Santo Domingo Pueblo University of New Mexico Randi Begaye San Ildefonso Pueblo University of Kansas Jylissa Cheykaychi Santo Domingo Pueblo University of New MexicoJonathan Cata San Juan Pueblo Arizona State UniversitySamantha Pasena Navajo/San Felipe Pueblo University of New MexicoAshley Pino Acoma Pueblo University of California-BerkeleyAmanda Lapahie Navajo Smith CollegeFantasia Lonjose Zuni Pueblo University of New MexicoNichole Trujillo San Juan Pueblo 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!

american indian graduate magazine spring 2008

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