Encouraging Tribal Youth to Become Future Leaders in ...1 out of 7 BIA (Bureau of Indian Affairs)...
Transcript of Encouraging Tribal Youth to Become Future Leaders in ...1 out of 7 BIA (Bureau of Indian Affairs)...
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Encouraging Tribal Youth to Become Future Leaders in Resource Management
Photo credit: Joseph Sanchez
Serra J. Hoagland, Laguna Pueblo Northern Arizona University, PhD Candidate
CIF AGM September 16, 2015
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Tha’wa’eh Thanks!
Photo credit: Joseph Sanchez
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Challenges and barriers
Understanding educational disparities and historical trauma
Investment opportunity
More Native students are going into natural resource programs
Building the pipeline
From tiny tots to PhD’s:
recommendations for recruitment
Current programs
Native Youth programs and value of
Integrative university programs
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Challenges and barriers
Understanding educational disparities and historical trauma
Investment opportunity
More Native students are going into natural resource programs
Building the pipeline
From tiny tots to PhD’s:
recommendations for recruitment
Current programs
Native Youth programs and value of integrative college programs
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Challenges and Barriers
• Income disparity
• Native American income is 1/3 of the average American income
• Poverty is highest on reservations (40% of Native youth under 5 lives in poverty; some reservations have 80% unemployement rate)
• 2nd highest High School Drop-out rates
• Results in lower incomes and can lead to legal trouble
• Science education • 4th and 5th grade --- score above standards
• 10th and 11th grade – score below standards
• Typical science education clashes with Native perspectives -- apart vs a part, one must become “raceless”, “ethnostress”
• Historical Trauma
• Boarding schools resulting in lost, disconnected generations
• Extreme mistrust in education and management systems
Sources: Unsworth et al. 2012; Fordham and Ogbu 1986; Tynan and Loew 2010
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Challenges and barriers
Understanding educational disparities and historical trauma
Investment opportunity
More Native students are going into natural resource programs
Building the pipeline
From tiny tots to PhD’s:
recommendations for recruitment
Current programs
Intertribal Youth and Young Native Scholars
Native Youth Exchanges and value of tribal colleges
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Investment Opportunities Native enrollments at large colleges and universities are showing an upward trend -- 19% increase across all natural resource fields between 2004 and 2011 (IFMAT III report) “There is an overwhelming number of Indian students that I meet who are studying wildlife, forestry, environmental science, etc. at AISES conferences," a trend that wasn't there historically. "It's apparent that more students are pursuing these degrees and they carry a strong commitment to go back to their tribal communities to help with various environmental issues" --- Don Motanic (ITC) "Every year it seems more and more difficult to select top applicants from a pool of already outstanding students" --- Orvie Danzuka (ITC Education Chair) regarding Truman Picard Scholarship selection process
Increasing undergrad enrollments in natural
resource related degrees
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Investment Opportunities
Natives have a different way of thinking about the natural world and how it works, which can result in clear understanding of land stewardship
– Bengston 2004 summarized 383 stories from AI news sources. Major themes that arose:
Importance of traditional knowledge, spiritual values, environmental justice, ecosystem/holistic management, survival of people linked to control and management of resources, etc.
– “Native American children tend to have highly sophisticated understandings of nature characterized by complex causal reasoning about interrelationships in nature” (in Unsworth et al. 2012)
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Investment Opportunities Native students have large potential to make a big impact in their communities and for US natural resource management
Tribes manage significant: • Timber resources • 30% of US coal • 40% of uranium • 4% of oil and natural gas
(Henson et al. 2007)
Reservations National Forests
55.7 million acres (2.3%) 193 million acres (~4%)
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Challenges and barriers
Understanding educational disparities and historical trauma
Investment opportunity
More Native students are going into natural resource programs
Building the pipeline
From tiny tots to PhD’s:
recommendations for recruitment
Current programs
Intertribal Youth and Young Native Scholars
Native Youth Exchanges and value of tribal colleges
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Building the Pipeline
• Initial programs tried to create a pipeline but unfortunately only 1 out of 7 BIA (Bureau of Indian Affairs) administered NIFRMA programs being offered
• Primary recommendations for building a successful pipeline (Hoagland and Gervais 2014)
• Integrated coursework
• Funding for schools and the students they serve
• Mentorship and internship opportunities
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Challenges and barriers
Understanding educational disparities and
historical trauma
Investment opportunity
More Native students are going into natural resource programs
Building the pipeline
From tiny tots to PhD’s:
recommendations for recruitment
Current programs
Native Youth programs and value of
Integrative university programs
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Current programs
• AISES, SACNAS, AIGC, etc.
• Intertribal Youth and Young Native Scholars (Unsworth et al. 2012)
• Program connected earth and environmental science education to native culture and tradition
• Activities focused on storytelling, rock formations, natural resource management, language, etc.
• Youth understood value of science to tribes and more likely to consider pursuing higher education
• Organic Video Approach (Tynan and Loew 2010)
• Native students created new media products from traditional stories
• Native student professional development program
• Native Hawaiian, Alaskan Native, First Nations, Native American students
• Travel scholarships to attend national conferences
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Current programs • Tribal colleges are leading the way
• Proactively linking TEK with Western Science
• “Increasing role in creating forestry educational opportunities customized for tribal students” (IFMAT III)
Photo credit: http://www.gocollege.com/financial-aid/college-grants/native-american.html
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Tribal college natural resource programs have increased in number and enrollment in last decade.
Map by: Laurel James for Indian Forest Management Assessment Team III report
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0
10
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30
40
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60
2004 2005 2006 2007 2008 2009 2010 2011
Associates
Baccalaureate
Natural Resource degrees at tribal colleges
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Tribal College Programs
• Salish Kootenai Tribal College, Pablo, Montana
• Only Accredited 4-yr TCU Forestry program
• Developing a Wildlife and Fisheries 4-yr program
• Northwest Indian College, Lummi Nation, Bellingham Washington
• Tribal Environmental and Natural Resources Management Program (TENRM)
• 2-yr program; Multidisciplinary environmental studies program that prepares NA and AN students for tribal natural resource management
• Designed to meet needs expressed by leaders of 26 Pacific Northwest tribes to train future leaders to address resource management issues within context of community and culture
• Program obtains high retention and graduation rates.
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How do we increase retention? Dr. Ed Galindo (Yaqui): Director of Natural Resource Tribal Cooperative Aquaculture Research Institute, University of Idaho
http://www.idahoepscor.org/DrawOtherVideos.aspx?Action=GetDetails&VideoID=6
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How do we increase retention within University programs? 1. Personal contact
2. Synergy of a cohort
3. Actively listening to students progress
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Increasing the number of Indian foresters, especially in positions of leadership, that care for the resources so important to reservations is a powerful objective
of self-determination and self-governance (IFMAT III)
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Tha-wa-eh!
Contact information:
Serra Hoagland, Laguna Pueblo
(928)556-2190
Southern Research Station