Welcome, Everyone, to our dialogue with Cindy Higgins, our guest speaker this week. And a hearty welcome to you, Cindy, with our thanks for taking the time to interact with us around the challenges that Native Americans and learners of similar cultures face in acquiring the reading and writing skills required to become functional and successful in different dominant environments.
Cindy currently works as the Educational Specialist, Utah State University, Eastern in Blanding, Utah, developing USU Four Corner's Teacher Education Outreach, and delivery for individuals who are interested in a obtaining a degree in Teacher Education and Administration. USU-Eastern serves a predominantly Navajo student population.
If you want to review the resources suggested for you to examine prior to this even, open the discussion "Preparing for Our Event!" posted on September 12.
Cindy will be addressing the initial questions we have posted, below, along with any others you may want to add through our dialogue!
- Why do so many Native Americans drop out of public schools before graduating?
- What literacy, reading, and writing challenges do they face in school or, later, in the workplace?
- What cultural conflicts exist in how Native Americans communicate and relate to others in dominant community environments?
- How can these conflicts best be overcome among people from different cultures?
- What models are out there, in addition to the speaker, of NA students who have become successful as self-sustaining and contributing adults? How were they able to overcome the challenges most NA face in dominant environments.
- What are some successful approaches used to guide NAs and similar diverse groups through the transition of entering and succeeding in training for sustainable jobs?
Cindy, just to get us started, please introduce yourself briefly. To start the discussion, what is your opinion about why so many Native Americans, especially in the Southwest, drop out of public schools before graduating and (2) what literacy, reading, and writing challenges do they face in school or, later, in the workplace? You might also comment on challenges that you face as you help teachers from the Navajo and surrounding Reservations obtain degrees in Teacher Education and Administration.
Participants are encouraged to comment on Cindy's views, adding questions, comments, and examples from your wide experiences in adult ed, especially among diverse populations.
Leecy
Comments
Hello all, and Ya’at eeh to everyone and thank you for joining me in this conversation.
First and foremost I would like to introduce myself. Ya’at eeh, tahanoltso shi’eiya Cynthia O’Dale-Higgins yinishye’ Hashk’aa Hadzohi’ , Ta’baaha’ adoo Bi’tahnii a’ya da shi’ nail, Ashiihi a’ya da’shi cheii.
Hello everyone, my name is Cynthia O’Dale-Higgins, I am Hashkaa Hadzohi’ (Yuccu Fruit) born for Ta’baaha (Water-Edge) my Paternal grandparents are Bi’tahnii (Folded Arms People) and my Maternal grandparents are Ashiihi’ (Salt People).
In my tribe Navajo, when we are meeting someone for the first time, we will introduce ourselves by or clans. This helps us establish relationship, with one another.
I am currently a Senior Education Specialist with Utah State University Eastern, Blanding Campus, Blanding Utah. My primary responsibility here is to establish a strong Teacher Education outreach for rural Southeastern Utah, with a primary focus on San Juan County, Navajo Tribe, and Ute Mountain Tribe. I have been in education, beginning with early childhood as a Family Community Partnership Specialist, and Middle School reading in Colorado and Elementary 4th and 2nd grades on the Navajo Nation. I was also the Director of Higher Education for the Ute Mountain Tribe Education, and STEM Outreach, for Navajo Technical University under their National Science Foundation Grant, which was to create and establish Technology Transfer and the Development of small businesses for students and faculty.
I have two wonderful grandsons, whose mom happens to be my daughter. along with numerous pets. I was raised on the Navajo reservation, in a small community called Aneth, Utah if you blink you will probably miss our stop sign. My first language was Navajo, and English was my second. I am what most would call a traditional Navajo whose belief, worship and language is away of life.
Thank you for letting me introduce myself and I hope I can share some small insight into the my experiences as a Native American teacher, and student.
I was asked to address some questions and I will do my best. But, I am not researcher and my responses may come from experiences vs. research, if necessary I will direct you to resources that may be of value.
Wow! If I knew this, I would be very rich.
I believe there are couple of reasons that NA students drop out, the first reason is the dramatic changes in family dynamics. Today's families have been in survival mode, especially on Indian reservations. Most like the working poor have to work 2 or more jobs, normally in a larger city, this would be a shorter commute to each jobs. On the reservation, the commute is 90-120 miles one way. Parents are working minimum wage jobs, perhaps as housemaid, first shift and another job for their second shift. Leaving home, their children who are now in the care of each other (siblings) often becoming the prime example of latch key kids in community that is not often their own.
Most NA communities now consist of tract type housing, that no longer the support the family units, or communities that once use to exist. Those villages use to consist of grandparents, aunts, uncles and close families that would often watch each others children. But as families grew, so did the need for housing and most Indian reservations opte'd for the cheaper tract type housing, ofter near a highway, miles away from families. Which created a very diverse neighborhood, some good some bad.
The second thing reason I believe is consistency in keeping teachers on reservations. As we all know, teachers must create trust with their students, and if teachers are not going to be there in 3 mos, or are gone by mid-year most kids decide I am not important enough that our teachers did not stay. Most reservations often struggle in keeping their teachers. The reservations are very rural, often a huge culture shock for most non-native teachers. If a young teacher is recurited, they often want social interaction, a life.. a family and a home. On the reservations, most non natives are unable to do find that, and often move into town, and find jobs there. If we look at school districts on the reservations, most of the time the reservations side does not meet AYP where the district lies on non-native communities do very well, why? One crucial fact often appears... they are able to keep teachers.
By the time students reach high school, they are so far behind in math, reading and writing they have given up. Whats reasons do they have to stay? Unless they are playing sports, which is a big thing on the reservation , they lack a desire to complete their high school education. Most students are struggling to read by 3rd grade, is because the their teachers didnt stay the entire year, or because their teacher didnt understand the culture? Or, because their parents were busy trying to keep food on the table, that they missed out on being at PTC, or other school related activities?
The following article reinforces what Cindy has just posted, adding suggestions that we might consider in this discussion. Please take the time to review Cindy's comments along with the findings described in this article, published today, at
http://jan.ucc.nau.edu/jar/AIE/Dropouts.html (American Indian School Dropouts and Pushouts, American Indian Education, Monday, September 21, 2015). As you do, consider how you might begin to address the realities proposed among adult learners in your programs. Simply click on "reply" at the bottom of each comment to add your own views, suggestions, and experiences.
Emphasizing Cindy's comments, the article adds...
Le'ts talk more! Cindy will be with us through Wednesday, so be sure to pick her brain! :) Leecy
Reading Erik Erikson's comments about the needs of Native students, along with the American Indian School Dropouts and Pushouts article, made me think of programs aimed at supporting these learners to enter career pathways programs. Specifically, the Native American—Career and Technical Education Program (NACTEP) provides grants to federally recognized Indian tribes, tribal organizations, Alaska Native entities and eligible Bureau of Indian Education (BIE)-funded schools to improve career and technical education programs that are consistent with the purposes of the Perkins Act and that benefit Native Americans and Alaskan Natives.
One example of a NACTEP program is at Blackfeet Community College, which offers a one-year certificate in CDL/Heavy Equipment, AAS Computer Networking, a one-year certificate in Entrepreneurship, and an Associate of Applied Science in the Entrepreneurship program of study. Blackfeet Community College also offers a federally recognized Journeyman’s license in eight career areas, and serves a total of 95 students under its NACTEP.
I'd be interested in hearing from anyone who has had experience with NACTEPs, or other career pathways program seeking to support Native students in learning valuable career skills.
Thanks,
Mike Cruse
Mike, thanks for the information and invitation, which I heatedly support. I hope others with contribute from their experience. I presently evaluate a NACTEP grant among the Ute Mt. Ute Tribe in CO. In fact, Cindy, our speaker, wrote the grant, which is now closing its last year. Hope others join us here to share their experiences! Leecy
As a Director of Higher Education for a Native American Tribe, my last grant was exactly that. But comparing tribes with Tribal Colleges and Universities (TCU's) to those without is comparing apples to oranges. The Navajo Nation has two (TCU's) and has limited residential housing for the majority of their students. Which means they are turning away hundreds of possible students. My previous post at Navajo Technical University, offers the a variety of programs including the above mentioned. But it also serves a tribe the size of state, with a huge population with not real economic development.
My post at NTU was to seek partnerships with local small and large corporations to establish internship, externships and scholarships. During my time, we worked with several small companies to give our students hands on experiences including the NASA, BOEING, INTELL and PNM as well as smaller contracting companies. Through various grant sources we were able to offset costs, for training and development that allowed us to showcase those students and eventually got jobs with some of those companies they worked with. During this same time I was tasked to develop an incubator for small business development. You see if we couldnt get companies on our reservation, we had to create that opportunties for our students. I worked closely with National Business Incubators Association, their board and Directors to outline and write the business plan that was eventually accepted by the Navajo Nation council with seed dollars. If you go to Baylor University they have an amazing Incubator, CTE training program and program was very helpful with guidance and cheering me on.
Hello Cindy,
Thanks for sharing your great insights here. This is a topic I have always found fascinating. I work in the area of correctional education and know that there is a large over-representation of Native Americans in U.S. prisons and jails, as well as a high number of -- primarily -- young NA men incarcerated in Pueblo facilities (I believe that's the correct term.) Many of those incarcerated are drop-outs living well below the poverty line in addition to suffering from substance abuse and mental health issues such as depression and anxiety. It's a recurring cycle of poverty and despair that we unfortunately see as a theme in marginalized communities consisting mainly of minority populations across the country. I believe the fact that most Native American peoples live in small, secluded, rural communities, as you describe, also affects their ability to break free from these cycles and see a clear path to success. Have you had much opportunity to work with formerly incarcerating NA people? If so, what has been your take away from that experience and do you have any ideas/insights as to how correctional educators and community reentry providers can better serve this unique population?
Many thanks for your contributions.
-- Heather Erwin
Heather,
Yes, I have and still do work with individuals who were incarcerated. Working in middle school, I have witnessed the turn in change in our students. It seems to be the transitional period for most students all them alike. They want to belong, they want to exist to someone. It didn't take much for a student to become a part of the wrong crowd. Their grades begin to fail, and teachers would only focus on their behavior or lack of participation in class. The human element of relationship goes out the door, along with that student. One example, two Native American mothers who both have gotten their degrees and raised their children to succeed. Both are very good parents, who have been very active in their child's life (like other non-native parents) both of their children by "middle school" start experimenting with Marijuana, at first they both are oblivious to that fact. Their kids seem so normal, no real behavior change for one, grades are perfect, but hangs out with a new group. The other, starts wearing "hood" clothes.. ok thats a phase... still oh our children are experimenting or learning to identify themselves... still oblivious to the fact that their children are now smoking on a daily basis. Since they both dont qualify for "Free and Reduced lunches," both mothers give their children lunch money. That lunch money has provided access to buying those dime bags.
One of the child's grade starts to immediately show dramatic change from who she was to what she is becoming. Of course her mother is quick to get support for this. The child is supported and sent off to residential rehab. Does this work? No, she was sent back three more times. Why? She came back to the same "environment." of friends and community. No matter how hard her parents worked. Later she came out as gay, and was having a difficult time dealing with that, but her drug and alcohol use had increased and her activity in the trade and money had also become a way of life this all before her senior year. Somehow though she managed to get her HS diploma by her 20th birthday, you see she was a very very smart intelligent young lady. Her parents continued to be very active in her life, checking on her as she moved out on her own. She had all the support parents, counselors,educators would want... she died with a two shots to the chest before her 21'st birthday during a party.
The other child, for some reason kept her grades up, that didnt change but she started out staying out late and not coming home. Rest assured her parents would be searching for her all night, looking and finding every party spot in the county. Amazingly, those parents found our "star-athletes" and "star-pupils" at those same parties.... and no other parent looking. The parents still had no idea exactly the extent of the drug use, the child seemed to be very functional, great grades, participated in sports etc. It was her Senior year, that she overdosed, on alcohol and drugs, ran off for a weekend and eventually got pregnant. Sadly to say that getting pregnant saved her life, and graduated with her class. It was until that time that parents learned while the dr's are pumping her stomach for alcohol, that she was using Meth as well. Before then, the parents had spoken with the Sheriff about possible answers and resources. He said let her get arrested, let her spend a night in jail.... so they did. It was the hardest thing to see their child get hauled off to jail. Today this same young woman, is successful both professionally and personally. She will admit to you, she is a recovering meth addict, and that she will have to live with for the rest of her life, as meth is a life long addiction that is very strong. She is married with two kids and her parents are grateful.
Both parents were told after 18 you have no say so, you cannot ask for help or seek help because they are technically adults. Parents are caught daily in the sick triangle of law and parental rights and duties. Parents fight for their children, and never give up in most cases.
You see NA or other parents losing their children to drugs and crime is not just "living below the poverty line" they are often from families who are doing well.
Most individuals in correctional facilities are very smart people, they bring with them prior and extensive knowledge and or often thought of as stupid. You must listen to my lesson, understand what I want to teach you. As teachers and educators we must find ways to use their knowledge to expand on what we want to teach. As a correction educator, it is possible their "culture" will never shine, but for that one moment while you teach find away to incorporate their "experiences"
Their trust in the educational system does not exist anymore, because of a teacher, administrator, etc. But engaging and creating that trust with them will open up a whole new world for both the teacher and student.
Thank you, Cindy. Your response resonates strongly with me. There are so many kids getting lost in the shuffle, not because their parents don't care, but because the culture of our law enforcement and criminal justice system is skewed toward punishment and retribution first and treatment or rehabilitation second, or not at all. I believe these issues are exacerbated for minority youth coming from already marginalized communities, regardless of how well financially their families are doing.
Thank you so much for sharing these powerful stories. It has been my experience that telling stories to illustrate important points does so much more to truly make an impact than do all of the professionally written research articles and theories or data analysis. And how fitting that the oral story-telling tradition of most Native Tribes can also be highlighted in this way. Thanks, sincerely, once again.
-- Heather
Sorry to come into this late. Several things Cynthia mentioned hit home for me. Thinking of people who have to work 2 or more jobs. Plus, having to keep food on the table, pay bills, etc. How does one have time & energy to also get training. One of the recommendations for getting people to work is about apprenticeships/internships. So, perhaps the conversation with employers and community organizations and educators is about paid apprenticeships? With childcare support? With other supports? Any examples out there?
I've been keeping up with this discussion this week, and am honored to be part of it. I taught in 2004-2008 in a community college program that had some connection to various tribes in western Arizona, most specifically, the Chemehuevi and Havasupai. We discussed the significance of language development for, in some cases, tribes with few speakers of their languages remaining. In Oklahoma, where I now work, Cherokee is often the most-cited language that is alive and well; however, other languages of Native Americans in Oklahoma have few remaining speakers as well. This fundamental part of learning must have some kind of impact as well, and so awareness and sensitivity of the perceptive processes at work for Native American learners facing numerous influences in engaging with formalized, out-of-home educational systems is just the tip of the iceberg...in my opinion only, of course.
Anne, I'm glad you brought up the language issue for discussion here. Many folks in this Four Corners region believe that communication is not an issue among Native Americans here since many, especially the young, speak fluently and with no accent in English. However, fact is that they are raised on reservations in very small community environments. Their vocabulary and academic English are very limited. Many simply can't keep up with the linguistic demands of our school cultures!
There is also little exposure to reading in their native languages, some of which barely have written communication and few books, so kids grow up depending far more on oral communication through generations. Oral traditions are also a part of Native American cultures.
Cindy, how much is language a barrier to staying in school early and, later, in adult ed programs? How can programs help students transition into academic and workplace environments that demand a great deal of reading and writing?
Aaron, your comments remind me of what many, correctly or not, call the culture of poverty. I hope that Cynthia (I'm too used to Cindy!) will have time to drop in later today and comment.
Edward Hall (Beyond Culture, 1976). characterized people as falling between two cultural extremes: High Context (Native Americans and those of similar culture) and Low-Context (Germans, North Americans and more). High-context people tend to learn holistically, deductively, cooperatively, visually, and experimentally. I wonder how many "sub-cultures in the US match those learning preferences. Low-context people (dominant environments in the US), are generally taught to learn linguistically, inductively and competitively. Rules make sense to them.
When considering those learning preferences, Aaron, I would certainly believe that paid apprenticeships with lots of support would be ideal...in urban areas. In the Four Corners region, few businesses and industries that exist in reach to provide such opportunities. The Ute Mt. Ute Career Center, funded by the NACTEP program, mentioned by Michael earlier, is hoping, if funded further by other grants, to get its participants to start their own small businesses, with a lot of assistance and supervision from employment agencies and SBA.
Cynthia? Others? What do you think? Leecy
I currently serve on the Navajo Nation Teacher Education Consortium which is made up of multiple number of Universities and colleges to address "education and training." The consortium has managed over the past 15 years get more "teachers" into the classroom using a "career ladder" approach. Meaning taking their para professionals who live at home and work at home and creating a co-hort.
But my experience and argument is... "we want them to come to us....." meaning come on campus to get your training or trade mentality has to change. Not just on reservations but rural areas. Working with Leecy and others, we are finding and experience if we take the program there to their home communities they are engaging. Take me for instance, I am a product of "Co-Hort" where the teacher education program was brought to my community. My husband is a rancher/farmer, his family had a thriving logging and trucking business, but of course there was a huge change in our economy and we didnt survive. I was already working at Head Start program, so through that I found that I could complete my degree close to home, and I didnt have to leave or move. I was able to complete my degree, at home and I never stepped foot on campus.
I think we need to find ways to bring these programs to smaller rural communities. That starts to element, the need to drive, childcare, with family support.
Cindy, what is your take on the following two questions? Since our last day together is tomorrow, we might talk a little bit about conflict and resolutions.
In addition to Cindy's response, please add comments from your experience working with cultural conflicts among Native Americans or other diverse groups of similar cultures. Leecy
Our "officially" promoted discussion on this topic ended last night, but Cindy has agreed to drop by today and tomorrow to respond to others and add a few comments to those already posted. Thanks, Cindy, and thanks to Heather and Michael for contributing this week.
I hope everyone will continue to add comments, questions, and experiences to this vitally important discussion! Thanks. Leecy