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The
American Indian
GRADUATE
Spring 2002
Inside this Issue:
•
John Rainer
In Memory
•
Meet the AIGC
Board
•
Tribal Leader
Perspectives
•
The Gates
Millennium
Scholars
•
Alumni Profile
•
AIGC Student
Profile
Table of Contents
The
American Indian
GRADUATE
The American Indian Graduate
Volume 1, Number 2
Volume 1, Number 2 • Spring 2002
4
A Publication of the American
Indian Graduate Center
4520 Montgomery Blvd., NE
Suite 1B
Albuquerque, NM 87109
Phone: (505) 881-4584
Fax: (505) 884-0427
In Memory
John Rainer, Sr.
Howard Rainer’s tribute to his dad, John Rainer
6
8
9
Website: www.aigc.com
Meet the AIGC Board
Publisher
Norbert S. Hill, Jr.
Executive Director
John Rainer—In Tribute
by Perry Horse – A true native elder, education advocate, and nationally
known tribal leader.
Perry Horse
Consulting Editor
Rainerisms
Jim Weidlein
Production Editor
Dreaming to Achieve: Rainerisms at Work
by Molly Tovar and Marveline Vallo – Anecdotal insights into John Rainer’s
philosophy and how they guided others.
12
13
Carolyn S. Tate
Design & Layout
American University Fellowships
Cover Photo
by Howard Rainer
AIGC Student Profile
Leslie Crow
AIGC Board of Directors
Rhonda Whiting, President
A major in the Master of Science program at East Central University, Ada,
Oklahoma, shares insights about health needs in rural Oklahoma.
14
Confederate Salish & Kootenai Tribe
Ada Pecos Melton, Vice President
Jemez Pueblo
AIGC Alumni Profile
Steven Stallings, Secretary-Treasurrer
Barbara Grimes
Rincon Luisen Band of Mission Indians
An M.Ed. in Education, Barbara discusses the importance of giving back to
the community.
16
18
Shenan Atcitty
Diné
David Powless
Gates Millennium Scholars-Into the Four Directions
Oneida
by Michelle Pasena – An update on the Gates Millennium Scholars program.
Beverly Singer
Santa Clara Pueblo/Diné
Gates Student Profile
Kathryn Shanley
Steven Yazzie
Nakota (Assiniboine)
How one student used goal setting and support from family and mentors to
best advantage.
Louis Baca
Santa Clara Pueblo
Joanne Sebastian Morris
Cayuga
Continued on page 4
3
Table of Contents
19
Tribal Leader Perspectives
The Honorable Ernie Lovato, Governor,
Santo Domingo Pueblo, New Mexico
by JoAnn Melchor – The first in a series of essays and interviews with
contemporary American Indian leaders about education and economic
development.
20
Guest Commentary
Bring Our People Home
by Richard Fairbanks – On the need for new place-based economic development strategies to lure our graduate students home. Note: Richard
“Dick” Fairbanks is White Earth Chippewa is currently on special leave
from Sandia National Laboratories where he is a human resource manager. He has been there since 1979, and is now based at the University of
New Mexico facilitating business development for American Indian Tribes.
23
The Career Vision Quest
25
Council of One Hundred Update
by Perry Horse – Career planning begins with a vision for oneself and
builds on education, experience, and wise choices among many options and
opportunities.
Giants and Little People
by Vine Deloria – A call for information from those who want to hear
some real stories about the long ago in Native America.
28
Healing — A Native Perspective
31
AIGC NEWS
by Phil Lane, Sr. – (Yankton Sioux 100 Group)
A new feature about the activities of AIGC staff and related current events.
When asked what he would do if he won
the lottery, John immediately answered,
“I would make sure that each of my grandchildren have enough to complete their
college education.”
4
In Memory…
John Rainer Sr.
By Howard Rainer
S
ince the passing of my father, John Rainer Sr., I
have had time to reflect on my father’s work, his
influence as a father, and his contribution to Indian education.
His contribution as a public servant has given me a
powerful example to follow. He was a man who cared
about others and instilled this worthy value in our family. I marvel at what his unselfishness accomplished for
our tribe and all people regardless of color or nationality.
His impact in Indian education is inspiring. Today
there are many Native American men and women who
are now serving their communities and tribes because
they were able to receive financial assistance while in
graduate school. My father, along with others tried with
total commitment to ensure that there would be help for
those daring Indian people willing to pay the price to
attain a good education. His vision was to see our people
progress and have opportunities in this nation. His
efforts were not in vain. I have met many grateful Indian
men and women who are now in positions of power and
influence in Indian America.
As a son, I relish the times spent with my father sitting around the drum singing our tribal songs. I find
myself singing those songs now, yearning to have him sit
near me and hearing his assuring voice. His influence,
his love, and his impact upon my life I want to share
with many more Native American communities in the
future. My tribute to my father’s legacy is to serve others
as the Creator God has admonished all of us to do! ✦
Right: John Rainer
with grandchildren
Above: John Rainer and granddaughter
at Taos Pueblo
Right: The Rainer Family
5
Meet the AIGC Board
Rhonda Whiting
(Confederated Salish and Kootenai Tribes)
Rhonda Whiting is the mother of three daughters and
grandmother of two grandchildren, Isaiah and Adrianna.
Rhonda has received three degrees from the University
of Montana: a BA in Elementary Education, Masters of
Education with a focus on reading and a Juris Doctorate. She
has taught kindergarten, middle
school, high school and at the
university level, and has served
as Legal Counsel for her Tribe.
She was the first Native American political Director for the
Rhonda Whiting
Democratic National Committee, and coordinated the Indian Vote nationally for the
Clinton/Gore ticket in 1996.
Rhonda owned and operated WANZI, an Indian
women’s consulting firm, for fourteen years. WANZI
undertook a variety of projects, including strategic political
planning on issues focused on Native Americans. Achievements of the firm included a National Legislative Education Project on the Indian Child Welfare Act and a welfare
reform study applied to Tribes; more specifically, the Confederated Salish and Kootenai Tribe. Rhonda has worked
nationally in economic development and was appointed to
serve as Assistant Administrator/National Coordinator of
National Native American Affairs for the US Small Business Administration.
Rhonda is currently the Vice President of a Tribal
Corporation, Salish and Kootenai Technologies, Inc. The
company reaches out globally and specializes in Information Technology. Rhonda is the President of the Board of
Directors for the American Indian Graduate Center. Her
e-mail address is: [email protected].
Ada Pecos Melton (Jemez)
Ada Pecos Melton, a past AIGC fellow, brings a distinguished record of accomplishment and experience to the
AIGC board. She has received
numerous awards for public service and is widely recognized for her
work in the field of juvenile justice. Ada holds baccalaureate and
master’s degrees from the University of New Mexico in Criminal Justice and Public Administration
respectively. In 1991 she was a Fellow under the Asia Foundation
Ada Pecos Melton
6
and studied indigenous justice systems in five South Pacific
Islands. Currently, she is President of the American Indian
Development Associates (AIDA), a technical assistance,
training, and research firm. AIDA specializes in public policy development as well as research in indigenous methods
of conflict resolution. This work addresses crime, delinquency, violence and victimization issues throughout Indian Country. Ada’s e-mail address is: [email protected].
Steven L. A. Stallings
(Rincon Luiseno Band of Mission Indians)
Steve Stallings has extensive experience in banking and
financial services. As Senior Vice President & Director of
Native American Banking for Wells Fargo, he delivers
such services to Native American communities throughout the 23-state territory of Wells Fargo. Steve is wellversed in business assistance
programs that support Indian owned enterprises. He
serves on Atlatl, a national
Native arts organization in
Phoenix and is a Director of
the Ft. McDowell Yavapai
Nation Enterprises Board.
Steven L. A. Stallings
He and his wife Peggy
(Navajo) reside in Chandler, AZ, with daughters Stefanie
and Celena. He is a business school graduate of Cal State
Long Beach and the University of Southern California.
His e-mail address is: [email protected].
Shenan R. Atcitty (Diné)
Shenan is Senior Counsel with the law firm of Holland &
Knight LLP in Washington, D. C. Her law practice focuses
on representing Indian tribal governments before Congress
and Federal agencies. For over ten years she has represented
or worked with tribal governments in litigation, business,
economic development, gaming,
housing, health care, education,
taxation, infrastructure development, and Congressional lobbying. Prior to entering private
practice she served as a law clerk
and contract attorney for the
United State’s Attorney’s Office
in New Mexico. She is a member
of the D.C. and New Mexico
bars. She is licensed to practice
law in New Mexico and before Shenan Atcitty
the Court of Appeals for the Tenth Circuit, the Court of
Federal Claims, The Court of Appeals for D.C., and the
Meet the AIGC Board
U.S. Supreme Court. She received her bachelor’s and law
degrees from the University of New Mexico, the latter as
an AIGC fellow. She is married to Mark C. Van Norman
(Cheyenne River Sioux); they have a son, Mark II, and
reside in Upper Marlboro, Maryland. Her e-mail address
is: [email protected].
Louis Baca (Santa Clara)
Louis Baca has been involved in education for over 30 years
including the past seven years (1994-2001) as the AZ Site k12 Education Program Manager for Intel Corporation.
Louis joined Intel in 1987 and in his 14 year career with the
company has filled various educational positions including:
instructional designer/human resource development specialist who developed and taught
technical training courses at
Fab 9 in Albuquerque, New
Mexico; a designer and developer of interactive multimedia
programs and systems for educational and marketing applications in Princeton, NJ; and
a pioneer in the design and
Louis Baca
development of electronic performance support systems utilizing state-of-the-art PC-based
digital video technology in Phoenix, Arizona.
Louis earned his MA in education at the University of
New Mexico in 1986 and completed the coursework on a
Ph.D. in education before joining Intel Corporation. He
is the recipient of numerous awards including: a Ford
Foundation Fellowship to conduct independent study on
alternative education programs for American Indian children; Business Person of the Year from the AZ Vocational
Education Association; a Distinguished Service award
from the American Indian Science and Engineering Society; and an Intel Achievement Award, the highest recognition awarded to less than 1% of the 90,000 worldwide
Intel employees.
A member of the Santa Clara Pueblo Tribe of New
Mexico, Louis was selected as a consultant for the planning
and design of technology applications at the National
Museum of the American Indian, Smithsonian Institution,
Washington, DC. Louis was instrumental in the design,
development and implementation of Intel Corporation’s
$2.2 million dollar Native American Initiative that provided the Gila River Indian Reservation schools in AZ, and
the Santa Fe Indian School in NM, with state-of-the-art
technology labs and educational programs, which promote
technical literacy and the innovative and culturally appropriate utilization of technology among American Indian
communities. Louis currently sits on various educational
and technology advisory boards including the American
Indian Graduate Center. You may reach Louis at
[email protected].
Joann Sebastian Morris (Cayuga)
Joann Sebastian Morris is the Director of the Pacific Comprehensive Assistance Center in Honolulu, where she
directs the delivery of technical assistance services to educators in Hawaii and nine
other Pacific Island jurisdictions from American Samoa
to Yap. The Center is housed
in Pacific Resources for Education & Learning (PREL),
one of the 10 education labs
funded by the U. S. Department of Education.
Prior to her move three Joann Sebastian Morris
years ago, Joann served as
the Director of Indian Education in the Bureau of Indian Affairs for 3 years, and 2 additional years as the Special Assistant on Education to the Assistant Secretary for
Indian Affairs.
Joann began her career as a teacher and has been
active in Indian and international indigenous education
issues for over 25 years. Her B.A in Education is from
the University of New Mexico and her MA in Anthropology is from UCLA. You may reach Joann via e-mail
at [email protected]
David Powless (Oneida)
David Powless has extensive experience in management
and economic development with expertise in contract
procurement, marketing, sales, and business start-up.
David has received numerous
awards and wide recognition
for his work in developing
tribal and small businesses.
He is a graduate of the University of Illinois and is a former player with the NFL
New York Giants and Washington Redskins. Along with
NFL Hall of Famer, Dick
David Powless
Butkus, he is owner and cofounder of BEARPAW, Inc., which specializes in employee benefits education. The company serves corporations,
non-profits, governmental agencies, and Native American
Continued on page 32
7
In Tribute…
John Rainer: In Tribute
By Perry Horse
T
he vitality of the American Indian
Graduate Center is one tribute to
the life and leadership of John
Rainer. The two will be intertwined in
memory for a long time. Thousands of
students have been touched by the life of
this remarkable person. No doubt, thousands more will benefit in the future from
the work he started back in 1969. That
alone would be an impressive legacy for
anyone. But John’s legacy goes beyond
that. His life in totality is more fully
defined by his family, his tribal community, and the land from which he came. As a
tribal person, as a Taos man, he most
assuredly would want to be remembered
in that light.
The Rainer-isms in the following John and Wynema Rainer
pages provide anecdotal glimpses into
John’s philosophy. It is abundantly clear that his beliefs rested on the bedrock of education; the need to
learn and to set goals. Education was his lifelong passion. He worked hard to make sure that others had an
opportunity and the means by which to obtain an education. It was an integral part of his personal vision.
Across the broader spectrum of Native American issues John Rainer stood as a role model. He was
active on the national scene and well-known throughout Indian America. He was always available to
provide guidance and mentorship. Late in his life he was a respected elder; a wise spokesman for native
causes. When John had something to say, people listened. In turn, he was a good listener. His countenance bespoke compassion as well as benevolence. Within that exterior, though, was a deep commitment to the betterment of his fellow citizens.
Native people across this land look up to our elders when they are recognized as such. Simply growing old is not necessarily the criterion for such status. Rather it is the accumulation of specific knowledge,
experience, and outstanding accomplishment on a consistent basis over time. Each native language has a
word or terminology that describes such people. John Rainer was an elder. He was an American Indian.
The lesson of his life is a lesson about ourselves. That lesson is that the native nations of this land have the
ability to produce such a man. When we think about great Indian leaders John will stand tall in the ranks
of those who preceded him as well as those to come. ✦
“Without an education, you can only go so far. Whether you
choose formal education, technical training, or learning a trade,
education will prepare you for life.”
—John Rainer
8
Rainerisms
Dreaming to Achieve:
Rainerisms at Work
F
or millennia, American Indians have dared to
dream, rejecting despair to overcome countless
obstacles in their quest to grab the wind and catch
their dreams. When the wind has blown the hardest and
the dreams have been most difficult to catch, American
Indians searched themselves for the strength necessary to
continue their dreamquest, seeking refuge in the dreams
themselves. This perseverance and inner strength in the
face of adversity is our legacy, a legacy personified by the
life and words of John Rainer.
At a time when support and encouragement for Indian education was unbelievably low, John Rainer sought
to create opportunities and encouragement for Indians to
pursue academic study. Rainer spent many years in civic
service to others. Through his efforts, over 10,000 American Indians attended graduate school. Rainer dared to
dream, and when he reached out to catch the wind carrying his dreams, he caught it and held fast.
We dedicate this issue of The American Indian Graduate to the memory of John Rainer.
Rainer’s Hope in 2002
Many of the dreams of John Rainer are captured in the
“Rainerisms” printed throughout this issue. His hopes
and ideals articulated in these quotes have helped many
to catch their own dreams of a time when educational
opportunity would become a reality for American Indians. Two of his most popular aphorisms are highlighted
here. It is not by accident that these two Rainerisms
should be the most popular. While each offers a different
perspective on life, each paints a picture of optimism in
the future and the importance of maintaining that hope.
John Rainer spent his life believing in the abilities of
others he helped. He drew strength from their confidence as much as they relied on his.
“Education will reward you in ways you may never
expect; ways you will be grateful for.”
This Rainerism holds a special meaning for Trina
Valeros (Cherokee), currently pursuing a Master’s degree
in Counseling at the University of Phoenix. She writes,
“One of my professors once told me that education changes the way you think and behave. I
kept that in my mind but thought professors
were too biased by their own success to make a
By Molly Tovar
and Marveline Vallo
statement that bold. I did not think anything
impersonal as education could change your personality in any significant way. However, I was
wrong…with more information, more options
become available.”
For John Rainer, education was critical to a person’s
personal and professional success. As Trina said, “with
more information, more options become available.” In
this statement, Rainer recognizes the scope of the challenge presented by education: that you must have faith
in it. Its myriad rewards appear only after you’ve persevered and proven yourself capable of realizing them.
Danelle J. Daugherty (Oglala Sioux), a student at the
University of South Dakota School of Law, offers this:
“I wanted to go to law school for two main reasons: to be able to support my daughter a little
bit better and to increase my ability to work
effectively in tribal jobs requiring more technical
skill than I currently possessed. I was scared to
move away from my reservation, especially since
I had finally gotten to a point in my life with a
little stability for my 9-year old daughter and
myself. I knew law school was hard and the risk
of failure and the resulting debt and shame
frightened me.”
Most students gradually come to grips with the academic and family rigors and realized that the impossible is
possible. Danelle is now halfway through her law program
and has conquered many challenges. She realizes she took
a risk in reaching for her educational goals but has been
rewarded in many ways and states, “my fellow Native students are like family to me.” Danelle’s experience is not
unusual. Many students initially only see a professional
reward from education, but come to appreciate the relationships fostered through their academic careers.
Another well-known Rainerism that has inspired
many to continue to catch their dreams is:
“Don’t give up in achieving your goal. Keep reaching for what your heart is set on and eventually it
will happen.”
Tamara Clay (Omaha of Nebraska), is an AIGC Fellow
from the University of Hawaii-Manoa working on her
9
Rainerisms
Master’s degree in Social Work writes,
“I dropped out of school when I was 16. Eventually, I took my GED and started college when
I was 18, with the dream that I would someday
be a counselor or a social worker. However,
things didn’t go as I planned and I dropped out
(again). I worked as a waitress off and on. When
I was in my late thirties…I made the decision to
go back to school and finish my undergraduate
degree in Psychology. With the assistance of programs like AIGC and the Omaha Tribe, hard
work and perseverance, I was able to finally
make my dream a reality.”
Tamara’s story is not unusual; After an initial period of
adjustment and shock, many students regain their perspective on education. Tamara’s dream is even more valuable because of the length of her search. Joanie Buckley
(Oneida), a student at St. Louis University, continues her
search, and finds strength in the Rainerism’s optimism:
“I have worked in the international arena, and
now I am fortunate through the auspices of the
AIGC to return to academia and retrain on the
latest concepts and strategies for international
business growth. Along the way, I am fortunate
to have my only part-time job as an adjunct
teacher in international business management at
the college level where I can share my knowledge and experience with others. My students
fuel my passion, and I can contribute to their
development, as I myself continue my education
and follow my heart to unknown frontier[s].
Lucy Ramirez (Onondaga) attends Daemen College and
has recently been nominated for the International Nursing Honor Society. She stated that her journey has been
rigorous, difficult and stressful and realizes it will start all
over again when she enters a doctorate program.
“At 17 (1966), I entered Nursing school in
Oklahoma. Immature behavior stopped my
career goals in March; I would have graduated
in May ’68. I blew my second chance too. For
twenty years, I raised my family of five and
worked as an aide in a psychiatric center. In
1988, I started picking up free college courses
offered through the union, courses required for
an Associates and Nursing. At first, I didn’t
think I could apply myself after all these years,
but I really enjoyed being back in school, so
much so I entered Nursing school again and
became a registered nurse in 1993, at age 45. In
1998, I earned my Bachelor’s degree and on
April 17, I will defend my thesis and graduate
with my Master’s in Nursing in May”
10
Not surprisingly some students begin to reassess their
futures after realizing the true nature and potential of college. Students are often surprised and even overwhelmed
by the academic expectations. Again, Rainer acknowledges this potential obstacle, but tempers it with his belief
in the innate confidence of the individual. He knew that
once we realize we want something bad enough, we can
achieve it.
Building on Rainer’s Legacy
Catching our academic and professional dreams requires
support from many sources. Financial encouragement is
available from agencies such as AIGC, but financial
assistance is just one kind of support necessary to achieve
success. There are many support areas our educational
system must address. Areas of support that are easily
identified but which we must continually remind ourselves of are:
• The need for talent development. Talent is not
something inherent, but must be nurtured and grown
to its fullest. Many of our most talented graduates are
not the ones who were viewed as the most talented at
the inception of their programs.
• The need for substantial, constant encouragement.
To help ensure students’ academic success, friends,
educators, and families must provide a support system.
Many Indian students do not have educational role
models among their extended families, which often
makes it more difficult for them to visualize academic
success.
• The need for guidance while preparing for an educational program. Some American Indian students
have little experience in taking entrance exams, building vitas, seeking financial assistance, and preparing
applications. Investing, however modestly, in efforts to
guide students can provide an enormous return in
their ability to continue their education.
• The need for retention efforts. Institutions seeking
to support American Indian students must make a
continuous effort to provide them with the mentoring
and advising that helps them remain focused on their
dreams.
Following the dreams of John Rainer, the AIGC has
thrived in its support of many American Indian students
in the last several decades. However, statistics continue
to show that under-representation of American Indians
in higher education continues to remain as a challenge to
be overcome. Only by partnerships among organizations
like AIGC, Indian communities, and higher education
institutions can we help more students to catch their
dreams of a new reality for Indian people. ✦
ms
CAN
SITY
O N , D C
OF INTERNATIONAL SERVICE
SCHOOL
A M E R I C A N
U N I V E R S I T Y
The School of International Service at American University
offers the Ph.D. in International Relations as well as professionally oriented
master’s degrees in the following fields of study:
Comparative and Regional Studies
Environmental Policy
International Communication
International Development
International Economic Policy
International Peace and Conflict Resolution
International Politics
United States Foreign Policy
M.A. in International Affairs/M.B.A.
In addition, the School of International Service and American University offer
unique learning opportunities for undergraduate students, including:
B.A. in International Relations
B.A. in Language and Area Studies
Washington Internship for Native Students
Financial aid is available for all programs
including the Lou Torres Graduate Fellowships
for Native American Students at the master’s degree level.
For more information contact:
School of International Service, American University
4400 Massachusetts Avenue, NW
Washington, DC 20016-8071
Phone: 202-885-1600
Web: www.american.edu/sis
American University is an equal employment opportunity/affirmative action university.
Graduate Fellowships
American University Graduate Offers Fellowships
in International Relations for Native Americans
By Louis W. Goodman, Ph. D.
Dean of the School of International Service, American University
Announcement of the Lou Torres Graduate
Fellowships
In October 2001, as Dean of the School of International
Service (SIS), I was pleased to announce the establishment
of the Lou Torres Graduate Fellowships for Native American students attending SIS at American University in Washington, D.C. The Torres Fellowships for Native Americans
studying in International Relations at the graduate level are
intended to help Native Americans and their communities
respond to the challenges produced by the fast-moving
globalized world of the 21st century including sovereignty
and economic stability. In speaking of these fellowships, Mr.
Torres stresses how critical it is for young Native American
people to overcome fear of the unknown and to apply
themselves with bravery and intelligence to shape a future
for themselves and their communities.
Lou Torres — A Role Model
These fellowships recognize the outstanding achievements of Mr. Guadalupe “Lou” Torres. Lou Torres is a
member of the White Mountain Apache Nation. He
served as one of the first Native American fighter pilots in
the United States Navy, then went on to enjoy a highly
successful career as an outstanding electrical engineer, and
became an active businessman and highly successful
entrepreneur. Mr. Torres served as a chief naval aviation
pilot from 1941 to 1962, flying combat missions in
World War II and the Korean conflict. Overcoming fear
was critical for him again later in pursuit of his degree in
electrical engineering from the University of CaliforniaIrvine. Following military service and academic study, he
was a field engineer at Lockheed Corporation before
becoming President and CEO of his own firm, Systems
Integration and Research, Inc. He retired from SIR, Inc.
in January, 2001, and now directs several new enterprises
including Sage Spirit, a Native American Art and Artifact
business emphasizing fair trade for tribally produced
works of art and craft (see www.sagespirit.net). He resides
in Rhode Island with his wife, Barbara, and travels extensively in connection with his new business ventures.
The Torres Fellowships — A Vision of the Future
The Lou Torres Graduate Fellowships for Native American students are part of comprehensive efforts by American University to be as inclusive as possible in the diversity
of its student body and its programs. Already, SIS’s student body and faculty come from more than 150 countries throughout the world. Many Native American
students have attended SIS, and it is a natural step therefore to include more Native American students, leaders,
and cultural experiences. The emphasis of the Torres Fellowships and of the School of International Service is on
service to communities, nations, and unique cultures –
learning, then giving back. These Fellowships will introduce Native American students to leadership pathways in
the area of international affairs. Students will be empowered to help shape the growing influence of their own cultures in national and world politics, understand and
expand the role of Native American peoples in the international arena. Most important, the fellowships allow
young people from native cultures the opportunity to
contribute to the future sustainability of their nations.
This will be perhaps the most significant and difficult goal
to achieve.
WINS program for Undergraduates
Currently, American University offers an undergraduate
summer and semester internship program, the Washington Internships for Native Students (WINS). For the past
nine years, American University has brought undergraduate students from tribal colleges and other universities to
its special WINS program. WINS is administered as part
of the Washington Semester Program, the premier experiential learning program of its kind in the country, and
admits 100 undergraduate Native American students in
summer sessions plus 15 fulltime undergraduate students
in each fall and spring semester in Washington. The
WINS program provides full scholarships to admitted
students including all costs of tuition, housing, meals,
transportation and cash stipend. WINS is designed to
give American Indian students the chance to study issues
12
AIGC Student Profile
Leslie Crow (Muscogee Creek Nation)
M.S. Human Resources and Counseling
East Central University, Ada, Oklahoma
E
ducation has always been valued highly in Leslie
Crow’s family. Her mother, Shelly Crow is a Registered Nurse and has a Master’s degree in Nursing.
Her father, John, also has Master’s degrees in Business
Administration and Public Health. As she was growing
up, Leslie never thought for one minute, that she would
not go to college. Her parents inspired her to pursue her
Master’s degree.
Leslie is a current American Indian Graduate Center
fellow and is in the Human Resources and Counseling
Master of Science program at East Central University in
Ada, Oklahoma. She also works at the Eastern Oklahoma Youth Services program and her employer has
allowed her to work flexible hours so she can attend
classes and school-related activities. She is married to
Mark Taylor and they have two children, Morgan and
John. Leslie is determined to complete her Master’s
degree; she currently maintains a 3.9 grade point average
in addition to her job and family responsibilities. She is
planning to graduate in December 2002. Shortly after
graduation, she will test for the therapist license,
Licensed Professional Counselor (LPC).
Leslie plans to give back to her community when she
completes her Master’s Degree. She feels that there is a
great need for providing prevention, mental health, and
social services in her family’s home community in rural
southeastern Oklahoma. Leslie states that when mental
health laws started changing, it greatly reduced the availability of services, mainly in rural areas. Poverty, domestic
violence, mental illness, substance abuse and other problems are prevalent in rural Oklahoma. In 1995, her
brother, John, was killed in an auto-pedestrian accident.
In his memory, her parents formed the John Crow IV
Memorial Foundation. It is a non-profit organization that
started by awarding scholarships to Native American athletes. She is a board member of this foundation and is
Leslie Crow
also the mental health coordinator for some of the programs. She says that with her Masters degree, she will also
increase her knowledge and abilities so she can do more
work for the Foundation.
Leslie feels that the American Indian Graduate Center has been a wonderful resource in furthering her education. She states “AIGC is helping me to improve my
job marketability, my income, my children’s futures, and
my self-esteem. I would say AIGC has had an incredible
impact in my life.”
Leslie would like to commend and congratulate anyone who is working towards a college degree. She says
“Native Americans are very under-represented in most
professional areas. I strongly encourage those pursuing
undergraduate degrees to continue their education at
some point. It is important not to get “burnt out” on
school, that education is very valuable and rewarding. At
the risk of sounding like a cliché, "if I can do it, anyone
can do it.” ✦
“Education will reward you in ways you may never expect;
ways you will be grateful for.”
—John Rainer
13
Alumni Profile
Barbara Grimes (San Felipe Pueblo)
M.Ed. Indian Education, Arizona State University, Tempe, Arizona
B
arbara’s commitment to American Indian students
is evident as she talks about her current position
as the American Indian Educational Outreach
coordinator for the Los Alamos National Laboratory.
She enjoys working with youth to help them find scholarships and learn about other educational programs and
opportunities. She feels that with the kind of outreach
she is doing, she is giving back to community. In the
past fifteen years, her jobs have included working with
tribal communities and American Indian youth from
elementary school through college.
Barbara is from San Felipe Pueblo and is an alumna
of the American Indian Graduate Center (AIGC). She
received her B.S. in Elementary Education from the
University of New Mexico and learned of the graduate
program at Arizona State in Tempe. She applied to
AIGC during the time when John Rainer was the director of the organization. She was inspired to go to graduate school and felt that it was a great opportunity for her.
With her motivation and commitment to attend graduate school and with assistance from AIGC, she received
her M.Ed. in Indian Education.
In her current job, she works with numerous Indian
education programs and organizations; she recruits and
places American Indian students in Los Alamos Laboratory's student and employment programs. She also coordinates workshops annually on American Indian culture,
Barbara Grimes
history, tribal sovereignty, and tribal government structures. She has given back to community through her
work with youth and through contributions to AIGC.
She feels that “AIGC is a great resource for scholarships
and other resource information.”
When asked what she would like to tell other AIGC
alumni, she said, “I would encourage the alumni to work
with American Indian students and provide support and
opportunities for them, as the students look to us as role
models.” ✦
“Don’t give up in achieving
your goal. Keep reaching for
what your heart is set on and
eventually it will happen.”
—John Rainer
Christa Moya, Michael V. and Michelle Pasena
14
The Key to a Bright Future . . .
The Minority Scientists Network
The American Association for the Advancement of
Science’s online career development magazine Next Wave
(www.nextwave.org) and its Directorate for Education
and Human Resources Programs are teamed together
to address the problem of recruiting and retaining
minority science students.
The online community features role model
essays offering personal testimonials and career
advice, profiles of effective mentors, live chats, a
listserv to match students with faculty looking for
interns and a database of funding opportunities!
Science’s Next Wave is a weekly online
publication dedicated to career development
and job market trends for early career
scientists. All of the articles, written by
experts and role models from the
international scientific community, seek to
prepare Next Wave readers for today’s
ever-changing employment market.
AMERICAN
ASSOCIATION FOR THE
ADVANCEMENT OF
SCIENCE
Whether you are planning a career in
academia or want to explore other options,
Next Wave will help guide you in the right
direction. Log on today and find out what
many other early career scientists have
already discovered.
DIRECTORATE FOR EDUCATION AND
HUMAN RESOURCES PROGRAMS (EHR)
www.nextwave.org
Gates Millennium Update
Gates Millennium Scholars
Into the Four Directions
T
hroughout history our Indian ancestors developed
some very effective methods of gathering and disseminating information. For example, tribes who
lived on the mesas of northern Arizona would send
explorers out in all four directions for such purposes.
They were referred to as runners. Those runners would
return with vital information about new technologies,
tools, food sources, and so forth. It was our way of
ensuring survival and maintaining our way of life.
Similarly, the Outreach Department at the American
Indian Graduate Center (AIGC) is working diligently to
gather and disseminate information for our students.
Such information will help them develop strategies for
making the transition to college as well as strategies for
successfully completing their programs of study.
Having just completed our first year of operation,
we would like to share some of what we have learned and
done in terms of program activities, needs of Indian
communities, ways that higher education practitioners
and others can help, and the expected “ROI”, return on
investment.
Our first priority was to implement an intensive
outreach effort—literally in all the four directions—to
disseminate information about the Gates Millennium
Scholars Program. Its purpose was to generate as many
applications as possible from the various communities
and colleges involved. This intensive effort included the
following activities:
• contacted over 9,000 individuals by mail, direct phone
calls, conferences, and traditional Indian gatherings,
• conducted site visits to high schools and unversity programs,
• initiated one-on-one contacts with potential students
and provided technical assistance and application
materials, and
• conducted four regional workshops on financial aid
throughout New Mexico.
By Michelle Pasena
and religious practices. While they are different, one
from the other, there are similarities and needs among
Indian communities as pertains to educational outreach
activities; for example:
• many students in our communities lack basic counseling services,
• high school and college counselors need training to
help native students,
• outreach activities should include community workshops to disseminate information on scholarship and
financial aid, and
• support services for college admissions purposes would
be very helpful.
How you can help
If you are a working professional in higher education—
deans, counselors, admissions officers, etc.—you can
help by becoming better versed about the circumstances
affecting needs of Indian students. You could attend
American Indian educational conferences as well as outreach activities sponsored by your institution. If you are
a community member you can help by encouraging
Indian students to focus on their future educational
plans; you can attend outreach activities and community
Needs of Indian Communities
Indian tribes/nations differ in significant ways from
other citizens of the United States. Foremost, is the fact
that native tribes are sovereign nations. The federal government recognizes more than 500 tribes as such and
they each have their own language, traditions, culture,
16
Michael Pavel, Council of One Hundred member and a
Gates scholar
Scholar Profile
Gates Millennium Scholar Profile
Steven E. Yazzie (Navajo-Hopi)
S
teven E. Yazzie (Navajo-Hopi) began his undergraduate studies at Northern Arizona University
(NAU) majoring in Environmental Technology
Management. Steven overcame many obstacles in his
pursuit of higher education including a long stint in the
unemployment line after moving to a remote area of the
Navajo Reservation to care for his grandmother. With
few prospects for making a living, he eventually turned
to an ancient craft that was taught him by his grandfather, i.e., the art of carving Kachinas. However, this
proved to be an economically infeasible occupation, and
Steven opted to explore other opportunities. He was
determined not to become just another dismal “statistic”
among a litany of ailments and adversities experienced
by many Native Americans.
Steven is convinced that one of the most effective
ways of overcoming institutional and socio-economic barriers facing Indian people is to set an example of academic
and workplace success. Thus, he set out to prove to himself and others that success in the non-Indian scheme of
things can be achieved with hard work, dedication, and
support from family and mentors. Two people who
played a major role in Steven’s life are his mother, Grace
Pooley, and Phillip Huebner, Director of the American
Indian Program at Arizona State University (ASU). He
enrolled at ASU in the spring semester of 1999.
Steven has achieved a number of milestones, accomplishments, and awards including the following:
• President of the One Nation Club at ASU’s east campus
• ASU East Student Leaders
• Arizona State University Advocates
• Student Housing Task Force (a program of the United
Native Development Corporation)
• Navajo Tribal Scholarship (1986)
• Distinguished service in the United States Navy
• FAA’s Certificate of Training “Ruby Award” in aviation education
• Fort McDowell Wassaja Scholarship recipient, and
• Barrett Honors College, ASU East Campus.
In the fall semester of 2000 Steven was selected to
receive a Gates Millennium Sholarship. He states that the
scholarship, “…afforded me the opportunity to meet and
interact with other Gates’ scholars, who are committed to
their communities and work to contribute to those com-
18
munities. And, as a
result of the financial security of the
award, it gave me
the confidence to
leave my position in Steven Yazzie
aviation and pursue my education and extracurricular
activities with full conviction.”
Most recently, Steven has developed an interest in
pursuing studies toward a degree in law after completion
of his undergraduate studies. His vision for himself
includes the opportunity to address the protection of
tribal natural resources, promotion of Native American
human rights, and accountability of the United States
government to Native peoples. Steven says, “My education will help achieve a position where I can contribute
to environmental issues, economic development, and
development of Indian law.” ✦
Into the Four Directions
Continued from page 16
workshops, and you can seek the support of tribal elders
and government leaders. If you are a college student or
graduate you can help by providing advice to younger
people or by volunteering as discussion leaders in community outreach workshops.
Return on Investment
Ultimately, we are talking about the betterment of Indian communities through the education of our future
leaders. This will be manifested in many ways. One way
is through the measurable outcomes of the Gates Millennium Scholars Program. We have preliminary data but
the first year’s outcome is only a start. Another way is to
monitor the results of AIGC’s outreach program and its
effect on influencing the development of summer bridge
programs, enrichment programs, and other student support services, especially in areas where they do not
presently exist.
And, like the runners from our past, we will continue to gather and disseminate information from the four
directions for the benefit of our people. ✦
The Honorable Ernie Lovato, Governor,
Santo Domingo Pueblo, New Mexico
By JoAnn Melchor
This is the first in a series of essays or interviews based on
conversations with contemporary American Indian leaders
that pertain to current issues about education and economic
development under the broad theme of “returning home to
help our people.”
G
overnor Ernie Lovato is anticipating a meeting with
the Santo Domingo Pueblo Tribal Council when he
is asked to talk about his perspective on education
and economic development. Mr. Lovato is resuming a
fourth term as Governor for the pueblo. He is moving forward with new ideas and plans to help his community.
The governor has amassed a wealth of knowledge
and expertise based on experiences he has had away from
home over a period of 12 years in the military service, his
formal university training, and his professional endeavors
as a consultant. Such experience includes being a
spokesman for his people in the halls of Congress, serving
as a trainer in native leadership, cross-cultural learning
techniques, and developing skills training in specialized
topics, e.g., “The Power of Humor and Praise.”
His re-entry back into the New Mexico Pueblo milieu
came when he was appointed as Secretary, then Vice
Chairman for the All Indian Pueblo Council (AIPC). The
AIPC is based in Albuquerque. His extensive background
gave him confidence in taking on the responsibilities of
leadership in the face of many challenges facing our native
Indian people in New Mexico. However, he realized that
he needed guidance from our elders.
Governor Lovato recalled that, back then, the AIPC
leadership comprised mostly of elders from the 19 Pueblos. From them he learned many important lessons such as
the proper protocol when addressing Native leaders. He
sensed that with all of his skills, education, and motivation, there were other areas in which he needed to develop
as a young professional. The elders helped him to grow as
a leader. They stressed the importance of maintaining a
cultural connection with “home” and its interrelationship
with nature. Mr. Lovato feels that being an effective leader
requires all these elements. Moreover, there must be a balance between the outside world of formal education and
what is needed to maintain the cultural and environmental aspects that are not written in books.
As Governor he is making education a priority within
the community. He intends to create a focus group that
will address education issues from pre-school to graduate
school. He has set a goal of recruiting educated people;
those who have the desire
and commitment to
work hard on behalf of
the community and its
youth. He wants them to
succeed. Governor Lovato states that, “Indian
youth should be encouraged to stay in school and
focus on completing their
goals.” Mr. Lovato insists
that we as American Governor Lovato
Indians need to be more
aggressive in moving forward and being successful.
The Governor states that, “Education and economic
development are parallel in their importance to create
better lives for American Indian people. Education is
critical in furthering the economic development goals of
Santo Domingo Pueblo. Our youth need to be prepared
to take on future jobs within the Pueblo as well as outside the Indian Land. These jobs will require excellent
communication, management, and marketing skills.” As
he looks ahead the Governor has set goals to:
• Create businesses on Santo Domingo Indian Land,
• Build a restaurant, a Laundromat, and a grocery store,
and
• Create a branch bank,
“Learn all that you can and be the best at what you do; in
the advancement of your occupation you will be satisfied
with the outcome.”
—John Rainer
19
Guest Commentary
Bringing Our People Home
By Richard Fairbanks
I
s there a brain drain in Indian Country? Is our
biggest export our own people—those in whom we
have invested so much to become educated? Would
our people prefer to live and work in their home communities? In most cases, I believe the answer would be a
resounding YES!
Our self-determination journey began over a quarter
century ago. This opened doors to countless opportunities
and challenges to improve the operation of our tribal governmental functions, hospitals, clinics, and schools, to
name a few. Much success has been realized on these
fronts. We have seen spectacular success, in some instances,
in the area of economic development. Most notable are the
gaming operations along with their spin-off activities that
provide opportunities never before available to many
Native communities. Non-gaming Tribes, too, have found
ways of strengthening their economic bases in terms of
well-conceived and professionally managed enterprises.
Their success is reason to celebrate.
Over half the Native population in the United States
lives away from the reservations. Why? This is complicated. One variable stands out, however. We live in a country that functions on the basis of free enterprise.
Competition is its hallmark. In my view, these are not
necessarily foreign or negative concepts among Native
people. We have fervently promoted a belief that education is the panacea. “Education, we proclaim, will land
you a good job; you will be able to compete. Most importantly, you will be able to return home and help your
people.” Now after thirty or forty years of promoting this
belief, we are in a dilemma.
Educated Indians do indeed find good jobs. They
compete well. They just don’t come home! Yes, I know,
some do. But I also know from thirty years of experience
that far too many do not.
The American economic system, combined with success in promoting education among Indian youth, creates
“deals you can’t refuse” in many cases. For instance, the
American Indian Science and Engineering Society
(AISES) has facilitated the creation of an amazing array
of scientists and engineers most of whom cannot find
employment in their home communities. Indeed, they
are lured away by deep pocket corporations and public
sector employers. Some start their own businesses. Bottom line: they may never return home to work.
How do we reverse this trend? I have worked for
many years alongside many talented and sincere colleagues
addressing this issue. Many factors come into play. One of
the most prominent is tribal politics. But that aspect may
be overstated. Here’s why. When the fundamental economic system of a tribe is still “under construction,” as it
were, it is extremely difficult to compete with the American system. After all, that system has a two hundred year
head start. This begs the question: Should we fix tribal
politics or try something easier?
Tribes and rural native communities have recognized
the dilemma outlined above. While I will always applaud
the outstanding efforts of native education professionals
(NIEA, AISES, the Tribal Colleges, and many others)
and Tribal leaders, I believe a renewed effort and commitment is necessary to build Native economic systems.
In fact, the groundwork is already being laid to support
this next phase of native economic development.
Here are some trends I have recognized over the past
ten years that have the potential to bring our people
home. First, many gaming Tribes have shown what can
be done with wealth (capital) in terms of investing in
education, health, and further business development. The
key is creating wealth by owning businesses, not simply
creating jobs. Creating wealth sometimes requires help
from many sectors. Therefore, a second trend—one that I
have personally been involved in—is to seek and build
partnerships with other entities to either conduct business or gear up for it. For instance, joint venturing with
other tribes, neighboring businesses, and municipalities
Continued on next page
“Education provides you with the tools you need to succeed in life
both financially, vocationally, and in your personal life.”
—John Rainer
20
can work to combine resources and create synergy rather
than having to go it alone or having to compete outright
with those same partners. This paradigm is playing out in
several areas of the country and has the potential to significantly increase the mix of employment opportunities
in local native communities. Such opportunities often
bring higher salaries as part of the mix.
The third trend may be the most exciting. Remoteness
or isolation from markets seem to have eliminated many
Native communities from the American free enterprise system. Though difficult to overcome, we have seen a shift in
thinking due to modern telecommunications, information
technology, the internet, and other forms of new technology. This, combined with the emergence of globalization,
offers native communities a brand new set of opportunities
to not only close the so-called digital divide but to jump
out ahead in some cases (e.g., wireless telecommunication).
We continue to encourage our people to “get an
education.” Then, to our delight, they do! In doing so,
they seek a balance between their cultural needs and
their economic needs. Such decisions are difficult. But, if
we build smart economic systems, we can better compete for our own people and bring them home. ✦
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CD: $14.00/Cassette: $8.50.
FOR INFORMATION ON ORDERING:
• Build a new health center, new Headstart facilities, indoor
& outdoor recreation center for youth and children,
• Enhance the community through environmental improvement, a clean community is the key; this is a major emphasis in this administration.
Santo Domingo is renowned for its arts and crafts.
The jewelry and pottery trades, for example, have been
handed down over many generations. The Governor
wants to build on this reputation to promote tourism—a
staple in the economy of New Mexico.
Mr. Lovato encourages American Indian and Alaskan
Native students throughout the nation to accomplish
their educational goals and dreams. He states, “The Indian nations need to work together and promote Indian
interests. American Indians need to have more representation in all professional areas. Indians need to consider
running for political office so they can help make changes
to benefit our Indian nations. And—most importantly—
to never forget where they came from; that "home" offers
teachings that will have an impact on their future and the
future of coming generations.” ✦
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21
By Perry Horse
L
uck, I am told, is the crossroads where preparation
and opportunity meet. Being in the right place at
the right time. So what is it when ambition runs
headlong into the real world of choices and options? Finding one’s way from the campus to the future world of
work and career can be serendipitous. Or, depending on
one’s field of study and one’s vision for oneself, the career
journey can follow a somewhat orderly path as opposed to
one that is freewheeling or seemingly circuitous in nature.
The general course or direction in one’s life, especially
in one’s profession, is the standard definition of career.
Depending on age, one usually finds oneself planning for
or facing a career choice, in the middle of a career, or at the
end of it. Looking back on one’s lifetime is the point once
thought of as “the future.” In that sense, I can now affirm
what Yogi Berra allegedly said; “The future ain’t what it
used to be.” The only thing we know about the future is
that it cannot be predicted. And, it gets here real quick.
Years ago, as a teen-ager, I stood in the middle of a
forty acre cotton patch in rural Oklahoma. It was midsummer. The heat and humidity were stifling. I had
paused to rest; to take a drink of water. The sand underneath my feet was scorching. Heat waves shimmered in
the distance. The rows of cotton seemed endless. I think
it was precisely at that point in time when I decided that
the work of a field hand, e.g., chopping cotton, was not
my first career choice. Other than that, I did not have a
clue. But that was then.
Nowadays, young people have an almost overwhelming choice of career options or possibilities. Similarly, numerous opportunities for scholarship assistance
now exist for Indians that were scarce or non-existent up
until about 1970. The trick is to link one’s ambition and
training to one’s options for career growth. Self-help
books are available in abundance along with school-towork programs, career counseling, job fairs, and internet-based job postings. Such sources represent the “how”
aspect of getting through the career doorway. The first
step, though, is to define the “what.”
Stephen Covey, in The 7 Habits of Highly Productive
People, writes about beginning with the end in mind. For
some, the end may be simply “getting a job,” which is
understandable. Beyond that, however, one should try to
create a vision for oneself in terms of career aspiration.
We know from working in organizational development
that visions take a while to shape in one’s mind. They
take even longer to formulate into an articulate statement. At the personal level, one must rely on one’s intuition as much as anything else. Ask yourself, In the end,
what would I like people to say about my life’s work?
What contribution can I make—to my community, my
tribe, my nation, my profession?
For many young people, this is not an easy task.
Standing in that hot cotton field so long ago I had envisioned myself vaguely as an office worker where the environment was cool and clean. I did, in fact, work in a
number of offices and did a stint in the Army. By the
time I reached graduate school I began to see a much
larger picture and a possible role for me as a teacher,
preferably at the university level. That is what eventually
led me into a doctoral program. I did become a teacher
but not university-based. Instead, I would up as an
instructor in a corporate human resources department
conducting research and training in management and
organizational effectiveness. Teaching was my vision—
the setting was unexpected.
Among numerous Indian tribes—long ago—individuals often set out on solitary vision quests seeking spiritual
guidance and inspiration. In sacred locations some were
able to enter a dream like state whereby they received
instruction relative to certain tasks, missions, or personal
commitments. Similarly, it is customary in many tribes for
one to receive a name in the native language that is unique
to him or her. In tribal tradition these served as a kind of
benchmark for future service or duty for those so
endowed. Nowadays the vision quest may be less tenable
“There’s a whole world out there. When you don’t work toward
obtaining an education, you limit yourself.”
—John Rainer
23
as a practical matter. But the idea of seeking or setting out
the broad outlines of one’s future goals is still advisable.
And, it still requires disciplined thinking.
Once in the workplace, further career planning is
usually guided by three questions. 1) Who am I? 2) How
am I perceived by others? 3) What are my options?
Answers to the first two questions can be most efficiently
obtained via self-assessment instruments. Information on
these are available in most human resources departments.
The most instructive, in my experience, are the so-called
360° feedback surveys. These give feedback from one’s
superiors, subordinates, peers, and family who are knowledgeable about the individual. Question one has to do
with one’s talents, interests, and skills. Question two provides answers that most people usually do not get unless
they ask. We all know what our driving passions are but
we ordinarily do not know how we come across to others—how we are perceived. Such information can be very
useful in helping us make any adjustments that may be
worthwhile. Question three is simply one of exploring
options, which could include leaving one’s current job or
company for better opportunities elsewhere.
Native American students at American University
24
Research indicates that one tends to grow through
four stages of development in white collar jobs. Stage
one is the entry or apprentice level. Stage two is when
one becomes recognized as an independent contributor
in one’s own right and recognized as such by colleagues.
Stage three is when one begins to willingly share one’s
expertise and become a respected spokesperson in the
profession. Stage four occurs when one exercises power
and influence across organizational lines. One grows
through these stages over time. It is important to note
that growth through the stages is not dependent on promotion to management in the usual sense. Rather, it
occurs imperceptibly. The late Gene Dalton, an acquaintance of mine, described such transitions as similar to a
novation which is legal terminology for renegotiating a
contract. One renegotiates one’s role according to the
stages. Dr. Dalton was co-author of the ground-breaking
book, Novations: Strategies for Career Management.
Regrettably, there is no freeway to the future; no
detailed road map. Instead, it is akin to making one’s
way by general compass headings. By charting a general
course or direction we can use our own ingenuity in
making choices depending on available options and our
own sense of where we would like to go. ✦
Council of One Hundred
Giants and Little People
By Vine Deloria
M
any oral traditions of our people speak of conditions that no longer exist and creatures that
once lived but do so no more. A close comparison of our traditions and the findings of modern science
often shows that our people knew many things that science did not know until very recently. A good example
is the explosion of Mount Mazama creating Crater
Lake; another example is the insistence of the
Cheyennes that the giant buffalo of the Pleistocene and
the modern buffalo are of the same species. Our plan
knowledge was superior in many ways to contemporary
science. California tribes identified over 100 plants in
the desert that could be used as food and medicines.
New discoveries are changing the idea about North
American prehistory very rapidly; the Bering Strait has been
abandoned by many scientists as dates of human occupation are getting earlier and earlier. We should begin to
examine ideas that are prevalent in many tribes and not yet
conceived by academic scientists. To that end we are asking
the Council of One Hundred to assist us in identifying elders who would know the traditions of their people regarding
Giants and Little People. Consider the following:
Some species of human inhabited parts of North
America long ago, and, for the tribal accounts we have,
were exceptionally cruel to our people. The Paiutes cornered them in a cave and smothered them to death; the
Choctaws invented the blow gun with poison darts and
killed them at night in guerilla warfare; the Delawares
say that a disaster killed them and the mammoths they
used to hunt.
In the period 1920-1950, six skeletons of tiny humans,
about two feet tall, were found in caves in Wyoming.
Authorities who examined these creatures were split on
their explanations; some felt they were infants who had
contracted some mysterious disease; others thought they
were fully developed humans. The Crow and Shoshone
have stories describing these little people, as do many tribes
in the eastern United States. Sometimes they are described
as having special medicine powers, and sometimes they are
described as living the same kind of life that our ancestors
lived—hunting and gathering.
We do not take a position on the reality of these creatures in defiance of science, but we ask whether or not
they had a physical reality for our ancestors. Many giant
bones have been dug up or discovered accidentally in the
past 200 years so there is a basis for asking what we can do
to examine this fascinating topic. It is impossible for us to
track down elders who might know stories of these people,
but with the cooperation of the Council of One Hundred,
we can make a good effort to locate these stories.
Could each of you look around, ask people you
know, stir up your memories, and help us put together a
few names that we might contact for a possible conference on Giants and Little People? You could help us
begin to compile a listing of traditional people who know
the traditions and revere them. We already have enough
people out there pretending to be Indians and offering
everything from Atlantis to New Age meditations. Contact the Council of One Hundred at the American Indian
Graduate Center. If we decide to have a meeting on
Giants and Little People, you are all invited to attend and
hear some real stories about the long ago. ✦
John realized that the world was changing and he needed to adapt
to the demands of life. He began school at 13 and although he didn’t speak English, he studied until he could understand the lessons.
He didn’t believe in giving up. Eventually he received a gold medal
for the best academic performance and outstanding graduate of his
high school class.
25
Christa Moya and Kathleen Dragoo at a financial aid workshop
Howard Rainer
AIGCS Outreach meeting
Howard University
Graduate School
A National Leader in Graduate Education
• Doctoral/Research University-Extensive, highest classification of doctoral granting
universities of the Carnegie Foundation for the Advancement of Teaching
• Nation’s largest producer of African American Ph.D. recipients
• Multicultural, racially diverse faculty and student body
• 27 Ph.D., 30 Master’s, 9 M.D./Ph.D. Degree Programs
• Competitive tuition
• On-campus housing with Internet connectivity
• A wide variety of financial aid packages
• Access to national health, science, educational, and policymaking resources
APPLICATION DEADLINES:
APRIL 1 - FALL SEMESTER; NOVEMBER 1 - SPRING SEMESTER; MARCH 1 - SUMMER SESSIONS;
PSYCHOLOGY/CLINICAL PROGRAM - FEBRUARY 1; FINANCIAL AID - APRIL 1
www.founders.howard.edu/gsas
202-806-7469/6800
26
We’re investing in the
future of this community.
It’s an everybody’s interest to make certain that the young people of today
receive not just a solid education but also the community-based sports, arts
and cultural experiences that will help them become productive adults tomorrow.
We’re proud to invest funding and volunteer hours in achieving that goal.
© 2002 Wells Fargo Bank New Mexico, N.A.
wellsfargo.com
Member FDIC
Healing – A Native Perspective
By Phil Lane, Sr.
“M
itakuyepi.” Some of the Lakota people know
what this word means; it means “my relatives” in
the Sioux language. Instead of addressing a
group by the term “Ladies and Gentlemen” or other
appropriate salutations, our people respectfully addressed
them as “Mitakuyepi.” They did this because in their old
aboriginal way of life, they felt related to everyone and all
living things. They felt a need to be related to everyone,
everywhere. These old people will tell you that no matter
where you go in Indian country, you will always find relatives. I believe that all Native people have this beautiful
idea in common, so I address you, “Mitakuyepi.”
Our old people believed we were born into this
world to enjoy every moment of it.
They had proof of this when they saw the young
colts running, playing and kicking; the birds singing; the
little puppies chasing one another and playing, and in
my Northwest country, the beautiful salmon and other
fish jumping and splashing in the water. These creatures
of course, do not have the reasoning of a human being
yet; they enjoy life as the Creator intended it.
Our people say that we are born into this world to
fulfill a destiny and if we look to the Creator for guidance, we will grow and develop on four sides: physically,
mentally, morally and spiritually. Our old people lived in
their aboriginal ways, completely in harmony with nature
and so they naturally grew up developed on all four sides.
Now we all know that to grow on the physical side,
we need to eat well, to work, to exercise and rest the
body. To grow mentally, we must exercise the brain and
learn the things we need to be able to accomplish whatever mental problems we face throughout our lives. To
grow on the moral side generally starts very early in our
lives by the influence of our parents, grandparents and
relatives. This, of course, comes when the responsible
people are themselves morally strong. As we mature, we
continue to grow on the moral side by being constantly
aware of our actions and thoughts, particularly in association with our fellow humans.
Lastly, but probably most importantly, is our growth
on the spiritual side. At one time this growth commenced prior to birth. To grow spiritually is to develop
the soul, the spiritual seed, which is the real being. This
is an adventurous journey which we pursue throughout
our lives until we go to the “other side camp” as is said
by the old people. First we must recognize that we are all
the grandchildren of Wakan Tanka, the Creator of all
things, the Great Spirit. We must first know all that we
can about our Creator. Much of this knowledge comes
from those who raise us through our adolescent years. At
early childhood we begin this development by learning
as much as we can about all the wonders of nature, the
seasons, and the teachings of our elders and spiritual
leaders. We learn to love and respect all of life that we see
in all of creation. The use of the Sweat Lodge and the
Pipe are used to come into complete harmony with all
about us. Through this we can come to a greater understanding of who we are and experience peace of mind
and joy in living. When we grow and develop on all four
sides, we become well-balanced human beings able to be
positive forces throughout our lives.
We can find true happiness in every respect – we are
not lopsided people. ✦
Phil Lane, Sr., was born and raised on the Standing Rock Indian
Reservation and went to Haskell Institute. He has lived in the Northwest
for many years, working as a civil engineer while being a true traditional
teacher.
John knew what it was like to struggle financially through college.
The scholarships he assisted others with were his way of supporting students in their efforts to succeed.
28
Be the Face of America to the World
The U.S. Department of State has careers in a
wide variety of areas as a Foreign Service
Officer, Foreign Service Specialist or Civil
Service employee. We’re looking for
people interested in managing and
supporting the operations of a
U.S. embassy, helping American
citizens, analyzing political and
economic events, and handling
public affairs abroad. Student employment
and internship opportunities are also available.
Experience the challenge and excitement of
being on the frontline diplomatic team of
the United States while making a difference in
the world. As an equal opportunity
employer, the Department of State
encourages Native Americans to
contact one of the Diplomats in
Residence about the hundreds of
careers available.To locate a Diplomat in
Residence near your graduate program,
please visit www.careers.state.gov/dir.html
U . S . D E PA R T M E N T O F S TAT E
The Opportunity of a Lifetime
www.careers.state.gov
American University Fellowships
of interest to the Native community and to gain valuable
work experience through internships in the nation’s capital. Interns are placed in a variety of federal agencies. The
academic component of the program is focused on issues
such as tribal sovereignty, trust responsibilities, education,
tribal language retention, health and social welfare in
Indian communities, and economic development. The
internship is also part of a separate academic class. The
WINS Program maintains regular close contact with all
the internship sites and supervisors and holds regular
internship classes with assigned readings and written
work, designed to ensure that each internship is rigorous
and substantive and promotes the greatest academic and
professional development for each student. Numerous
social activities and a summer powwow have become regular features of the WINS program.
The School of International Service
Since 1957, the School of International Service has offered
programs designed to encourage peace and human dignity
worldwide, and thus the School promotes the concept central to its name: service. Graduate and undergraduate students, mid-career professionals, and ambassadors have
been attracted to SIS for its special emphasis on service —
learning much within their SIS studies and generously giving back to their countries and cultures. The School plans
to strengthen this distinctive experience and to continue to
provide flexibility as it encourages Native American students to pursue any and all of its programs. For students at
all levels, the School of International Service offers unusual
opportunities to study with distinguished professors in
small classes, to study a variety of subjects of international
and domestic concern, and to undertake internships and
independent study that relate to the pressing needs of communities in this and many nations. Central to its program
are human rights questions, cross-cultural study, peace,
economic development, and nation building.
Fields of Study in the School of International
Service
With more than 100 scholars and practitioners on its faculty, the School of International Service is the largest center for international affairs education in the US, offering
degree programs at all levels. The School has extraordinary breadth in its eight fields of study, all of which are
available for Native American students including:
Comparative and Regional Studies. Students compare
and explore the inter-relationship between and among
various communities, nations, and cultures.
International Environmental Policy. Students learn the
processes of policy-making through a concentration on
political economy, international diplomacy, environmen-
30
tal ethics, sustainable development, and environmental
justice. The Program's goal is to advance local, national
and global environmental protection efforts.
International Communication. Students learn how to
help communities deal with the challenges of globalization.
The program prepares students for involvement in cultural
rights, national sovereignty, and global cooperation.
International Development. The program trains students to participate more effectively in implementing
and shaping socioeconomic, political, and environmental change around the world including small enterprise
development, gender equity, and education.
International Economic Policy. The emphasis in IEP is
on real world economic policy and transactions among
sovereign communities, international organizations,
multinational corporations and non-governmental
organizations including trade, finance, development,
investment, energy, and natural resources.
International Peace and Conflict Resolution. Students
examine various approaches to peacemaking, basic
assumptions about conflict, and application of theory to
current conflict situations. Students have the opportunity to develop practical skills in conflict resolution and its
techniques.
United States Foreign Policy. The program concentrates on ten themes, including leadership, the role of
small groups in U.S. foreign policy decision-making,
institutions and procedures of the federal government as
they relate to policy, and U.S. policies and practices concerning immigration, human rights, international law,
and international peace operations.
All School programs emphasize economic development
and poverty alleviation, cross-cultural communication and
communication technologies, complex emergency management, diplomacy and conflict prevention, negotiation
between nations, and policy analysis including treaties and
cooperation between nations.
Most important, no matter what their field of study
or planned occupational path, all members of the SIS
community share a commitment to making a difference
in the world — to taking action in a positive, principled
way in this increasingly interconnected yet divided
world. SIS is poised to build upon its distinctive foundation, and we invite Native American peoples to join us
in a mission of vital significance in coming years.
For more information about the School of International
Service, please review our web site at www.american.edu/sis
or contact us by e-mail at [email protected] or by
phone at 202-885-1599. ✦
AIGC News
American Indian Graduate Center News
T
eri Walker (Choctaw) is taking a leave of absence. She
has accepted an invitation to participate for six weeks
in an ongoing research project of Donald Brightsmith,
Ph.D., Duke University Department of Zoology. Dr.
Brightsmith is studying macaw reproduction and management, and their utilization of clay licks—cliff banks containing clay which, when ingested, is believed to neutralize
the toxins common in the birds’ food. The research site is
in the Tambopata National Reserve in southeastern Peru,
an area containing some of the most pristine and biologically diverse rainforest in the world. Teri is a birder and
has been fascinated by the neotropics since childhood.So
this is an opportunity for her to realize a lifelong dream.
Teri is AIGC Administrative Associate. ✦
T
he American Indian Graduate editor, Dr. Perry
Horse, participated in a memorial ceremony for the
late Lloyd H. “Kiva” New, President Emeritus of the
Institute of American Indian Arts (IAIA) in Santa Fe.
The two-hour ceremony on February 23 was attended
by approximately 300 people and featured speakers such
as: Dr. N. Scott Momaday, artists and IAIA alums Kevin
Red Star (Crow) and Dan Namingha (Hopi), as well as
other notables in the Indian art world. Perry, a former
president of the Institute, sang a traditional Kiowa
memorial song. This was followed by presentation of the
U. S. flag to Dr. New’s widow by an honor guard of the
U. S. Navy. Dr. New was a deck officer in the navy in
WWII. He was born February 18, 1916, and passed
away on February 8, 2002. ✦
T
he American Indian Graduate Center receives
financial support from alumni, special friends, contributors, staff, businesses and foundations. Special
thanks are extended to all those who have sent contributions this year. AIGC receives BIA funding for graduate
fellowships, but there is a continued need to raise funds
for our programs and fellowships. So please keep those
contributions coming.
The American Indian Graduate Center would like
to especially thank the following organizations for their
support of our American Indian Graduate students:
• Pojoaque Cities of Gold, Pojoaque, New Mexico
• Acoma Business Enterprises, Acoma, New Mexico
• San Felipe Casino Hollywood, San Felipe Pueblo,
New Mexico
• Tamaya Enterprises, Inc., Santa Ana Pueblo, New
Mexico
The AIGC made a presentation to the NM Indian
Gaming Association and its members who wholeheartedly support the work of the graduate center. Contributions from the businesses listed above represent AIGC’s
first ever support from these gaming tribes. Such support
is vital to help in meeting our mission of creating selfsustaining communities through education. ✦
31
Meet the AIGC Board
tribal governments and entities. David was instrumental
in helping the Arctic Slope Regional Corporation to
expand its services into the lower 48 states. Based in
Anchorage, the ASRC is wholly owned by Inupiat Eskimos.
At that time David served ASRC as Vice President of Marketing. His e-mail address is: [email protected].
Kathryn W. Shanley (Assiniboine)
Kathryn is an enrolled Assiniboine (Nakota) from the Ft.
Peck Reservation in Montana. She earned her Ph.D in
English Literature and Language Studies at the University of Michigan in 1987, with a focus on the study of
American Indian and Third World literatures.
She has published widely in the field of American
Indian literary criticism, writing about such authors as
James Welch, Maria Campbell, Leslie Silko, N. Scott
Momaday, Linda Hogan, Thomas King, and others.
Most recently, she edited a special edition of Paradoxa
Journal of World Literary Genres entitled: Native American Literature: Boundaries and Sovereignties.
Kathryn is also on the Board of Directors for the
American Indian Graduate Center.
4520 Montgomery Blvd., NE
Suite 1-B
Albuquerque, NM 87109
Beverly R. Singer (Tewa/Diné)
Beverly R. Singer is Tewa and Diné from Santa Clara
Pueblo, New Mexico. She is an award-winning documentarian whose video productions explore the subject of cultural revitalization in Native American communities. Active
in media for two decades, she is on the Board for the Chiapas Media Project and a founding member of the Native
American Producers Alliance.
Prior to becoming the inaugural
director in 2001 of the Alfonso
Ortiz Center for Intercultural
Studies at the University of New
Mexico, she was a public program specialist with the American Museum of Natural History,
the Smithsonian National Museum of the American Indian Film
and Video Center, and taught at Beverly Singer
Parsons School of Design and at
California Polytechnic State University. She received her
Ph.D. in American Studies from the University of New
Mexico and her M.A. in Social Service Administration from
the University of Chicago, and her film training from the
Anthropology Film Center in Santa Fe, New Mexico. You
may reach Beverly via e-mail at [email protected] ✦
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