Experiential Activity:

Native Students
Savannah Matherly
Western Carolina University
Who are Native Students?

● Patton, Renn, Guido, & Quaye (2016)

○ Diverse array of peoples, tribes, and cultures
○ Important to recognize the role of colonization
○ Consistently have fought to preserve their culture
■ Horse’s model of Indian Identity/Racial Development (2001,
2012)

● Okagaki, Helling, & Bingham (2009)

○ Native students face many challenges in preparing for and succeeding
in higher education
○ Resilience Theory
○ Cultural identity and factors are an important component of their
Why did I choose Native Students?

● Research is lacking
● Experience in Canada
● Lack of resources, visibility, and support
● Continued discrimination, microaggressions, and cultural
appropriation
What did I do?

● 4 Hours:
○ Chief Richard Sneed speaks on Leadership, April 3rd (1½ hrs)
○ New Kituwah Powwow, April 4th (2 hrs)
○ Interviewed 2 Native Students, April 17th (30 min)
○ Interviewed 3 Alpha Pi Omega Members, April 22nd (30 min)
● Went to the Cherokee Museum
● Researched Native students
Interviews with Native Students

● Interviewee One:
○ Queens University
○ “[AISES] brought me so many close friendships and a connection to the Native culture
that I hadn’t really had the opportunity to experience before.”
○ “It makes it harder to justify Tribal recognition and sovereignty when everyone claims to
be a part of it. There is also a lot of ignorance about Native Americans as a whole.
There is a clear lack of education on how reservations came to be, what kind of
interactions took place between Natives and settlers, and the role the US government
played in facilitating the systematic oppression of Native people”
● Interviewee Two:
○ Cornell
○ “I have encountered many situations like this when telling people where I live. Granted,
I don’t have a tan complexion, but still people assume that we all do. And like the boy in
class, many assume that we prefer our hair in two braids like Sacagawea. It always
kind of shocks me when I am met with stereotypes like this, but it proves that we still
have more work to do in breaking free of them.”
Alpha Pi Omega

● Established on September 1, 1994 at University of North Carolina at Chapel Hill

● Four Fundamental Principles:
○ “respecting Native American traditions, supporting self-renewal through
continuous education, honoring the Creator, and addressing critical issues
facing our Native communities and society at large”
● Quotes:
○ “Alpha Pi Omega Sorority, Inc. is an organization that allows for women and me
to embrace our indigeneity. The sorority is a safe space where women are able
to grow and learn from each other.”
○ “I am proud to be indigenous, to embrace it, and to have a space to embrace it.
Coming to Carolina has allowed me to learn even more about my culture and to
be able to teach others as well. In addition, I am continuously learning about
other native cultures as well which broadens my knowledge.”
What did I learn?

● Leadership molded from the values of Cherokee culture

● Stereotypes of Native populations
● Traditional dances and Pow-Wow Dances
● Various traditional crafts, techniques, and food
● Support systems and organizations on campus
● Lack of understanding and the need for visibility
● MAKE SPACE
Services Offered at WCU

● Cherokee Center
○ Providing services to potential and current students
○ College fairs/Recruitment days
○ Events
○ Educational lectures and speakers
○ Tours
● Diversity Dialogues
● Cherokee Studies
● ICA
● Mountain Heritage Center
● DIGALI'I: NATIVE AMERICAN STUDENT ORGANIZATION
References

● http://www.alphapiomega.org
● Patton, L. D., Renn, K. A., Guido, F. M., Quaye, S. J. (2016). Student development in
college: Theory, research, and practice (3rd Ed.). San Francisco: Jossey-Bass.
● Okagaki, L., Helling, M. K., & Bingham, G. E. (2009). American Indian college
students' ethnic identity and beliefs about education. Journal of College Student
Development, 50(2), 157-176.