Native American Student Advocacy Institute: A Song, a Prayer and an Education

May 2010

Programs and Services

At the 2010 Native American Student Advocacy Institute (NASAI), the president of the National Indian Education Association shared her organization’s holistic vision for increasing academic success among Native American students. “We are responsible for raising, teaching and caring for our children,” declared Patricia Whitefoot. “They are the backbone of our tribal future.”

In its third year, NASAI provided a forum for education leaders like Whitefoot to share their stories and discuss ways to ensure a bright future for Native American students. More than 250 educators representing 32 states, the District of Columbia and Canada gathered on the University of New Mexico campus to address the shared challenges facing their students.

Many of the speakers touched upon the importance of honoring and preserving tribal values and beliefs. While offering different perspectives, they agreed that creating and maintaining a balance between culture and academics is essential for educators who serve Native American students.

By working closely with tribal nations, schools and institutions can “tailor programs to maintain [students’] way of life and spiritual sovereignty, and blend them with traditional academia,” said Wendell Jim of the Confederated Tribes of Warm Springs. The long-standing relationship between the Confederated Tribes of Warm Springs and Oregon State University was one of several effective partnerships highlighted throughout the institute.

Mentors were also frequently referenced as an integral support system for Native American students. Sweeney Windchief, assistant dean for diversity at the University of Utah Graduate School, spoke about the divergent realities, concerns and obligations felt by someone who identifies as both a college student and a member of a tribal nation. “Our students are carrying both of these worlds,” said Windchief. Mentorship programs, such as the Beta Sigma Epsilon fraternity at the University of New Mexico, provide guidance to students who feel pulled in different directions.

Amid all of the discussion about strategies and plans, the positive energy at the institute was enhanced by prayers and songs from several of the plenary speakers — a reminder that traditional education and cultural preservation are not at odds.

Ferlin Clark, president of Diné College, warned that although an education can open a world of opportunity for students, it should not come at the cost of losing their cultural identity. “If we don’t all take the opportunity now to learn that song, that prayer, that ceremony, we will forfeit that.” By achieving academic success and returning to support their communities, Native American students not only maintain their identity, but also have an opportunity to play an even larger role in preserving the traditions of their families and ancestors.

For more information about presenting a session at the 2011 Native American Student Advocacy Institute, send an e-mail to This e-mail address is being protected from spambots. You need JavaScript enabled to view it .