Our Students Give Me Hope

And today I need it – I write this as December is starting and I anticipate spending Christmas (just as I did Thanksgiving) without my family because of the surge in COVID-19 cases and deaths across our country, which have reached frightening new highs. This is especially true in Native communities and families, including mine. Still, I find myself clinging to the idea that the fear and sadness I’m feeling will bring something good. Despite a year that has seemed determined to ravage Native communities, I believe we will prevail.

There is no question Native communities have suffered enormous loss over the last 11 months. Inequities that have existed for generations went from something we had learned to live with (though working hard to overcome), to something that has stolen our cherished relatives and Elders from us at alarming rates. Through July of last year, the CDC reported that American Indian and Alaska Natives experienced COVID-19 at 3.5 times the rate of White Americans, and now at the end of the year, we are experiencing the highest mortality rate of any other group in the country.

My determination to hold onto hope sometimes feels as though it is being held by just a thread. Thankfully that thread is a powerful one – because it holds the hope and optimism of nearly 20,000 Native college students. Last fall, the College Fund received the second-highest number of scholarship applications in our 30-year history. And for those tribal colleges and universities that were able to provide additional support for things like debt forgiveness, reduced or free tuition, and even free housing, student enrollment increased by an average of 28%.

Tribal colleges made a swift shift to online courses and additional student resources; Native scholars enrolled for the first time or returned to school determined to pursue their degrees; the College Fund discovered new ways of supporting our students and communities; and all of it was possible because you care.

I see a new determination, and stronger focus on the path forward in our students. I see the unshakeable will they have to reclaim control over their own lives and communities, and how they connect that strength and control to a specific educational goal.

“Infusing our tribal councils, our boards of education, our state and federal governments with the voices and leadership of young Native Americans sets us on a new journey, one our ancestors dreamed of and fought for.”

Infusing our tribal councils, our boards of education, our state and federal governments with the voices and leadership of young Native Americans sets us on a new journey, one our ancestors dreamed of and fought for. With sincere determination to be good representatives of their people, leaders like President Killer have the potential to create real and lasting change, not just for their terms of service, but for generations to come. They are bringing to their roles new ideas, new beliefs, and new knowledge with which to create a better future. They are bringing to their roles the power of education.

I do not yet know what enrollment looks like for this spring, but I have no doubt that every single Native scholar who is completing their coursework using a hot spot in a parking lot, or reading through a textbook while their children are sleeping, or finishing a shift at work only to then finish their assignment at home will use the power of their educations to create change. It’s time for us to place our hope in the future they are building. It’s time for us to place our hope in education.

Pilamayayapi (thank you) for your support and friendship,

Cheryl

Chandra

My generation is doing many things to create stronger and sustainable tribal communities. I have classmates who are teachers, firefighters, police officers, advocates, counselors, artists, and more. Most are working in our tribal communities to make a difference in their respective professions and I have deep admiration for the work they do, as it inspires me to reach for success in my own field. My generation is showing our youth that we, as Indigenous people, are capable of achieving our dreams, reaching our goals, and we can make an impact in our tribal communities. Overall, sustainable tribal communities are created and maintained by those who are passionate about education, health, safety, and the well-being of the community.

RETURN TO TOP

My name is Sadie Red Wing, and I am a citizen of the Spirit Lake Dakota Nation, a College Fund Scholarship recipient and Student Ambassador, and current College Fund employee.

I received my Bachelors of Fine Arts from the Institute of American Indian Arts in Santa Fe, New Mexico (2013), and my Master’s in Graphic Design at North Carolina State University (2016). I was awarded the NBC Universal Scholarship from the American Indian College Fund, which led me to becoming a student ambassador with the College Fund and now I am proud to be a College Fund staff member.

While attending North Carolina State University, I found myself immersed in a graduate cohort with mentors who shared no empathy or knowledge of issues relating to decolonization, decoloniality, repatriation, cultural appropriation, visual sovereignty, underrepresentation, or inequitable access to sustainable resources.

Unexpectedly, I received an invitation to present with design anthropologist, Elizabeth Dori Tunstall, on the topic of Respectful Design at the annual American Institute of Graphic Arts (AIGA) conference. Ms. Tunstall introduced this movement to address the lack of respect, diversity, and inclusiveness in design education. Her interest in my participation allowed me to share an Indigenous voice for students who experienced underrepresentation in graduate level studies.

Currently, Indigenous people do not dominate any profession relating to the field of design, nor do institutions retain Native American students who might seek these types of degrees. Once I recognized the insufficient retention of Native American students in mainstream art, design, and STEM focused institutes, I shifted my focus to advocating for inclusivity for Native Americans in these creative fields.

In April 2020, I returned to the American Indian College Fund as a Student Success Coach. In this position, I am fortunate to be immersed in an environment that allows me to learn greater advocacy skills for Indigenous students seeking higher education. I hope to build my experience in developing academic foundations and frameworks that reflect cultural competency for institutions, as well as increase Native American student success through resources provided by the College Fund.

Sadie Red Wing, MGD (Spirit Lake Dakota)

The Simons Family Legacy of Giving

Howard Simons was one of the great spirits and souls of American journalism and philanthropy, and through his generosity he was also a tremendous advocate for Native Americans.

As managing editor of The Washington Post, Mr. Simons was known as a journalistic traditionalist who prized aggressive reporting and was critical of what he considered to be a modern trend toward lighter, less serious newspapers.

After retiring, Mr. Simons started a foundation to support Native American journalists. His daughter, Anna Simons Jordan, in dissolving her late father’s estate, chose the College Fund to receive the remaining assets of that foundation, which totaled nearly $1,000,000. This is an enormous boost to Native students applying for scholarships.

Like the Simons family, you can leave a legacy that creates a brighter future for Native students and their families. Rally your community and start a fundraiser today – together we can create change! For questions or information, reach out to Kim at kwilliams@collegefund.org.