The Retention of

Native American Students at the

University of Washington Seattle
Katie Bates
Dani EspinozaGonzalez
Ona Fisher

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Population
Washington, 2014 estimate:
7, 061, 530

Washington, 2013 estimate:

6, 973, 742

American Indian and Alaska Native alone,

2013:
1.9%/132, 501

American Indian and Alaska Native.A

person having origins in any of the original
peoples of North and South America (including
Central America) and who maintains tribal
affiliation or community attachment. This
category includes people who indicate their
race as "American Indian or Alaska Native" or
report entries such as Navajo, Blackfeet,
Inupiat, Yup'ik, or Central American Indian
groups or South American Indian groups.
566 Federally Recognized Tribes in the US; 29 in WA
State
http://quickfacts.census.gov/qfd/states/53000.ht
ml
http://www.ncsl.org/research/state-tribal-institute/list-offederal-and-state-recognized-tribes.aspx

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University of Washington - Seattle

Campus, Winter 2015
Total Enrollment: 42, 976
Women: 52.1%; Men: 47.9%
Average Age: 23.9

Undergraduates: 28, 696/66.8%

Retention:
93% of freshmen return for their
sophomore year (Freshman Class of
2013)

Graduation Rates (Entering

Freshman Class of 2007):
4 years: 58%
5 years: 78%
6 years: 82%
http://admit.washington.edu/QuickFacts#retention-andgraduation

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# of students who identify as

American Indian at UW (2015):
1.3%/567
Average in WA State: 1.9%/132, 501
https://depts.washington.edu/studata/w/wpcontent/uploads/2014/11/Quick_Stats_Win2015_Seattl
e.pdf

Native American Graduation

Rates at UW (2014):
4 years: 52.9%
Average at UW: 58%

5 years: 64.8%
Average at UW: 78%

6 years: 68.9%
Average at UW: 82%
http://www.washington.edu/oea/pdfs/reports/OEA
Report1401.pdf

PROBLEM
THERE ARE LOW RETENTION AND
GRADUATION RATES FOR THE
NATIVE AMERICAN STUDENT
POPULATION AT UW.

QUESTION
?
WHAT ARE BEST PRACTICE PROGRAMS CURRENTLY
HAPPENING AT UW THAT HAVE ELEMENTS WHICH
COULD BE TRANSFERABLE TO SERVE OTHER IDENTITY
GROUPS?
HOW COULD THESE SPECIFIC ELEMENTS BE UTILIZED
TO SERVE NATIVE AMERICAN STUDENTS IN AN
EFFORT TO INCREASE RETENTION AND GRADUATION
RATES FOR THIS IDENTITY GROUP?

SOME CURRENT RESOURCES AT UW

FOR NATIVE AMERICAN STUDENTS
Native American Faculty at UW-Seattle (2007)
23 (0.51%)
Overall Faculty: 4, 448

Samuel E. Kelly Ethnic Cultural Center (studentinitiated)

The Native Room
The Center represents a home away from home to many of our ECC
students. The Center has been a place where students can find familiar
faces similar to themselves, staff that care about their academic and
personal well-being, and where students can meet, interact, hang out, and
build community. ECC is also a place where you can learn leadership
development skills, share and understand different cultural perspectives,
and become future leaders of tomorrow.

Pell Grant eligible Native American students (2014-15)

231/43.8%

SOME CURRENT RESOURCES AT UW

FOR NATIVE AMERICAN STUDENTS
wbaltx Intellectual House
Officially opened on March 12, 2015
A passionate dream over 40 years in the making fueled
the construction of this building

http://www.washington.edu/diversity/tribal-relations/intellectual-

SOME CURRENT RESOURCES AT UW

FOR NATIVE AMERICAN STUDENTS
wbaltx Intellectual House
A primary purpose of wbaltx Intellectual House is
to increase Native American students success at UW by
preparing them for leadership roles in their tribal
communities and the region.

http://www.washington.edu/diversity/tribal-relations/intellectual-

SOME CURRENT RESOURCES AT UW

FOR NATIVE AMERICAN STUDENTS
wbaltx Intellectual House
The second phase will add a building for teaching and
learning and include student programming space,
meeting rooms, an arts lab and an Elders lounge.
Fundraising to complete the $8 million second phase is underway.

http://www.washington.edu/diversity/tribal-relations/intellectual-

SOME NEEDS FOR NATIVE

AMERICAN STUDENTS IN HIGHER
EDUCATION
Barriers for American Indians from Journal of
Higher Education (2008) Article (Guillory &
Wolverton, 2008)
Barrier #1: Inadequate Financial Resources
Barrier #2: Lack of Academic Preparation

Voices of the Native American Students

Persistence Factor #1: Family
Persistence Factor #2: Giving Back to Tribal Community
Persistence Factor #3: On-Campus Social Support

SOME NEEDS FOR NATIVE

AMERICAN STUDENTS IN HIGHER
EDUCATION
Historically colleges were places to teach Native
Americans to assimilate to White, Western culture.
(ASHE, 2012)
Indian College opened in 1640

Western ideals of competition and individual success

are at odds with reasons that Indigenous students
pursue higher education, to help their families and
communities. (ASHE, 2012)
The skills obtained at the university may be irrelevant
to the nation. (ASHE, 2012)
When tribal members are actively engaged with
colleges, they are better at retaining those students.
(ASHE, 2012)
Postsecondary Education for American Indian and Alaska Natives.
(2012). ASHE Higher Education Report, 37(5), 1-140.
doi:10.1002/aehe.3705

SOME NEEDS FOR NATIVE

AMERICAN STUDENTS IN HIGHER
EDUCATION
Native American Perspectives on Leadership
(Minthorn, 2014)
Integrate history of Native Americans in our country

Historical trauma
Cultural identity
Community engagement and social responsibility
Leadership development values

Describing indigenous leadership

Commitment
Community
Collaboration

BEST PRACTICES FROM CAMP

COLLEGE ASSISTANCE MIGRANT
PROGRAM
CAMP means Family Ruben Reyes, cohort 4 student
Our [CAMP] program has been ranked #1 [in the nation] for retention of
migrant students for the past 2 years. Gabriel Gallardo, on discussing the
96% graduation rate of students from the program.
Requirements:
Meet with CAMP Advisor once every month to talk about registration, major selection,
and experiential learning
Visit the IC at least twice per week for one hour visit of tutorial assistance,
supplemental instruction or test prep
Attend 2 hours of study tables every week
Attend and participate in CAMP course during Autumn, Winter, and Spring quarters
Meet with peer mentor once every 2 weeks
Attend all CAMP cultural events, enrichment activities, and workshops
Work with CAMP staff on resume building, internship selection and scholarship
applications
Recommend that first year they limit participation in extra-curricular activities and
part time work so that they can maintain a focus on their academics and CAMP
participation
http://depts.washington.edu/omadcs/wordpress/wpcontent/uploads/2013/11/CAMP-Student-Handbook1.pdf

SUGGESTIONS FOR RETENTION AND SUCCESS

OF NATIVE AMERICAN STUDENTS AT UW
Successful aspects of CAMP:
Centralized advisors who meet with students often and do holistic advising
(major discernment, career, financial aid)
Peer mentorship program
Strong academic focus
Scholarships and financial assistance
Class each quarter that allows for deeper discussion

New Elements of Program for Native American Students:

Community engagement aspect
Utilize tribal leaders in development of curriculum and programming
Utilize the longhouse as a community space for both students and
community members
Investment for support from faculty, staff, and campus community
Class can be focused on:
1. How to be successful in a competitive school environment
2. How to apply the skills students are learning in coursework to make impacts in
indigenous communities/reservations

REFERENCES
Ackweks, K., Bill, N., Seppanen, L., & Smith, B. L. (2010). Pathways for Native
American students: A report on colleges and universities in Washington state.
The Evergreen State College: Olympia, WA.
Blimling, G. S. and Whitt, E. J. (Eds.). (1999). Good practice in student affairs:
Principles to foster student learning. San Francisco, GA: Jossey-Bass.
CAMP student handbook. (2015). Retrieved
fromhttp://depts.washington.edu/omadcs/current-camp-students
Guillory, R.A. & Wolverton, M. (2008). Its about family: Native american
student persistence in higher education. Retrieved from
https://www.sanjuancollege.edu/Documents/launch/Models_ItsAbo utFamil
y_kml.pdf
Postsecondary education for American Indian and Alaska Natives.
(2012).ASHE Higher Education Report, 37(5), 1-140.
Minthorn, R. (2014). Perspectives and values of leadership for Native
American college students in non-native colleges and universities. Journal
Of Leadership Education, 13(2), 67-95. doi:10.12806/V13/I2/R4