The Retention of

Native American Students at the

University of Washington Seattle
Katie Bates
Dani EspinozaGonzalez
Ona Fisher

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Popula'on
Washington, 2014 es'mate:
7, 061, 530

Washington, 2013 es'mate:

6, 973, 742

American Indian and Alaska Na've alone, 2013:

1.9%/132, 501

American Indian and Alaska Na1ve. A person

having origins in any of the original peoples of North
and South America (including Central America) and
who maintains tribal alia'on or community
aQachment. This category includes people who
indicate their race as "American Indian or Alaska
Na've" 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
h5p://quickfacts.census.gov/qfd/states/53000.html
h5p://www.ncsl.org/research/state-tribal-ins1tute/list-of-federal-and-state-
recognized-tribes.aspx

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University of Washington - SeaQle Campus,

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

Undergraduates: 28, 696/66.8%

Reten'on:
93% of freshmen return for their sophomore year
(Freshman Class of 2013)

Gradua'on Rates (Entering Freshman Class of

2007):
4 years: 58%
5 years: 78%
6 years: 82%
h5p://admit.washington.edu/QuickFacts#reten1on-and-gradua1on

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# of students who iden'fy as American

Indian at UW (2015):
1.3%/567
Average in WA State: 1.9%/132, 501
h5ps://depts.washington.edu/studata/w/wp-content/uploads/
2014/11/Quick_Stats_Win2015_Sea5le.pdf

Na've American Gradua'on 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%
h5p://www.washington.edu/oea/pdfs/reports/OEAReport1401.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
Na've American Faculty at UW-SeaQle (2007)
23 (0.51%)
Overall Faculty: 4, 448

Samuel E. Kelly Ethnic Cultural Center (student-ini'ated)

The Na've Room
The Center represents a home away from home to many of our ECC students.
The Center has been a place where students can nd familiar faces similar to
themselves, sta 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
dierent cultural perspec'ves, and become future leaders of tomorrow.

Pell Grant eligible Na've American students (2014-15)

231/43.8%

SOME CURRENT RESOURCES AT UW

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

h5p://www.washington.edu/diversity/tribal-rela1ons/intellectual-house/

SOME CURRENT RESOURCES AT UW

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

h5p://www.washington.edu/diversity/tribal-rela1ons/intellectual-house/

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, mee'ng rooms, an arts lab and
an Elders lounge.
Fundraising to complete the $8 million second phase is underway.

h5p://www.washington.edu/diversity/tribal-rela1ons/intellectual-house/

SOME NEEDS FOR NATIVE

AMERICAN STUDENTS IN HIGHER
EDUCATION
Barriers for American Indians from Journal of Higher
Educa'on (2008) Ar'cle (Guillory & Wolverton, 2008)
Barrier #1: Inadequate Financial Resources
Barrier #2: Lack of Academic Prepara'on

Voices of the Na've 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 Na've Americans
to assimilate to White, Western culture. (ASHE, 2012)
Indian College opened in 1640

Western ideals of compe''on and individual success are at

odds with reasons that Indigenous students pursue higher
educa'on, to help their families and communi'es. (ASHE,
2012)
The skills obtained at the university may be irrelevant to the
na'on. (ASHE, 2012)
When tribal members are ac'vely engaged with colleges, they
are beQer at retaining those students. (ASHE, 2012)
Postsecondary Educa1on for American Indian and Alaska Na1ves. (2012). ASHE Higher
Educa1on Report, 37(5), 1-140. doi:10.1002/aehe.3705

SOME NEEDS FOR NATIVE

AMERICAN STUDENTS IN HIGHER
EDUCATION
Na've American Perspec'ves on Leadership (Minthorn,
2014)
Integrate history of Na've Americans in our country

Historical trauma
Cultural iden'ty
Community engagement and social responsibility
Leadership development values

Describing indigenous leadership

Commitment
Community
Collabora'on

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 na'on] for reten'on of migrant
students for the past 2 years. Gabriel Gallardo, on discussing the 96% gradua'on
rate of students from the program.

Requirements:
Meet with CAMP Advisor once every month to talk about registra'on, major selec'on, and
experien'al learning
Visit the IC at least twice per week for one hour visit of tutorial assistance, supplemental
instruc'on or test prep
AQend 2 hours of study tables every week
AQend and par'cipate in CAMP course during Autumn, Winter, and Spring quarters
Meet with peer mentor once every 2 weeks
AQend all CAMP cultural events, enrichment ac'vi'es, and workshops
Work with CAMP sta on resume building, internship selec'on and scholarship applica'ons
Recommend that rst year they limit par'cipa'on in extra-curricular ac'vi'es and part 'me
work so that they can maintain a focus on their academics and CAMP par'cipa'on
h5p://depts.washington.edu/omadcs/wordpress/wp-content/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 o{en and do holis'c advising
(major discernment, career, nancial aid)
Peer mentorship program
Strong academic focus
Scholarships and nancial assistance
Class each quarter that allows for deeper discussion

New Elements of Program for Na've American Students:

Community engagement aspect

U'lize tribal leaders in development of curriculum and programming
U'lize the longhouse as a community space for both students and community
members
Investment for support from faculty, sta, and campus community
Class can be focused on:
1.
2.

How to be successful in a compe''ve school environment

How to apply the skills students are learning in coursework to make impacts in
indigenous communi'es/reserva'ons

REFERENCES
Ackweks, K., Bill, N., Seppanen, L., & Smith, B. L. (2010). Pathways for Na've
American students: A report on colleges and universi'es in
Washington state. The Evergreen State College: Olympia, WA.
Blimling, G. S. and WhiQ, E. J. (Eds.). (1999). Good prac'ce in student aairs:
Principles to foster student learning. San Francisco, GA: Jossey-Bass.
CAMP student handbook. (2015). Retrieved
from hQp://depts.washington.edu/
omadcs/current-camp-students
Guillory, R.A. & Wolverton, M. (2008). Its about family: Na>ve american student
persistence in higher educa>on. Retrieved from hQps://
www.sanjuancollege.edu/Documents/launch/Models_ItsAbo
utFamil
y_kml.pdf
Postsecondary educa'on for American Indian and Alaska Na'ves. (2012). ASHE
Higher Educa>on Report, 37(5), 1-140.
Minthorn, R. (2014). Perspec'ves and values of leadership for Na've American
college students in non-na've colleges and universi'es. Journal Of
Leadership Educa'on, 13(2), 67-95. doi:10.12806/V13/I2/R4