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The American Indian Quarterly 27.1&2 (2003) 252-263



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A Room without a View from within the Ivory Tower

I was not a great student in high school, yet I had ambitions to succeed as a psychologist. High school was a time in my life when nothing made sense except to play softball and not to study. I also had difficulty attaching myself to one friend or a group of friends with which I felt comfortable. I was raised to be proud of my heritage and culture. I was the only self-identified Native student in my high school, however, and there were no support groups or clubs for Native students. There were also no Native teachers, administrators, or community groups for Native people. My mother was also raised in a community and at a time when being Native was not desirable. I was taught to be proud of who I am but not to advertise it or wear it on my sleeve.

It seemed to me that high school was a waste of time, and all I looked forward to was college and getting on with my career. The school curriculum lacked any integration of multiculturalism or diversity. The classes and required texts were the same old classics and culturally biased textbooks. There was little for me to identify with as a Native student. At the beginning of my senior year a guidance counselor explained to me the best, and only, option I had to look forward to after high school: community college or beauty school. I was disappointed and frustrated. I explained to her that I wanted to go to a four-year college and that I aspired to be a psychologist. She thought it was a nice dream but unrealistic since I did not have the required courses or scholastic ability to complete foreign language courses and upper-level math courses.

My self-esteem as a student was always an issue. I felt stupid alongside my book-smart friends all preparing to head off to universities across the country. I decided after much deliberation with my mother and on my [End Page 252] own that I was not going to allow a person who knew little about me to tell me what I could or should do. I researched the junior colleges in California who advertised softball teams and dormitories. I knew I would need a place to live, and dorm life seemed the most supportive since I would be so far from home. I sent letters and videotapes to the coaches of these schools asking for assistance in application and tuition fees. One of the junior college softball coaches I contacted called me and arranged for my mother and me to visit the campus and talk with him regarding my future. The meeting was a success, and I began to prepare for the move the following August.

The experience I had in junior college was positive not only because of the Native professors and the Indian museum located on campus, but also because the support provided to me by the staff and faculty made it possible to further my education and foresee a future. The Native professor I had for the introduction to psychology course pulled me aside the second day of class and asked if I was Native American. When I replied yes, she explained that she thought I was and wanted to extend any help she could offer in settling into academic life, as well as exploring the Native culture in the area. With her guidance and support I was able to feel successful in college. Even today her influence still resonates. Having strong Native role models has made a difference in my success as a student. At times when there were no Native professors or role models at the institution I attended, I noticed a significant difference in both my ambition and the support I received from my mentors. Scholars have researched and written about the success of ethnic minority students through the support of...

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