Turning Points Magazine- Spring 2018

issue 02

Table of Contents Being Socially & Culturally Engaged

4

Enable Student Success

14

Carrying the legacy: ASU Powwow

BY: RAVENNA CURLEY

BY: TAYLOR NOTAH

16

Engage Globally

6

‘Take the good memories back with you’: Semester at South Korea

Value Native Nation Building

17

Transform Society We’re still here: Invisibility BY: MEGAN TOM AND LEJEND YAZZIE

10

Dexter’s financial corner: Tools to manage your money BY: DEXTER NEBITSI

Leverage our Ancestral Place & Knowledge

Burnout: A story of reflection, rest and prayer

18

BY: CORA TSO

12

The birth of a Native scholar BY: DANIELLE LUCERO

BY: THOMASINA DINEHDEAL

8

Dean of Students

Home PHOTO BY: DEANNA DENT WRITING BY: SAVANNAH JACOBS AND MARIAH MCGHEE

Art is medicine

20

BY: MARLENA ROBBINS

Soul sisters: Words of wisdom BY: TAYLOR NOTAH

24

American Indian Convocation at ASU BY: TAYLOR NOTAH

26

BY: TAYLOR NOTAH

Featured Stories

From left to right: Edwardine Thomas, Marcella Hall, Priscilla Espinoza and Nina Allison. (Photo courtesy of Deanna Dent.)

pg

20

Soul sisters: Words of wisdom BY: TAYLOR NOTAH

The journey toward purpose: Turning points in Lopez's life

Jameson Lopez. (Photo courtesy of Jameson Lopez.)

pg

26

The journey toward purpose: Turning points in Lopez’s life BY: TAYLOR NOTAH

2 S P R I N G 2 0 1 8

An official publication of Arizona State University GRAPHIC DESIGN

Brian Skeet Ravenna Curley Daniel Tullie WRITERS

Cora Tso Danielle Lucero Dexter Nebitsi Lejend Yazzie Marlena Robbins Megan Tom Sarah McGhee Savannah Jacobs Taylor Notah Thomasina Dinehdeal Dr. Amanda R. Tachine CONTRIBUTORS

Sequoia Dance Alexus Richmond COPY EDITORS

Dr. Jeremiah Chin Dr. Jessica Solyom SENIOR EDITORS

Dr. Amanda R. Tachine Dr. Bryan McKinley Jones Brayboy COVER PHOTO

Jameson Lopez and family. (Photo courtesy of Chrissy Blake.)

Follow us on social media

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Clap for us!

ASU-Turning Points

From left to right: Dr. Amanda Tachine, Brian Skeet, Ravenna Curley, Alexus Richmond, Taylor Notah, Sequoia Dance and Megan Tom. (Photo courtesy of ASU State Press.)

Sparking Inspiration & Hope for You We envision Turning Points as a catalyst that highlights issues that are influencing the lives of Native college students. We aspire to spark conversations that may not get enough attention or are possibly discussed in secret with only close friends and family members.

Invisibility, burnout, depression and substance abuse are some of those topics that we thoughtfully dive into in this issue. These stories underscore the power ful role of resiliency and healing.

This issue also features stories of opportunities, legacy and wisdom. The spring season brings much renewal in life as seasons change and many embrace the new growth that surrounds us. On the ASU college campus, the spring semester ushers in much celebration that

exemplies Native culture and academic success. The annual ASU Powwow and American Indian Convocation are heartfelt occasions that remind Native students of the beauty and blessings of community, family and celebrations.

For our second edition of Turning Points, we want to express much gratitude to the students who authentically share their stories of hardship and strength.

At the core of their telling is a knowing that through their vulnerable storytelling, students who may be facing similar circumstances will know that they are not alone, and that there are resources and support available.

And that is our hope for Turning Points, to share with Native students that you are not alone. We hope that this issue sparks inspiration for students.

We aspire to spark conversations that may not get enough attention or are possibly discussed in secret with only close friends and family members.

A S U T U R N I N G P O I N T S M A G A Z I N E 3

by: TAYLOR NOTAH NAVAJO Major: Journalism

CARRYING THE

LEGACY

B E I N G S O C I A L LY & C U LT U R A L LY E N G A G E D

Arizona State University Powwow For the 32nd year in a row, the Annual ASU Powwow returned this spring where Native dancers and singing groups across North America showcased performances and competitions. Attracting an estimated 10,000 visitors per year, the popular Tempe gathering was held at the ASU Band Practice Field from March 30 through April 1.

Consecutively running since 1986, the ASU Powwow is one of the longest-standing university powwows in the country. At its core are devoted Sun Devil alumni, staff and students who help run the event. For main coordinators and married Sun Devils Tahnee and Darnell Baker, the powwow is not only part of their identity, but also upholds a family legacy.

“My father was an ASU alumni and a coordinator,” said Tahnee Baker (San Carlos Apache, Yavapai Apache, Navajo), a doctoral student in ASU’s School of Social Work.

“The ASU Powwow has always been a part of my life for as long as I can remember.”

Passionately jingle-dress dancing most of her life, Tahnee’s love of dancing is also shared by her husband Darnell (Three Affiliated Tribes, ASU graduate in American Indian Studies), who has been a grass dancer since the age of five.

Powwows also became an area of interest for Tahnee’s parents

4 S P R I N G 2 0 1 8

From Tiny Tots to the Golden Age Men and Women competition, the ASU Powwow features diverse contest categories for various age groups. (Photos courtesy of Melissa Largo.)

where her father Lee Williams joined the ASU Powwow committee in its fifth year of running and served as coordinator until his passing in 2013.

“He played a major role in getting it to where it is today so it’s important to me in that respect,” Tahnee said. “After he passed away, the committee members, community, my own family looked to me to see if I would continue it, and I did.”

Following in Williams’ footsteps for the past five years, the Bakers’ tasks involve preparations that begin months beforehand. Items on their checklist include gathering head staff and host drums, recruiting new volunteers, securing the abundance of tents, sound equipment, bleachers, food, and, most importantly, the comfort and safety

of attendees. The backbone of the event are the ASU alumni, Tahnee says.

“It’s a lot of work, but I wouldn’t give it up,” Tahnee said. “It’s part of my identity as far as growing up, seeing my father being so involved, eventually going to ASU myself and now taking it over. It’s also part of our ASU Powwow family. I attribute a lot of our success to them.”

The event also signifies the representation of both the university’s diverse student population and the city’s Native presence as a whole, Tahnee says.

“We want to try to solidify the Native presence and show that this is here, this is for you,” Tahnee said. “Within the city and even on campus, there is a place for us as Indian people as well.”

“The backbone of the event are the ASU Alumni...”

For more information on alumni organizations, visit alumni.asu.edu or

americanindianaffairs.asu.edu/tribal relations/office-president A S U T U R N I N G P O I N T S M A G A Z I N E 5

by: THOMASINA DINEHDEAL NAVAJO (Photo courtesy of Thomasina Dinehdeal.) (Standing in front of gate) Gwanghwamun Gate

Major: Elementary Education

‘Take the good memories back with you’:

E N G A G E G L O B A L LY

I scheduled a meeting with a study abroad coordinator to find the best South Korea program for me. After submitting my application, I was accepted into the Exchange Program at Yonsei University. In a few months, I had to gather my passport, visa and plane ticket and then, I was set to go.

Upon landing in South Korea during the fall of 2017, I thought, “What did you get yourself into Thomasina?” As a Navajo raised in Tuba City (a rural reservation town located on the Navajo Nation), I immediately felt culture shock. I was lost and afraid because

6 S P R I N G 2 0 1 8

everything and mostly everyone was Korean. I was so overwhelmed that I almost forgot about my bus ride to the university. Luckily, the lady who I sat next to on the airplane stopped to ask me in Korean, “Where are you going?”

With a limited proficiency in the Korean language, I answered, “Yonsei University.” She told me to study hard and to have fun in Korea. My anxiety slowly subsided and I was able to find the bus.

The first few months, I struggled adjusting to the culture. My biggest insecurity and challenge was my Korean

pronunciation. After joining a few student clubs on campus, I began to meet new people and improve my Korean language skills. I joined the American Forces Korea Network Listener’s Club that helps Koreans improve in the English language, and the Yonsei Global Angel that explores Seoul’s popular places. By participating in these groups, I learned that Korean students were just as nervous about English as I was about Korean.

I had a cultural epiphany: we were there to help each other, learn about each other’s cultures and get ourselves out of our comfort zones.

Throughout my experience I was embraced by the people. I will always cherish a moment I had as I was standing at a stoplight. It was freezing outside and I had my coat opened in 30-degree weather. I turned to look at an elder standing beside me. As the light turned green, the elder approached me

and began to close my jacket and cover me tightly with my scarf while saying “It’s cold” in Korean. And another experience was when I became ill. I had a small stomach ache and my new Korean friend offered to run to the nearest store for medicine, even after I told him that I was fine. Later, my Korean friends told me that they wanted me to take the good memories of South Korea back with me. Without their support and affection, it would have been a difficult five months.

I will forever miss South Korea as it was my first international journey. I hope to return as an English teacher or as a tourist and relive the memories that the ASU Study Abroad Office helped me create. I recommend that anyone who is considering study abroad to go for it and take advantage of it. When you experience traveling abroad, you’ll be thankful that you did.

“We are there to help each other, learn about each other's cultures and get out of our comfort zones.”

studyabroad.asu.edu mystudyabroad.asu.edu/students/gilman-scholarship

Dinehdeal photographed at the Namsam Seoul Tower. (Photo courtesy of Thomasina Dinehdeal.)

mystudyabroad.asu.edu/make-appointment

A S U T U R N I N G P O I N T S M A G A Z I N E 7

by: MEGAN TOM NAVAJO

TRANSFORM SOCIETY

Major: English Literature

by: LEJEND YAZZIE NAVAJO Major: Justice Studies

Lejend: During my freshman year, a professor failed to include Natives in the discourse surrounding social and political issues. In class, I mentioned to the professor that Native issues were missing from the discussion. He responded with, “It was a long time ago.” I felt inadequate, invalidated and embarrassed.

I felt discouraged to bring up the absence of Native peoples ever again.

Megan: Tabling at a resource fair for an American Indian student organization, most students veered away from the table, reading the organization’s mission with a confused look on their faces. Then, a group of non-Native students came by and asked about the organization.

I explained, “We support our American Indian students in their cultural heritages and academic endeavors.” Another confused look. I began sharing upcoming events with them, when one student finally said, “I thought you were all gone.” My stomach dropped. Shaken, I replied, “We’re still here.”

These are experiences in college that made us feel invisible. Invisibility is defined

by Bryan Brayboy as “the constant interplay between visibility and invisibility-both managed and unmanaged, both within our control and out of our control, and the ways institutions, historical contexts and societal structures interplay with our daily lived realities.”

Invisibility is also felt in Native specific spaces. As urban Navajo students, we have learned to navigate multiple spaces on campus with mindfulness. Not speaking Navajo fluently and growing up in the city are our realities that sometimes invoke debate about our Native identity.

We’re sometimes challenged with proving how

“traditional” and “decolonized” we really are. We know not to speak on behalf of all Natives because Native peoples are diverse, and our understanding of this knowledge is ever-growing and changing.

Despite the crushing reactions to invisibility, we refuse to be silenced. Our ancestors and mentors have taught us positive ways to reclaim our identities and voices. This means that we must take care of ourselves. One way is by visiting with counselors (eoss.asu.edu/counseling) or talking to close friends and family who we know will support and revamp the love we have for ourselves. Another way is surrounding ourselves with our Native student community to learn from each other. The American Indian Student Support Services (AISSS) (aisss. asu.edu) is a great place for that. We also work to combat misrepresentations of Native communities to raise awareness of Native peoples and gain the skills we need to improve the institution. We do this through involvement with Native student organizations at ASU (aisss.asu.edu/studentorganizations) and in broader organizations that pique our interests.

Our experiences as college students and urban Navajo women has impacted the way we envision the future. Native writer Leanne Simpson’s words inspire us to consider a future where we discontinue the “division between reserve and city” to see that “we are all related,” and to remember that no matter where we are, we’re on Indigenous land. By strengthening our relationships with each other we hope to strengthen nations and build movements that address the challenges of our Native nations.

“Our ancestors and mentors have taught us positive ways to reclaim our voices and identities.”

(Photo courtesy of Alexus Richmond/Turning Points Magazine.)

by: CORA TSO NAVAJO First Year Juris Doctor Candidate

burnout TRANSFORM SOCIETY

a story of reflection, rest & prayer

The 2017 year was amazing. I accomplished more than I ever thought I could and turned one of my lifelong dreams into reality. I was accepted into ASU’s Sandra Day O’Connor College of Law. However, this came at a high price. Once I began law school, my life changed. I was greeted with a highly competitive environment coupled with corresponding worries about failure, intimidation over instructional methods and curriculum, brutal workloads, and the overall adversarial nature of the legal system. These realties impacted my relationships, not only with myself, but also with those I love.

I always felt confident in my abilities to perform academically because I believed in my ability to prepare and work hard. I soon learned that preparation was not enough. The ambitious attitude that once made me an “overachiever” in high school 10 S P R I N G 2 0 1 8

and college slowly began to dissolve. I somehow had to exceed “above and beyond.” This scenario caused me to doubt my abilities and my reasons for continuing a professional education. Ultimately, I burned out.

Burnout is a state of chronic stress that leads to physical and emotional exhaustion, cynicism and detachment, with feelings of ineffectiveness and lack of accomplishment. This stressful phenomenon can manifest itself in symptoms such as chronic fatigue, insomnia, forgetfulness, impaired concentration, loss of appetite, anxiety, and depression.

I learned that sometimes people do not even know that they are experiencing burnout.

And sometimes people are aware of their feelings, but fear being labeled as “weak” or “depressed” and therefore remain silent. I was a combination of these people.

Due to the competitive environment I was in, I did not want to admit that I was not performing at my best.

Neither could I afford nor did I want to be anything less than at my peak performance. It was until I was no longer able to function effectively on personal and professional levels that I knew I needed to make some changes.

I began researching my symptoms and learned about burnout. I always heard about it from faculty but dismissed it because I thought it would not happen to me. Until it did.

While I think we are predisposed to burnout due to external factors, like being first-generation minority students often coming from middleto low-income households, there are many other factors within our control.

Our mental, emotional, physical and spiritual health contributes to stress.

I fought hard to overcome burnout with reflection, rest and prayer.

Reflection was a huge factor in getting myself out of this funk. I took the time to meditate on who I was, who I am becoming and what I want out of life. This allowed me to let go of unnecessary, stressful thoughts and focus on what truly mattered to me.

When winter break arrived, I did the things I enjoyed: being with friends and family, watching movies, taking my dog to the park, going trail running and sleeping. I allowed

myself to rest and have these breaks because I knew that was what I needed to return to my true self.

Prayer was a vital component of my recovery. I grew up learning traditional Navajo teachings that encompassed spirituality. I noticed at some point, I was not praying like I usually do. It was not because faith wavered, but simply because my thoughts revolved around what I was learning at school. However, once I was on winter break, I had time to stop and think. I began praying with corn pollen in the mornings like I was always taught. As I continued this routine, I became more positive and my faith in the unknown strengthened.

For most Native students, we are constantly told to get a college education for our families and our communities, but in this process, we may neglect our own personal reasons as to why we are seeking this goal. I am sharing my experience with burnout to help create awareness surrounding this topic and to reassure those who may be feeling this way that they are not alone. I hope that you see this experience as a form of restoration and not loss.

Be proud of how far you have come and know that resiliency runs in your veins. Know that the work you are doing and contributing will be felt by more than yourself.

A S U T U R N I N G P O I N T S M A G A Z I N E 11

by: MARLENA ROBBINS DINÉ, MESCALERO APACHE & SPANISH Major: M.S. American Indian Studies (Indigenous Rights and Social Justice)

art

IS MEDICINE

me up. She said my life was going in the wrong direction and that I had been thrown off my path by my own self.

Still, she forgave me, hugged and kissed me, and told me that she loved me.

A dark year followed. I became angry, depressed, jealous and bitter. I sat on the couch day in and day out, hiding from friends and family, dormant in a colorless reality, accepting karma’s punishment.

In the spring of 2012, I became pregnant and with instantaneous confidence acknowledged my blessing. By the time of my son’s birth, I transcended consciousness from girl to mother. Motherhood is a delicate decision entrusted to guide and nurture the future. Women are the

“...the act of designing and painting re-built the confidence, security and self-esteem...”

TRANSFORM SOCIETY

I met a man, we fell in love. An infatuation that engulfed all of our senses, we moved in together as quickly as we met. By fall of 2010 I enrolled at ASU, determined to complete a degree that I was not sure I even believed in anymore.

Our relationship had no vision or future, we could not see past the weekend, and the empire we daydreamed of eventually crumbled.

We fought verbally, made overly dramatic scenes in the clubs on Mill, and were referred to as “that couple.”

I failed most of my classes, increased my level of debt and resented my family for my failures.

I lived fifty feet away from my mom in the same apartment complex and only saw her when I was feeling selfish. Selfish with my time and attention; ego has no remorse. In the spring of 2011, I was arrested for driving under the influence. I spent the night in jail and asked her to pick

12 S P R I N G 2 0 1 8

From left to right, examples of Robbins’ art titled “Transcendence,” “Finger Clearance Card” and “Go with the flow.” (Photos courtesy of Marlena Robbins.)

epitome of creation and should be valued as such.

I started painting not long after he was born.

The brush strokes, vibrant colors and textures became an escape. It was a new beginning of selflove, exploration, growth and ultimately, sobriety.

Over time, the act of designing and painting rebuilt the confidence, security and self-esteem that had been weakened due to self-harm and trauma. Trauma echoed through my life exposing itself in negative thoughts, talk, habits and abuse. For myself, creating art is a rebellious act that allows for a detachment from the reality that has been sold to us. By discovering hidden talents and allowing ourselves the freedom to create with no limitations, we return to our true selves.

I have learned that the consequences of our decisions hang delicately in what we understand to be balance. Our feminine and masculine energy is interwoven to represent our spiritual,

emotional, mental and physical selves; destined to be maintained by the level of comfort that we experience within our own state of mind.

The creative process has taught me that selfcare is vital to our well-being. Our current state of reality including concrete jungles, the illusion of time and digital screens forces us to disassociate ourselves from life in an effort to cope with daily demands. We can very easily lose ourselves in the depths of a disillusioned world unless we are determined to return to our unique humility.

Creating art has led me to the doors of many great opportunities that I never would have imagined for myself. I am grateful for the people I meet and the stories they share along the way. Life is the intricate web we find ourselves in as human beings, premeditated and predetermined to cross paths with those we are meant to encounter, learn from, love and endure.

This journey of struggle and beauty has led me to a world of genuine strength.

(Photo courtesy of Marlena Robbins.)

“The creative process has taught me that self-care is vital to our well-being.”

information For community-led art classes, see the links below: + phoenixcenterforthearts.org + artawakenings.org + phxindcenter.com + heard.org

by: RAVENNA CURLEY NAVAJO Major: Industrial Design

DEAN of

STU DE NTS NOTIFICATION Dean of Students If you are concerned about anything that may be impacting your college experience, the Dean of Students is a great resource and ally. Know that your questions do not always have to be an emergency, but may be related to plugging you into a community. Their office is committed to ensuring that every student at ASU has the best possible university experience.

Today 2:45 PM

ENABLE STUDENT SUCCESS

I think I am in a toxic relationship, not sure where to get help?

You can visit them at eoss.asu.edu/ dos or you can send an email to deanofstudents@asu.edu. I want you to feel safe. Please contact them.

14 S P R I N G 2 0 1 7

Thursday 3:01 PM

I wish I could smudge in my residence hall.

You can! My friend was able to smudge in her hall. Dean of Students helped her out.

For real?

Yeah, I was surprised too, but that's ASU! Monday 11:31 AM

My professor made a racist comment in class! Fuming, and I don't know what to do.

Sorry you went through that.

Contact the Dean of Students Office, they can help students who experience what you are going through.

Talk to them about it Friday 1:21 PM

Seriously, I feel like giving up There is too much going on and I just want to say screw it.

NO! Lets go to the Dean of Students office. Sometimes talking it out with someone helps a lot. Want to walk over there in 30 minutes?

For more information visit us at eoss.asu.edu/dos or email us at deanofstudents@asu.edu.

Downtown Phoenix Polytechnic Tempe West Lake Havasu & Online

602-496-4357 480-727-5269 480-965-6547 602-543-8157 480-965-6547

A S U T U R N I N G P O I N T S M A G A Z I N E 15

THE BIRTH OF A

NATIVE SCHOLAR Comic by: Danielle Lucero (Isleta Pueblo) Phd Student: Justice Studies

I am a first-year doctoral student in the Justice Studies program at ASU. I am interested in Indigenous citizenship and identity. As a visual learner, I find myself drawing comics during lectures and making meaning through comics. I love manga and anime. I started drawing comics when I was in middle school because it helped me concentrate, and now it has become a significant form of self-care and stress relief.

This comic is about what it means to be a Native student wanting to do research that is rooted in traditional beliefs and community. It is autobiographical because I struggled a lot with finding a Pueblo voice in academia, and it was my family who would ground me and say I already have that voice; I am that scholar I've been searching for and to be proud of where I started and where I am now.

Alright... let me call home to get some answers...

Maybe there are more sources on the internet...

ENABLE STUDENT SUCCESS

I've checked the library.

I've checked the internet.

I've talked to professors.

WHAT MORE CAN I DO? WHERE ARE MY PEOPLES' VOICE!!?!

Hmm...

I can't think of any. Why do you ask?

Hi Mom! I was wondering you know any books or people who have done research of and for our community?

16 S P R I N G 2 0 1 8

Heeey!

Grandchild!!! You can't find it because you haven't written it yet!

That's your calling! So you better get writing!

AYE!!!

Oh! Sorry dear!

Forgot to say you are on speaker phone!

We are at chee-ee's (Grandma's).

I DON'T HEAR TYPING! THAT BOOK WON'T WRITE ITSELF!

by: DEXTER NEBITSI NAVAJO Major: Finance

Dexter’s financial corner: Tools to manage your money Saving money while in college is not easy, but it can be achievable. Everyone has different savings goals. For example, some students may want to save in order to travel home to the Rez, or maybe some want extra money on hand for life’s unexpected situations. Personally, I want to save money to build a “party time” budget. Party time to me are fun activities such as going to Top Golf, collecting magnets and chilling with the homies.

After all, college is a time to enjoy with friends, and I want to be able to do that when I can.

To help me think and plan through this, I talked with Coach Dan from State Farm’s Next Door and was amazed with the helpful resource available when thinking about being aware of your money and saving. I learned that they provide

comprehensive and free resources for college students!

For example, they have financial tools (budget sheets) to help you break down your expenses. If you’re like me (and most people), you may not keep track of where you spend all of your money. But a crucial first step toward effectively saving money is to have an awareness of how and where you are spending money. With the help from Coach Dan, I made a plan to figure out where I was spending money.

For a week, I wrote down and documented everything I spent my money on. I did this by reviewing my bank statement and jotting down whatever I spent. The list of my expenditures for one week baffled me. Here is a snapshot of my week’s cash flow:

after 4 days Car wash McDonald’s ASU Parking Coffee @ MU Treated the fam out to dinner @ Thirsty Lion Lunch @ Sacks Coffee and donut from QuikTrip

- $3.00 - $6.41 - $15.00 - $2.05 - $68.70 - $13.76 - $4.05

iTunes

C.R.E.A.M (Cash rules everything Wu-Tang Cla around me n - Enter the ) Wu-Tang

spent

112.97

$

When I reviewed my expenses, I noticed that over half (nearly $100) of all my cash was going toward food! In retrospect, I could have easily saved some money by cooking at home and bringing food from home to campus. By actually writing down where I spend money, I quickly realized that I need to start allocating out a specific amount of money toward food. To achieve my goals of starting a party time budget, I will need to cut back on fast food and set aside money toward party time activities—every dollar on food is a dollar that can’t go to party time.

Being aware of where your money goes, no matter how small or big it is, is the first step toward achieving your savings goals. I challenge Native college students to become more aware of your spending by tracking down your expenses.

Utilize financial tools and coaches provided by State Farm’s Next Door.

And then start chipping away at putting money aside for savings!

For financial help check this link out

st8.fm/NextDoorOnline

A S U T U R N I N G P O I N T S M A G A Z I N E 17

VA LU E N AT I V E N AT I O N B U I L D I N G

TOTAL

Dexter's tell all

home

by: Savannah Jacobs (Oglala Lakota)

LEVERAGE OUR ANCESTRAL PLACE & KNOWLEDGE

Makȟošica Emataƞhaƞ (I am from the Badlands). When people think of South Dakota, they may not first think about where I am from. It’s such a diverse landscape. Where I am from there are hills and mountains. When I say where I am from I think about home. I get emotional but mostly when I begin to think about how much my goals matter. I want to be able to help with the tribal government and assist with managing the land so it continues to be pristine and cared for.

by: Mariah McGhee (Yankton Sioux) Growing up I was taught that everything that surrounds earth is important. When I see pictures of home, I think of Uƞčí Makaȟa (Mother Earth). It literally translates into grandmother earth. While I am away from home, I keep her in mind. It’s hard to explain when you’ve always been taught to be respectful of the earth, and I’m not trying to be whimsical. It’s a strong feeling I have for home, while I am here at ASU. 18

S P R I N G 2 0 1 8

PHOTO BY:

DEANNA DENT

A S U T U R N I N G P O I N T S M A G A Z I N E 19

SOUL SISTERS Words of wisdom

LEVERAGE OUR ANCESTRAL PLACE & KNOWLEDGE

On the cusp of graduating with their master’s degrees, five grandmothers and mothers from the Gila River Indian Community are reshaping what higher education looks like.

Priscilla Espinoza, Edwardine Thomas, Marcella Hall, Nina Allison and Starleen Somegustava are known as the “Soul Sisters” in the Gila River Culture and Language Teacher Cohort, a collaboration between ASU’s Center for Indian Education and Gila River Indian Community Tribal Education Department that prepares educators to go back and work with their community. For the Soul Sisters, their ambitions are to instill their Akimel O’otham language and culture within the Gila River reservation.

As they prepare to graduate from ASU’s New College of Interdisciplinary Studies with a concentration in Indian Education, the Soul Sisters share how they found a support system with one another as they returned to college, remained resilient during challenging times, and how their families and communities propelled them to achieve their goals.

“I’ll be the first in my whole family to have received a degree and I’m the oldest in my family,” said Thomas, 58, a family and child educator at Blackwater Community School and grandmother of four. “I want to help our people, our children, our future generations. I work 20

S P R I N G 2 0 1 8

by: Taylor Notah

with parents and I want them to be able to learn the language and not feel guilty for not learning it back when they were little.”

Espinoza, a grandmother of six and great-grandmother of two, is a community liaison officer at Casa Blanca Community School and says graduating with a master’s degree will help her to accomplish more for her community.

“This is just the beginning,” said Espinoza, 69. “What I’ve learned, the knowledge that I’ve found and that I have in my heart is to help our community, to set an example of what I can accomplish with higher education.

Even though I’m an elder, there is so much that I have learned that I am utilizing for our people. That is the reason why I’m here.”

Enrolled in the cohort since 2014, the group has shared similar challenges in returning to school such as time management, struggles with technology and coping with family loss. These shared experiences have developed into a deep and striking camaraderie among the Soul Sisters.

“We’ve all been through a lot together,” said Thomas, her voice gently breaking as she looked at her classmates. “These are my sisters.

We’ve gone through a lot, and we’re still going through a lot, but every week

Edwardine Thomas

Priscilla Espinoza

Nina Allison

Marcella Hall

we come to class, we lean on each other and help each other out.”

For Hall, a 36-year-old mother of one and caretaker to her niece, working as a cultural educator at Sacaton Middle School puts strain on her time between work, school and home life, but she remains committed in providing equal time for all.

“It is hard,” admits Hall. “And it’s not just that, there’s other things that come on your path, (but) we made it this far and we’re almost there.”

Allison is a grandmother of three and works in early education in Sacaton.

Family is Allison’s top priority. She

urges her family to set goals and strive for them, a teaching she had to reassert to herself when a loved one passed away.

“I forgot about everything. I didn’t do homework, I didn’t do readings, and that was a struggle for me,” Allison, 50, said tearfully. “I told myself, ‘I got to get on track, I got to do this because, like Edwardine said, you do it for your children, you do it for your family because you’re those role models, you’re the example for them.”

Due to schedule conflicts, Somegustava was unable to take part in the Turning Points interview.

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The Soul Sisters take their stories of resilience and persistence in their college journeys and pass them on—not only to their own families and communities, but to those who are currently enrolled or are considering pursuing their own path in higher education. These sisters impart words of wisdom as they close one chapter in their life and embark on another.

Do it now “I always taught my nieces and nephews, ‘Do it now, do it when you’re young. Look at me, I’m old, I’m still going to school,’” Thomas said. “Really set your goals and say you can do it. It is a struggle, but set your priorities straight and know that your family will always be behind you. You can always go home and go back to your family, but education is going to take you a long way. The world is right there.”

Your role in your community “I tell my students, ‘Please don’t be a statistic,’” Hall said. “We have a lot of high school dropouts and we don’t have many of our people going to college. We need our own people in our own communities sitting in the seats we are at. You’re all going to be filling in our seats.

It will get hard, but you have your family. Anybody you look up to, talk to them. Don’t keep everything in.”

Never doubt yourself

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“Keep positive and never doubt yourself, never say ‘I can’t,’” Allison said. “You can strive for what you want in life and keep going. At the Early Education Childcare Center, I work with 3-year-olds who say, ‘I can’t do it’ and I say, ‘Let’s see, did you try? Did you even try to do it?’

That’s what we need to do is try. And they end up accomplishing it.”

You’re not alone

“There are so many others who go through similar conditions, similar situations like you,” Espinoza said. “Maybe it’s more severe because we go in our own footprints and on our own journey, we have our own way of coping with different things. I talk about how difficult it was for me to go back to school after all these years and how hard it was when I went to ASU campus feeling lost. But reach out to others.

Everyone on campus is a student striving to be somebody and you’re going to be walking among them, you’re going to be the one that’s striving, showing our people and yourself that it can be done. Our reservation has boundaries, go beyond it and you learn that there’s so much out there in the world. You can read it in the books, but once you having a turning point, it turns everything around. You’re experiencing what you read.”

From left to right: Priscilla Espinoza, Marcella Hall, Edwardine Thomas and Nina Allison.

(Photo courtesy of Deanna Dent.)

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Pendleton stoles are gifted to graduating students at the American Indian Convocation each spring and fall semester. (Photo courtesy of Lyonel Tso.)

American Indian Convocation at ASU by: Taylor Notah

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The American Indian Convocation is a beautiful commencement that honors Native student culture and achievement every May and December. In charge of this celebration is the American Indian Student Support Services (AISSS) office which works to ensure that Native customs are incorporated into the graduation ceremony.

According to the Executive Director of AISSS Michael Begaye, the American Indian Convocation was first implemented by Cal Seciwa (Zuni), the first director of the American Indian Institute (now AISSS) from 1989 to 2006.

“Cal Seciwa started it. We (showcase) drum music for the procession, an honor song, and they sing for the recession when they march out,” said Begaye.

Held in ASU Gammage, the 24 S P R I N G 2 0 1 8

convocation honors the connection to local tribes by displaying the flags of Arizona’s 22 tribal nations and the tribal flags of the graduating students.

During the ceremony, students receive stunning stoles made from Pendleton blankets in front of family and friends who have supported them on their college journey.

“In the spirit of tradition, AISSS honor our students’ achievements by presenting a Pendleton stole, a commemorative gift to signify their success,” explained Laura GonzalesMacias, associate director of AISSS. “Historically, blankets have been bestowed on Indigenous people as a way to commemorate their leadership, activism and heroism.”

The Pendleton stoles signify courage, strength, determination and bravery, according to Gonzales-

Macias. Each stole is draped by faculty and tribal leadership as staff, family, alumni and friends witness and celebrate.

For 10 years, seamstress Evelyn Begay has created 150 to 175 stoles for the spring convocation and 100 to 130 for the fall. Making stoles for the graduates has special meaning as four of Begay’s children have graduated from ASU, and she currently has a grandson attending ASU. Sewing all of the stoles takes Begay a month and a half and she shares that she is pleased knowing that Native graduates will receive one.

“For me, it’s very gratifying because I know it’s going to students who will appreciate it,” Begay said. “The stoles are a part of their achievement for taking the time and the effort into completing their education.”

The black-trimmed stoles are presented to doctoral graduates, the gold-trimmed stoles for masters, and the maroon-trimmed stoles for undergraduates. (Photo courtesy of AISSS.) (Right:) Seamstress Evelyn Begay of Sanders, Arizona. (Photo courtesy of Ronan Spottsville.)

3 steps to apply for graduation

one

Start by knowing which semester you will be graduating The process of graduation begins when students view their Degree Audit Report (for undergraduates) or their Plan of Study (for graduates) to ensure that requirements are met and to project which semester they anticipate graduating. Review your report often.

two

Applying for graduation Each semester has deadlines to apply: Oct. 1 for Fall, Feb. 15 for Spring, and June 15 for Summer. There is a $50 application fee and students can apply online, in-person, at the University Registrar Services or by mail.

Be aware there is a $35 fee if you apply late and a $25 fee for each additional concurrent degree.

Quick Tips: Cost Students can purchase their graduation regalia at the ASU bookstore online for a price range from $62-104 (depending on graduate packages), or order it on discount at grad fairs. AISSS also loans out a limited number of caps and gowns for undergraduates, graduates and masters students. Graduating Sun Devils can also donate their graduation regalia to AISSS for future graduates.

Flaunt your flair Also available through pre-order at AISSS are buttons of the convocation seal or a photo of the graduate for families to wear.

Clear bag policy Purses and bags are not allowed in Gammage Auditorium for the convocation. Clear bags and bags displaying the convocation seal are available at AISSS in exchange for donations.

three

Choose the ceremony for you ASU hosts a number of graduation ceremonies both in the spring and fall, so choosing the ceremony or ceremonies for you can help keep you organized.

University commencement. No RSVP necessary for guests; online viewing of the ceremony is also available.

College convocations. Tickets may be limited for guests.

American Indian Convocation. Tickets are on a first-come, first-served basis and are distributed at Gammage Auditorium two hours prior to event.

For more information on tickets, visit the AISSS location on all four campuses.

Special Assistance For elders and/or attendees who need special accommodations, requests for assistance can be made at the registration table. These loved ones will be seated closer to the stage as possible. Accessibility for your loved ones is important!

Best seat in the house The earlier that people get tickets on the day of convocation, the closer guest seats will be to the stage.

Guests should arrive at the ticket booth as a group if they wish to sit together.

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by: TAYLOR NOTAH NAVAJO Major: Journalism

The journey toward purpose:

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Turning Points in Lopez’s life

Jameson Lopez is a rising advocate and role model for Native education: he is a member of the Quechan tribe, a PhD candidate at ASU, a father and husband, a decorated military veteran, and a 2015 Pat Tillman scholar. Most notable for being a magnetic figure for his involvement in education, it is surprising to learn that Lopez had a dislike for school growing up.

“I hated school,” Lopez, 33, said. “I hated going from kindergarten all the way to 12th grade. For whatever reason, I didn’t fit in.”

Born and raised in Phoenix, Lopez grew up in a predominantly white neighborhood and had difficulties acclimating in school where peers taunted him for being Native.

“I got some slur likes... dirty Indian or a drunk, or that we got lice or ashy elbows. The last two are kind of true,” Lopez said, laughing. “I’ve got lice. I don’t have it anymore, though, or I hope not anyways.”

Although he disliked his schooling as an urban Native, it was his parents’ profession as American Indian College faculty members that inspired his life trajectory. Accompanying his parents as they traveled to a myriad of reservations and reserves across Turtle Island to recruit Native students, Lopez felt connected to every community.

“I love being around Native people,” Lopez said.

“That’s where I knew my home was, not just on my own reservation but on reservations all around.”

Riveted by the unique adventures that rez life offered and the people he encountered, Lopez says his memorable childhood moments include meeting a Kiowa activist in Oklahoma who shared

his accounts of the 1973 Wounded Knee takeover, jumping off waterfalls with playmates on the White Mountain Apache reservation, and meeting now Vice President of the Fort McDowell Yavapai Nation Paul Russell who was his dorm counselor at a Native camp years ago.

“My mom is my inspiration, my dad is my teacher,” Lopez said. “When I think about the persistence of higher education, that’s where a lot of the work that I do stems from. My parents gave me an example. They gave me how you should be interacting with Native students. My dad built relationships and trust with a lot of students. My mom trained maybe thousands of teachers to go back and teach in their own communities and I think, ‘Wow, what a legacy to follow.’”

At 18, Lopez embarked on his college journey by enrolling at American Indian College where he, like his parents, traveled to reservations to speak with Native youth. Loving college, he graduated with his bachelor’s degree in Elementary Education in 2008. With numerous veterans in his family, Lopez decided to carry on this tradition and enlisted in the United States Army.

“I knew that veterans within the Quechan community, as well as a lot of Native communities, hold a really high regard when it comes to leadership,” Lopez said, “and I knew in some ways that I was meant for leadership, so that was a path that I wanted to take.”

After being away from home for a year of training, Lopez’s life had a turning point when he met his future wife.

“In 2009, my training ended in August, then that’s when I met my wife in true army fashion,” Lopez said.

“What matters is that you keep in your heart the people and why you’re doing it...

You can’t forget the need of our community."

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“I came home and a friend introduced us when I was on leave, and the rest is history.”

Married nine months later, Lopez was deployed in August of 2010, and he spent a year in Iraq as a platoon leader. After being honorably discharged and receiving a Bronze Star Medal in 2012, Lopez returned home, enrolled in ASU’s master’s program and encountered new challenges that came with returning to school.

“I went back into the classroom (where it) changed for me,” he said.

“It wasn’t the same, and some of what I experienced overseas changed me, too, as it would anybody.”

Persistent, he graduated with his master’s degree in Curriculum and Instruction at ASU’s Mary Lou Fulton Teachers College in the spring of 2013 and has been enrolled in the PhD program since.

As a father of two, Lopez said that (Photo courtesy of Chrissy Blake.) family has had a profound influence on his life journey. Their support has Graduating this spring, Lopez has strived toward pushed him to challenge himself and set an example his dream career by accepting a faculty position at for his children, just as his parents had done for him. the University of Arizona in Tucson. He leaves Native “Having kids in general is amazing,” Lopez said.

“Now that I’m a father, I tuck them in bed, I read them a students not only his own legacy, but also words of advice on persistence in college. story, and I say ‘I hope I’m being a good dad because “What matters is that you keep in your heart the I have a great dad.’ It’s about placing trails for a new people and why you’re doing it,” he said. “You can’t generation and further pushing the boundaries. The forget the need of our community. That’s also what’s challenging part of this is challenging myself. As far going to help give you motivation to finish things, as helping me on my educational journey especially, strive for more and to not lose sight of what you need there’s a lot of things that I wouldn’t have done without to do and what you’re trying to accomplish, is always my wife. She always believes in me, ushering me keeping your community in the back of your mind.” along. She just makes life more meaningful.”

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Center for Indian Education Arizona State University P.O. Box 871311 Tempe, AZ 85287-1311

We would like to thank the following for their TREMENDOUS support in developing Turning Points.

Dr. Carol A. Sumner Chrissy Blake Dan Wood Deanna Dent Dr. Deborah Chadwick Heidi Easudes Jill Andrews Kelsey West Lindsay Kinkade Mariah McGee Penny Walker Rebecca Blatt Taylor Strelevitz Office of the President Walter Cronkite School of Journalism & Mass Communication ASU Enterprise Marketing Hub ASU Office of the Dean of Students American Indian Student Support Services State Farm Courier Graphics Corp.

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Congratulations! to Class of 2018

Ravenna Curley, Megan Tom, Taylor Notah and Savannah Jacobs are prime examples of what it means to succeed and achieve your goals.

Turning Points Magazine would like to congratulate these students and thank them for their sacrfice, hard work and their dedication to make Indigenous student stories’ visible.

If you are interested in contributing to Turning Points, please email us at TurningPoints@asu.edu