By Marti Lindsey, Daniel Sestiaga Jr., Jaclyn Pryor, Ben Richmond, Alex Benavides, and Annamarie Stevens

Successful partners require a clear purpose, excellent communication, commitment, respect for diversity, and understanding of the community’s history and politics (CTSA, 2011). Moreover, relationships with Native communities need to place those qualities within the context of tribal sovereignty and self-governance. The partnership between Tohono O’odham Community College (TOCC) and the Southwest Environmental Health Sciences Center (SWEHSC) at the University of Arizona (UA) has relied on principles that have produced a long-term relationship and full participation among the partners. Active listening, travelling to the community, longevity, understanding ways of life within the partner’s community, the intent to serve the community, and agreeing not to publish without the tribe’s permission are critical to the success of the partnership (London, Haapanen, Backus, Mack, Lindsey, & Andrade, 2020). relying on these principles and shared leadership, the partners created the program “A Student’s Journey (ASJ)” to reduce barriers in transitioning from a community college to a four-year university and to create career pathways for Native American students.

Beginning in 2014, the partnership evolved naturally from regular interactions between SWEHSC and TOCC. Collaborating over several years through co-sponsored activities for Tohono O’odham students and their community, the relationship was built on mutual respect and longevity of service in the Tohono O’odham Nation. Both partnering organizations seek to address the problem of low bachelor’s degree attainment among tribal students (NCES, 2017; PNPI, 2018). Additional shared concerns include barriers to Native student persistence and resilience, two concepts at the forefront of low bachelor’s degree attainment. Supporting student success and access to higher education, the partnership drew from evidence that suggests Native students who attend a tribal college before transferring to a four-year institution are four times more likely to complete a traditional baccalaureate program than those who entered a mainstream institution as a freshman (Brown, 2003; Bryan, 2019). These shared concerns and common goals led to the creation of the ASJ program.

FOUNDATIONS AND DESIGN

Organized through an environmental health and social justice lens, ASJ allows students to investigate environmental impacts on human health and serves as a vehicle for social justice discussions while establishing a foundation for Native nation-building. More specifically, ASJ operates in an asset-based model that recognizes cultural knowledge and Native ways of knowing as a strength of the ASJ participants rather than as a deficit. ASJ utilizes this asset-based model to promote a successful transfer pathway to four-year colleges and universities for TOCC students. For the ASJ program, the partners adapted the model to address TOCC’s goal to develop a sustainable program to help students transfer to a university and live the T-So:son (Our Core) as described below.

Jointly created by the partners, ASJ provides visibility and culturally relevant academic support for participants (Tachine, 2019). The foundation of ASJ’s design is the traditional Tohono O’odham calendar and core values that encompass the O’odham Himdag (Way of Life) and which are integrated into the curriculum and day-to-day operations. Specifically, TOCC’s T-So:son values are: T-Wohocudadag (Our Beliefs), which provide balance, strength, and help us respect ourselves, other people, and cultures; T-Apedag (Our Well-Being), which includes what is healthy and good for us physically, spiritually, emotionally, and mentally; T-Pi:k Elida (Our Deepest respect), which is a deep sense of respect for the land, the people, things upon the land, yourself, and your life; and I-We:mta (Working Together), which is an understanding that collaboration is crucial for the success of the college and includes sharing, taking care of others, and giving back to the community.

ASJ addresses academic transfer barriers for TOCC students enrolling in four-year universities by helping them find a home on the university campus. Our partners and faculty are determined to change the higher education and workforce landscape in the Tohono O’odham Nation by offering unique programming to participating TOCC students.

The program design includes seasonal milestones that align with the Tohono O’odham calendar. Beginning in the spring, ASJ selects and trains students in workshops to prepare for their on campus university experience, assists them with the required paperwork to become UA non-degree seeking students, pairs them with faculty mentors, and enrolls them into a three-credit apprenticeship course in the College of Pharmacy to enhance college readiness skills. During the summer, students meet for five weeks in person, gaining on-campus experience with culturally relevant environmental health classes and apprenticeships with UA faculty, which enables them to explore their career interests. Our culturally grounded approach incorporates Native and non-Native guest speakers from UA and the Tohono O’odham Nation who are knowledgeable about the Tohono O’odham and can address students’ experiences. They serve as mentors to expand students’ professional networks and help them increase their academic and professional workforce capacity. Pre- and post-surveys are administered to participants to inform future ASJ programming. Transitioning into fall, students participate in experiential learning workforce opportunities in the Tohono O’odham Nation. Finally, in winter, students present at recruiting events and tell stories of the summer and fall activities.

FORGING A SUCCESSFUL PARTNERSHIP

When forming partnerships, shared goals keep everyone focused. The ASJ partnership has five staff, two of whom are full time, and a dozen other part-time student interns and administrative support staff from TOCC and UA who are working collaboratively toward the university transition. In conversation with staff members, students are the priority, which is a continuous theme for the ASJ team during program planning and team meetings. Still, building and maintaining a successful partnership does not happen overnight. Additional factors that influence the success of the ASJ partnership include respecting one another, recognition of tribal sovereignty, relationship building, shared leadership, longevity, and institutional responsibility. These contributing factors are pivotal in the ASJ partnership and are often referenced in sharing our story for foundational relationship building.

Community partners like Dana Wilcox help root the ASJ program, offering cultural insights and illuminating stakeholders’ needs and concerns.

Respect for each staff member and their unique skill sets is a common thread among the ASJ staff. Everyone brings unique life experiences to the table, which informs the ASJ program design and ultimately guides them while navigating the transfer process. Mutual respect woven into this partnership is demonstrated in many ways. As one partner explained, “In tribal communities, the relationships are more important. [So is] coming to shared decision making . . . and promoting that everybody gets a say.” respect in this context means recognizing the significance of self-governance of tribal communities and of community kinship, belief, culture, and ways of knowing. This understanding allows the partners to explore and be open minded to the community’s needs and concerns and honoring stakeholders’ input. respect is observable through sharing knowledge and a willingness to learn Native ways of knowing such as values and belief systems, language, and culture. Additionally, respect between the partners comes from integrity and honor in their work within the community over time.

Tribal sovereignty stands separate from respect for individuals due to the vital fact that partnerships between Native communities and outside groups only work when tribal sovereignty is both recognized and respected. As ASJ developed, it was clear there was a mutual understanding of tribal sovereignty among the partners. One component of understanding and acknowledging tribal sovereignty is agreeing that the tribe has the right to own the data and to say what happens with it. Tribal sovereignty also encompasses the acknowledgment and respect for Native ways of living and knowing. respecting tribal sovereignty is recognizing that Native communities are built by “strong individuals who are… lead[ing] their communities into the future,” as one ASJ staff member stated.

Building relationships and partnerships takes time. Even more, it takes consistency and effort to establish a relationship. SWEHSC and TOCC staff built a relationship by tabling at the same recruitment events again and again. Over time, they got to know each other. This type of relationship building is foundational to the ASJ partnership. Nevertheless, not everyone on the team had the same long-term interaction, so there were questions. Who are they? What do they know? As one ASJ staff member recalled, “It took time . . . feeling each other out and figuring out what we [all] bring to the table.” Eventually, staff built relationships by listening to each other’s ideas about the work being done, meeting regularly, and equally sharing travel time. Staff took time to get to know each other by sharing what is going on in their personal lives, which helped to develop chemistry. Time spent getting to know one another is necessary because the team agrees successful partnerships and programs begin with relationships. Shared leadership is also recognized as a contributing factor to the success of the partnership. The ASJ partners agree that shared leadership means being committed, open, and transparent. By fostering a partnership where all parties hold equal guidance, everyone has a voice. As one ASJ staff member put it, “What we really believe is that shared wisdom is how to lead a project. It is not only how you start, but it is how you work through it.” This partnership operates through openness and communication. Sharing information supports the partnership to achieve shared goals. The partners all agree that the program’s priority is to first and foremost benefit and serve the ASJ students. Through shared leadership and openness, the students ultimately have a better experience.

Zach Jose shares his internship experiences at the University of Arizona. ASJ embraces an asset-based model that recognizes Native ways of knowing as one of the program’s greatest strengths.

ASJ staff also believe in longevity. As one staff member explains, “We don’t do one-offs … we believe in actually having long-term relationships with the communities that we serve.” Commitment in a partnership with tribal communities is vital. Consistency is key, and it is critical to show up and establish that you are willing to put in the work. When collaborating with large institutions, there can be pressure to produce results or new programs quickly. But understanding the need for long-term commitments and knowing that relationships take time to build is essential. SWEHSC has actively participated in Tohono O’odham community events for years. This commitment prompted the TOCC and SWEHSC partnership.

Institutional responsibility is understood among the ASJ partners as the expected duty of an institution of higher education. This ASJ partnership was founded to address institutional shortcomings such as the ineffective way services have been offered to Native students. The partners believe there is a responsibility, especially among Land Grant institutions, to commit to serving the local community, which includes the Tohono O’odham Nation and the neighboring Pascua Yaqui Tribe. However, in the experience of ASJ staff, “The first issue comes with the lack of … recruitment, education, presence in the [Native] community [by the] institution that is right there….” Therefore, the staff’s mission in working with the Native community as representatives of the institution is to serve as a model for other programs, colleges, and institutions moving forward. Staff agree that institutional responsibility needs to be more than just program development to address barriers. Long-term financial backing is also crucial. By investing financially in programs that address the inequities in access to higher education for Native students, institutional leaders show students they care.

To address the financial barriers of attending college identified in the ASJ feasibility study, participants receive a tuition waiver, a weekly food allowance, dormitory housing, and a parking permit for the entire five-week, on-campus experience. This financial support is made possible by joint funding from the Haury Program for Environmental and Social Justice, TOCC, and the National Institute of Environmental Health Sciences.

SOME INSIGHTS AND CONCLUSIONS

In addition to the above factors aiding this program’s success, the ASJ partners offer some recommendations for anyone looking to establish new partnerships. For tribal college faculty and staff: do not be afraid to ask questions. receiving the necessary information is essential when representing the community. Of equal importance when identifying possible partners at four-year institutions is to consider which individuals, departments, or colleges are doing the type of work or developing programs that align with your community’s goals and which can be beneficial in the longterm. Also, having someone you know, a matchmaker, even if they may not be exactly the correct person to contact, could get you in contact with the right person. If you are looking for a place to start, consider reaching out to the institution’s tribal infrastructure or contacting a Native student organization that can help you figure out the individual, department, or college to approach.

Respect, relationships, shared leadership, and institutional responsibility are a few of the essential foundations of A Student’s Journey.

For staff and faculty at predominantly White institutions (PWIs) who are looking to develop partnerships with tribal colleges: it is important to recognize that listening is more important than talking. Listen not only to your partner but also to the individuals you are serving. Every voice needs a seat at the table. Non-Native folks working with Native communities should come to the partnership with a sense of humility rather than always being the center of attention. Understand there are concepts or situations you may not be familiar with or knowledgeable about and take time to research them. When approaching tribal community partnerships, it is inappropriate to rely on your educational background or industry expertise rather than learning about Native ways of knowing. Start by investing time and conduct an information search. Get to know the history of the tribe and individuals you want to work with. Most importantly, non-Native folks working with a tribe need to be open-minded, respectful, and recognize that tribes consist of capable and thriving people.

When working to create successful pathways for Native American students to transfer to a four-year institution, ASJ partners found respect, tribal sovereignty, relationships, shared leadership, longevity, and institutional responsibility to be essential foundations to their successful partnership. In closing, our advice to anyone attempting to start their own partnership is to stay committed. As one ASJ staff member stated, “If you get shot down, that doesn’t mean for you to stop. You put in the work, and you put in the time, if you really want something to…take off…[show] you’re [willing] to work.”

Marti Lindsey, PhD, is the community engagement director for the Southwest Environmental Health Sciences Center at the University of Arizona; Daniel Sestiaga Jr. is an enrolled member of the Fort Yuma Quechan Indian Nation and serves as the special projects and initiatives manager for Tohono O’odham Community College; Jaclyn Pryor is a doctoral student in the Center for the Study of Higher Education at the University of Arizona, focusing her degree work on student access and success in higher education; Ben Richmond, MPH, is the associate director of community engagement at the Southwest Environmental Health Sciences Center; Alex Benavides is the senior program coordinator of community engagement at the Southwest Environmental Health Sciences Center; Annamarie Stevens is the transition coordinator at Tohono O’odham Community College.

REFERENCES

Agnes Nelms Haury Program in Environment and Social Justice. (n.d.). Supporting Societies Through Partnerships and Scholarships. Tucson: University of Arizona. retrieved from https://www.haury.arizona.edu/

Brown, D. (2003). Tribal Colleges: Playing a Key role in the Transition from Secondary to Postsecondary Education for American Indian Students. Journal of American Indian Education, 42(1), 36-45.

Bryan, r. (2019). The Influence of Tribal Colleges and Universities on Native American Student Persistence. New Directions for Student Services, 2019(167), 49-62.

Clinical and Translational Science Awards Consortium (CTSA). (2011). Principles of Community Engagement (2nd ed.). Bethesda, MD: National Institutes of Health, U.S. Department of Health and Human Services.

London, J.K., Haapanen, K.A., Backus, A., Mack, S.M., Lindsey, M., & Andrade, K. (2020). Aligning Community-Engaged research to Context. International Journal of Environmental Research and Public Health, 17(4), 1187.

National Center for Education Statistics (NCES). (2017). rates of High School Completion and Bachelor’s Degree Attainment Among Persons Age 25 and Over. retrieved from https://nces.ed.gov/programs/digest/d17/tables/ dt17_104.10.asp

Postsecondary National Policy Institute (PNPI). (2018, September 26). Native American Students in Higher Education. retrieved from http://pnpi.org/ native-american-students/

Southwest Environmental Health Sciences Center (SEHSC). (n.d.). A Student’s Journey. Tucson: University of Arizona. retrieved from https://swehsc.pharmacy. arizona.edu/students-journey

Tachine, A.r., Cabrera, N.L., & Yellow Bird, E. (2017). Home Away from Home: Native American Students’ Sense of Belonging During Their First Year in College. The Journal of Higher Education, 88(5), 785-807.

Tohono O’odham Community College. (n.d.). TOCC. retrieved from https://tocc.edu/