Key Insights

CCRP conducted conversations with Tribal leaders, educators, and community members in rural Northern California, resulting in the identification of 12 key insights. These insights, listed below, highlight the urgent need for sustained and equitable investment in Indigenous education programs, and they underscore the importance of decolonization (the undoing of colonialism) in education and a commitment to Indigenous sovereignty. 

Insight 1: Rural communities face compounded issues. 

• Rurality presents unique challenges, such as distance and over-reliance on key individuals that can compound existing issues and make it difficult for communities to access necessary resources. Additionally, the inability to keep programs staffed is a recurring challenge in rural communities, with issues related to recruitment, retention, and support for providers. Lack of succession planning and low pay for certain positions can contribute to turnover, making it difficult to maintain staffing levels. Addressing these challenges will require a multifaceted approach that includes support for providers, community engagement, and strategic planning for staffing and succession.

Insight 2: Structural racism & funding inequities have a long-term impact. 

• The long-term impact of structural racism and inequitable funding in rural communities is a recurring theme in the interviews. The instability of programs due to grant funding and the overextension of individuals perpetuates inequality. Policy changes are needed to ensure permanence and support for these programs to achieve equity and avoid being wiped out by a single decision-maker or administration change.

Insight 3: Data methods need to be decolonized. 

• Decolonizing methodologies (Smith, 2012) in research and data collection is important, particularly in rural Indigenous communities where data sovereignty is crucial. While there is pressure to generate quantitative data to demonstrate success and secure funding, researchers must prioritize community engagement, transparency, and purposeful data collection to avoid extractive practices. 

Insight 4: Ensuring the permanence and security of Indigenous programs happens through comprehensive institutional support. 

• Programs in rural Indigenous communities need comprehensive support to ensure success. This includes administrative support, resources for transportation and housing, physical sustainable spaces for programs, technical assistance, and wraparound services for youth. Uncertainty in Native American serving education/program funding is a significant challenge that negatively impacts program viability and the student experience. Grant-funded programs can create fiscal challenges and lack sustainability, emphasizing the need for secure funding. Ensuring funding is available for Native American serving postsecondary pathways programs can promote equity and community engagement, leading to long-term success for Indigenous learners.

• Institutional support for Indigenous education is essential for creating a better future. Support for Indigenous education can promote truth, healing, and the generational investment made by local tribal communities and individuals. Building new relationships with local tribal communities during administration changes is crucial for maintaining strong community engagement. Returning this investment through ongoing support for Indigenous education is necessary for creating a more equitable future for both Indigenous and non-Indigenous communities.

Insight 5: CTE pathways offer both challenges and opportunities.

• CTE pathways can be a valuable tool for developing skills for available positions in rural communities, but there are significant challenges to their success. An overabundance of pathways can lead to reporting burdens and a struggle to maintain those pathways, and staffing, certification, and retention are ongoing issues. However, mentorship and training programs could help support pathways, and focusing on a smaller number of pathways may help ensure success. Rural communities may also face limitations in terms of available pathways, which should be taken into consideration when developing programs.

Insight 6: Communities strive to "Grow Your Own."

• Building capacity and investing in the next generation through the “grow our own” approach is seen as crucial for success in rural communities. This approach can help ensure that community members have the skills and knowledge needed to support program development and success, while also promoting sovereignty and community engagement. Starting pathways at a younger age could also help support this approach and promote long-term success.

Insight 7: Space is an equity issue. 

• Indigenize land and space. There is a need for designated spaces and recognition of Indigenous place, space, and resources. Investment in creating hubs and buildings for Indigenous communities can help support cultural education and promote long-term success. Visible Indigenous spaces on campuses must be protected and not subject to being shuffled or moved. Addressing land theft and working towards land return/Land Back is crucial for promoting Indigenous sovereignty and community engagement.

Insight 8: Culture and identity must be interwoven throughout. 

• Culture and identity are essential components of Indigenous education, promoting a sense of belonging, connection to place, and success in learning. Embracing Traditional Ecological Knowledge (TEK) and Indigenous perspectives can help create relevant and engaging programs, and representation in curriculum can tie back to individuals who hold valuable knowledge. Culturally relevant programs and projects have been successful in promoting community engagement and promoting equity. Cultural translators can be an important tool for supporting the development of CTE pathways.

Insight 9: Belonging & mentorship are crucial. 

• Generating a sense of belonging and mentorship in Indigenous pathways is crucial for promoting engagement and long-term success. Creating a fun and celebratory atmosphere that blends culture and education, prioritizing the needs of students, and offering leadership training and support can all contribute to a positive learning environment. Consistency in relationships and mentorship that acknowledges and shares lived experiences can help build trust and promote community engagement. Addressing high suspension rates and promoting representation in history and subjects taught can create more inclusive and equitable learning environments. By focusing on these key areas, Indigenous education programs can help support the success of students and promote cultural pride and sovereignty.

Insight 10: Sovereignty must be recognized and respected. 

• Sovereignty is a key aspect of Indigenous education, and programs must be designed to promote cultural pride and self-determination. Pushback to Indigenous programming is a common challenge, requiring a strong commitment to community engagement and support. Honoring history and lived experiences, including acknowledging local land theft, is crucial for promoting equity and supporting cultural education. Covering tuition for Native students in University programs and pathways training programs can help support access to education and promote long-term success.

Insight 11: Silos hinder regional collaborations. 

• Silos present a significant challenge, particularly in the context of regional collaboration between tribes and tribal-serving programs. The frustration with silos is exacerbated by the burnout and communication challenges of COVID and remote work, as well as leadership transitions that can disrupt communication and feedback loops. There is also a disconnect between programs offered in different parts of the region, with major differences between what is available in Humboldt and DNATL. Addressing these challenges requires a commitment to community engagement and communication, as well as ongoing efforts to promote regional collaboration and break down silos.

Insight 12: Addressing barriers is crucial. 

• Institutional support is essential to prevent harm and overworking Indigenous program leads. The need for consistent, decolonized support is paramount. The burden of justifying the existence of Indigenous programs is an additional challenge that requires energy and attention. More options beyond 4-year programs are needed to support individuals and families, and to help alleviate financial pressures. Each time administration changes at universities and programs, new relationships need to be built, highlighting the importance of ongoing community engagement and communication.