Students strive at college on reservation
By PAMELA
SCHAEFFER NCR Staff Toppenish, Wash.
From Portland, the approach to Heritage College is through the
Columbia River Gorge. The highway runs along the river, passing by giant
waterfalls and through the Dalles, named for the once-dangerous rapids here, at
the eastern edge of the Cascade Mountains.
A century and a half ago, until completion of an arduous overland
road in 1846, pioneers approaching the end of the Oregon Trail at the Dalles
were forced to float their wagons over the rapids for the final stretch of
their journey to new life in Oregons Willamette Valley.
On the Washington side of the river and an hour north, in the
Yakima Valley, a group of latter-day pioneers at Heritage College struggle to
pick up the pieces of social upheaval wrought by 150 years of immigration --
first by white pioneers and later by Hispanics who came to work in their
fields. This 16-year-old educational experiment, where undergraduates are 31
percent Hispanic and 22 percent Native American, is paying off in new life for
both of these growing populations in the valley.
Founded by two Native American women and a Catholic nun, Holy
Names Sr. Kathleen Ross, Heritage College is not a Catholic college. Yet Ross
and some of the 13 nuns who have worked at the school since it was founded in
1982 see it as a model of Catholic outreach in the future.
Despite scant resources, the schools mission is so inviting
that it has attracted faculty from far larger and more prestigious schools and
kept most of them despite tough times.
Everybody here has a story about what brought them
here and why they stay, Cherryl Jensen said of the faculty and staff. Jensen,
formerly director of university relations at Iowa State University in Ames, is
in her fourth year as communications director at Heritage. Clearly a lot
of people here could be at bigger places.
Last summer, Ross efforts got their most prestigious
recognition so far when the MacArthur Foundation named her among the top five
of its 1997 recipients of coveted genius awards.
The schools location is key to its distinctive identity.
From the Dalles, the road to Heritage College crosses the Rattlesnake Hills,
their miles of treeless tundra affording a view of snowcapped Mount Adam,
sacred to the Indians. In the valley, growers produce 75 percent of the
nations supply of hops (and 25 percent of the worlds supply), used
in making beer, along with many kinds of fruit and Washington wines. This
fertile land, with its ideal combination of long summer days, cool nights, rich
volcanic soil and mountain runoff, drew Native Americans some 12,000 years ago
to a cyclical lifestyle of fishing and hunting, gathering huckleberries,
preserving roots and breaking wild horses.
The 19th century brought massive cultural change. For the Indians,
white settlers meant wars, rampant disease, a drastically reduced salmon supply
as dams were placed along the Columbia River, and finally, social dislocation
marked by high rates of alcoholism and suicide. Today, the 9,000-member Yakama
tribe -- its elders recently voted to change the spelling of its name --
operates a large forestry business, but 75 percent of some 5,000 Indians on the
reservation are still unemployed.
Heritage College, threatened more than once in the past 16 years
with having to close, has had to fight hard for the resources and credibility
that make it a viable enterprise today. While the regions growers and
business leaders are able to send their children away to college, strong family
values, poverty and low expectations keep the Native Americans and Hispanics at
home, where educational options are few and high school dropout rates are high.
Yet by the time they begin programs at Heritage College, at an average age of
33, professors say their motivation is exceptional. Ross said that some 90
percent of the schools 2,000 graduates remain in the local area to work,
many in education, community service and environmental sciences.
Heritage began as an outreach of Fort Wright College, a Catholic
liberal arts school founded by Holy Names sisters in 1907 to train women to
teach in Catholic schools. It was forced by financial pressure to close in
1980. When Ross, then Fort Wrights vice president for academic affairs,
told two members of the Yakama tribe, Martha Yallup and Violet Lumley Rau, that
the outreach program was likewise doomed, she said they told her, No way.
You have brought hope here. How can you take that away now?
I tried to find another college or university to take
over, Ross said, but the program was so small no one was
interested. When the two Yakama women proposed starting a college, Ross
recalls telling them they were nuts.
Still, she thought enough of the idea to mention it to her
religious superiors. Instead of the negative reaction she expected, she got
encouragement. Next she talked to Bishop William Skylstad of Spokane, Wash.,
then bishop of Yakima, who gave the project only a 50 percent chance of
working, but urged her to try it. Neither her order nor the diocese was able to
offer financial sponsorship.
It became evident that the only way it was going to happen
was with cooperation across cultures and traditions, she said. So a board
was formed accordingly.
I think this is a model for the way were going to have
to go about doing our work in the future -- by dropping the
Catholic label and building cooperative bridges with groups that
have resources, Ross said. Our intellectual heritage, the value we place
on the human mind, is one of our most precious traditions. Theres a whole
underserved population out there that needs what we have to offer.
Pioneer spirit Educationally,
the 56-year-old Ross was well-prepared for her new role. A native of Seattle,
she has a masters degree in non-Western history from Georgetown
University and a doctorate in higher education management and cross-cultural
studies from Claremont Graduate School in Claremont, Calif.
Theres a strong pioneer spirit in our history,
Ross said of her order, Sisters of the Holy Names of Jesus and Mary. Founded in
1843 in Quebec, the order sent 12 sisters by boat in 1859 to the northwestern
United States to teach.
Classes at Heritage began under a sycamore tree on the 1.5
million-acre Yakama Indian reservation. That tree now anchors a compound of
temporary buildings.
Even today, the college has only two permanent structures for its
1,200 students, up from 85 students in 1982. One is a remodeled former
elementary school, the other a new building that houses the library. Built of
brick and glass after a $7 million fundraising drive in 1991-92, it was
designed after an Indian longhouse and dedicated with an Indian ceremony. Brick
patterns on exterior walls mimic basket designs of the Klickitat Indians. The
librarys collection includes many books and journals on Indian history
and culture.
Ross said, There have been lots of times when it has been
very stressful and frightening, and many financial traumas put us within a
hairs breadth of closing. A lot of different things have saved the
school, she said, including one time when members of the faculty and staff were
among those pledging collateral for a loan and other times when we had to
ask people to not take paychecks for a week or month.
A few found it too unnerving and left, she said,
but 90 percent stuck with it because they believed in what we were
doing.
Credibility was another problem. No one thought we could
have an institution of higher learning in the middle of a hop field, Ross
said. Further, she said, some of the locals wondered what kind of
students those people would be.
At first, we couldnt get any school district to accept
our students for student teaching positions. We had to beg. I went several
times to regional meetings of school principals and superintendents to ask them
to give us a chance. It was very scary. I didnt know them, and I had
never lived in a rural area.
The fact that Ross represents a religious order might have boosted
respectability in some quarters. But here in central Washington -- a state that
qualifies as one of the nations least Catholic and least churched -- it
got her nothing but surprising questions. Was she married? Did she have
children? They had no concept, she said. Ross noted that members of
her order have long fought strong antireligious and anti-Catholic sentiment in
the Northwest.
Now school districts from all over the state come to
interview our students, she said. They are in high demand in the Yakima
Valley, where both Hispanic and Native American populations are growing at a
significantly faster rate than populations of whites. In all, some 12,000
Indians of various tribes live in the region.
The Yakima diocese, headed by Cardinal Francis George before he
went to Portland, Ore., for a year and then to Chicago, is predominantly
Hispanic.
The business leaders and ranchers kids go to
prestigious schools all over North America and are not coming back, and
their parents are realizing they need to train future leaders for the region,
Ross said. Weve been a little bit ahead of the social change here
so were seen as part of the solution. Heritage is suddenly a real bright
light in the future of these people.
Although many students entering Heritage lack strong educational
credentials -- either a high school diploma or GED will satisfy admission
requirements for the 19 undergraduate degree programs -- professors say
students work exceptionally hard. A skill center offers free tutoring and
writing help. Research has shown that such assistance is especially important
for adult learners, Jensen said.
To accommodate students work schedules, 70 percent of the
classes are held after 4:30 in the afternoon. The faculty-student ratio is
11-1. Besides programs at Toppenish, graduate programs are offered at other
geographically isolated sites in Washington and Hawaii.
Struggles to attend Many
students fight to attend, their obstacles often including families that value
immediate income to meet family needs more than a students staying in
school. Ross said 60 percent of the students, many of them single mothers, live
below the poverty line. Last year, 85 percent were the first in their families
to attend college.
Heritage has attracted support for programs and scholarships from
several national foundations, including the Rockefeller Foundation, the Hearst
Foundation and the Pew Charitable Trust. Two years ago, the James L. Knight
Foundation awarded the school $250,000 to help meet its goal of putting more
Native American teachers in public schools.
Recently, Heritage was named a national center of
excellence by the U.S. Department of Agricultures Office of
Community Development, assuring it of $100,000 over the next two years.
Programs and students have received corporate support from Boeing, the aircraft
manufacturer in Seattle, and Battelle Corp., which operates Pacific Northwest
National Laboratory for the U.S. Department of Energy at Hanford, Wash.
Battelle, which helps train students for nuclear cleanup in the area, has
donated some $80,000 in cash and several times that amount in time and talent,
Ross said. The school also has received funds from Ross religious order
and other private donors.
Ted Hearne, spokesman for the John D. and Catherine T. MacArthur
Foundation, which seeks out high achievers in a wide variety of fields, said he
thinks Ross is the first nun to receive the foundations
no-strings-attached genius award. The awards are given annually to
people who are nominated anonymously and selected for their creative endeavors.
Ross $335,000 grant, paid quarterly over five years, will go directly to
the college for seed money for new programs, Ross said.
Faculty members say it sometimes takes a village to get a student
through four years, given the frequent transportation problems, money problems,
child care needs and other extended family issues that arise.
Pat Whitfield, dean of education and psychology programs, recalls
a man who separated from his wife and lived in his truck the rest of the fall
semester, showering at school.
Holy Names Sr. Terry Mullen, who teaches the whole gamut in
arts and letters, thinks of Magdalena Fuentes, pregnant with her third
child, getting up at 3 a.m. to pick asparagus, spending a full day at school
and then going home to do the family thing.
No more asparagus cutter
When she got her degree, she threw down her asparagus cutter and said,
I dont have to do that again, Mullen recalls. Fuentes
now teaches at an elementary school in Yakima.
Hector DeLeon, a junior who attended Central Washington
University, a state school about 35 miles away, before transferring to
Heritage, finds a stark difference between the two schools. At Central I
was lost, he said. Classes were huge. It overwhelmed me.
Among students there, he said, conversation was mostly What are
you doing this weekend? At Heritage, its Have you read your
chapter? How are you doing on your paper? All we talk about here is
school. Classes are so small you know youre going to get called on. For
someone to say, No, I havent read it -- it just doesnt
happen.
DeLeon, fifth of eight children in his Mexican-American family of
field workers, alternated between attending schools in Texas and Washington and
working in the orchards while growing up. Echoing sentiments of other Heritage
students about early schooling, he said he always felt like I didnt
belong. Although he hated field work, his decision to attend college was
a shock to his parents and precipitated some big family fights, he said.
DeLeon is among the 95 percent of Heritage students who receive
financial aid. According to a 1997 report by the U.S. Department of Education,
the schools student loan default rate, 2.4 percent, is one of the lowest
in the country. Nationally, the default rate is 10.4 percent.
Now, DeLeon said, my parents are real proud of me, and
he counts on daily support from his new Heritage friends. Everybody helps
each other out here. The faculty are great. They push you and they encourage
you. He expects to graduate in May 1999 with a bachelors degree in
social work and then get a masters degree and work with troubled youth in
Yakima and Toppenish.
Other former students give testament by their professional
stripes. Marilyn Goudy, a Yakama woman, formerly a teachers aid, became
the first Heritage student to major in Sahaptin, the Yakama language, and now
integrates Yakama culture into her curriculum as a seventh and eighth-grade
teacher in Toppenish schools. Anna Hogan, 42, also boosted herself from
paraprofessional to professional status in area schools, along the way
researching the state of education among Native Americans. Her findings
convinced her that reservations are on their way to becoming like Third World
countries.
Elsa Camacho, mother of five who graduated in 1995 at age 33 and
is now in a masters program, is hooked, she said, on
environmental sciences geared to nuclear cleanup. Although she avoided science
in high school after a biology class in eighth grade, she was steered into
science at Heritage by faculty who recognized her strengths in math.
I got lucky, she said. I found the one thing
that would interest me the most without even knowing it, she said.
Currently she is working at Battelle under a scholarship program that matches
students with scientific corporations.
Her Mexican-born husband, who oversees a crew of pickers and
pruners at a local orchard, is an exception among Hispanics, she said, because
he supports her educational goals. She eventually hopes to get a PhD.
We have really become a community of learners, Sr.
Terry Mullen said. Though student problems keep days unpredictable, in
many ways the school is an educators dream. One of the biggest reasons I
like it here is that students are so eager about learning, so willing to make
the personal sacrifices. You teach what you love and they just suck it in. It
elicits something in me.
National Catholic Reporter, March 6,
1998
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