I grew up in south-central Wisconsin in the city of Madison—and off of the reservation. The Sokaogon Chippewa Community resided just north of me, but I had to cultivate my own identity as an American Indian in a town with very few people who identified as Native. As I learned how to relate to my culture and identity without being assimilated to life on the reservation, I also began to learn more about how Natives have been impacted in the education system.
During my time in school I often felt alone in terms of my identity. There were no Native teachers at my school, very few Native students, and the only mention of my culture in textbooks referenced ‘pilgrims and Indians’ each November. But, despite these challenges, teachers like Mrs. Lori Hunt dedicated their time to ensuring that I succeeded and saw college as a viable option after graduation. Mrs. Hunt re-instilled in me a love for education and learning.
As a student at the University of Wisconsin—Milwaukee, I began to shed my blinders of ignorance towards Native issues and became committed to being an advocate for opportunity and advancement in Indian Country. As I studied community engagement and education in college, I started to understand the undeniable ties between educational opportunity and community impact.
I wanted to utilize my experiences as an American Indian student in an urban environment to help Native students embrace their culture and identity and understand the value of education. As I contemplated my next steps and career path after college, I decided that Teach For America and its Native Alliance Initiative would offer me the opportunity to impact Native students in a fundamental way—in the classroom.
I wanted to serve as a voice for Native students who often go unheard.
I knew that serving students in Oklahoma would allow me to reach a population of Native students who too were learning and maturing in their identity in an urban environment out of the traditional boundaries of a reservation. Though Oklahoma ranks second to California in terms of Native population and is comprised of 39 federally recognized tribal nation headquarters, no designated reservations exist in the state. Many Native students in Oklahoma, particularly those living in more urban areas, tend to face similar obstacles and barriers to those that once impacted my self-identity.
I currently serve as an elementary special education teacher at Andrew Jackson Elementary in Tulsa. Before I began my career as an educator, I was alarmed by the statistics around Native students and special education. According to the National Indian Education Association, in 2009, 19 percent of American Indian/Alaska Native 9th grade females received special education services, compared to the national rate of 7 percent of all 9th grade females, and 8 percent of White 9th grade females. In the same year, 27 percent of American Indian/Alaska Native 9th grade males received special education services, compared to the national average of 13 percent of all 9th grade males, and 13 percent of White males.
This disproportion and blatant inequity is a reality for many Native students. But, it is also these realities that drive me to be the “Mrs. Hunt” for my students. I am committed to helping them achieve and tap into the abilities and strengths they possess. Having educators that are aware of inherent biases and understand the importance of incorporating culturally responsive content and discussions into the curriculum are the keys to helping to alleviate educational discrepancies for Native students.
We need more educators who can help play an integral role in the fight for educational equity. Together with our allies we can make sure our Native students are reaching their fullest potential.
Amber Woodbury is a 2014 Teach For America—Oklahoma corps member and a graduate of the University of Wisconsin-Milwaukee. She currently teaches elementary special education in Tulsa, Oklahoma.