Braiding heritage and education: Michigan program redefines paths for Native students

SAULT STE. MARIE, Mich.-High schooler Ella Black never thought college was in her future. Born and raised in a small town in Michigan's Upper Peninsula, known for its rich Native American heritage, she faced structural inequities and cultural challenges that made higher education feel out of reach.

That was until the Indigenous Education Youth Collective program, a research-practice partnership between the University of Michigan, Anishinaabe youth and families, and Lake Superior State University became a turning point in her story. Now, as a sophomore, Black is not only imagining a future in college but is actively working as a researcher to make that dream accessible to others, too.

"I am learning that research plays a crucial role in improving educational opportunities for all, especially those from diverse backgrounds like Native American students," she said. "By examining the barriers that hinder enrollment, such as financial constraints, lack of information and inadequate support systems, researchers can identify effective strategies to improve accessibility."

Black's story is one of many within the collective, a program that supports 15 preteens and teens-aged 11 to 18-and their families by blending cultural heritage with academic opportunities, offering teens a chance to embrace their Native identities and the academic tools to succeed.

This research-practice partnership is based in Sault Ste. Marie-a rural community on the border of the United States and Canada that is home or in close proximity to multiple tribal communities including the Sault Ste. Marie Tribe of Chippewa Indians, Bay Mills Indian Community and First Nations communities.

"We know that Native students aren't experiencing the type of support they need or deserve, both in education and cultural enrichment," said program co-founder Jeremy Wright-Kim, an assistant professor at U-M's Marsal Family School of Education. "Also, Indigenous teachings weren't necessarily being pushed forward for the new generation. So, our program helps students braid their identities, their native and Indigenous ways of knowing, with traditional academic bureaucracies."

For Wright-Kim, early intervention is critical. Starting conversations in middle school broadens students' horizons and prevents them from prematurely dismissing college as unattainable. Policies like tuition waivers, while helpful, can unintentionally create a sense of exclusion for students who don't qualify.

Representation matters deeply-having visible allies and advocates in higher education builds trust and demystifies institutions that may feel out of reach, he said. These elements highlight the program's comprehensive approach to blending cultural heritage with educational opportunity, making it a vital initiative for Indigenous student empowerment.

"As someone who wanted to go to college but never knew if I could, being part of this group has given me many skills and opportunities for higher education," Black said. "I now have access to experienced researchers who help me navigate career paths and identify opportunities aligned with my goals. I also work on independent research projects that help me find meaning in the world and build my critical thinking skills."

Since eighth grade, Black has been investigating issues related to the impacts of tribal disenrollment on Native identity with U-M professor Dave Burke as part of the program.

"Ella's research is primarily a tool to train a student to use formalized thought processes," Burke said. "I use research to train individuals to be independent and strategic thinkers. I believe thinking is, in some respects, like a sport. It requires training, the habits of self-discipline and practice. With young people like Ella, we explore things they care about."

Because of events in her immediate family, Black witnessed the challenges of "What does it mean to identify as a Native American?" and "Who gets to decide if I am a Native American?" Therefore, she decided to focus her research on a combination of documentation of her family history, current rules and regulations around inclusion and exclusion in Native American tribes.

"I don't know where I would be today without all the mentorship I am getting through this program," Black said. "Although I struggle with my cultural identity sometimes, thanks to this group, I have support and opportunities to work through the challenges and persevere. They also helped me realize that yes, college is a possibility."

Bridging gaps

In 2022, U-M alum Chloe Kannan, a Sault Tribe member and adjunct professor at LSSU's College of Great Lakes Ecology and Education, contacted Wright-Kim, a friend from their time in grad school at the University of Pennsylvania, with a proposal.

"Jeremy is an expert on opportunities for college readiness, researching how public policy shapes and either challenges or reinforces structural inequities in American higher education," Kannan said. "So, I invited him and a Native community leader to co-found this Native college-access program with me. I knew that together, we could help Native students find their rightful cultural roles and educational pathways."

A too-good-to-refuse invitation for Wright-Kim.

"Self-identity, self-exploration, and the connection between oneself and one's educational pursuits matter," he said. "Though I am not Native or an expert in Indigenous methodologies, I bring expertise in research and college access to support students on their journeys."

Official data for 2022-23 records 8,500 Native American and Alaskan Native students in Michigan K-12 schools (0.59% of the total student population), but estimates suggest the actual number exceeds 27,000, as many multiracial students are underrepresented. These students also face the state's second-lowest graduation rate of 71% and the highest dropout rate of 14%, according to the Michigan Department of Education.

To address these disparities, Michigan will begin collecting tribal affiliation data in 2024-25. This new approach aims to improve the accuracy of Native student representation, strengthen partnerships with tribal communities, and unlock federal funding to support Indigenous learners better​.

"We hope that universities can see this project-throughout Michigan and even more broadly-as a model for how we can better partner with Native communities," said Kannan, now the current director of the collective. "We want to help Native students inform universities how to serve them better, and then universities reciprocally partner to support these students in their pathways."

Gatherings for the soul

During the school year, the collective students gather biweekly at Native House on Lake Superior's campus for cultural events, talking circles with tribal elders and community members, research workshops and community-building activities. By blending research, community support and cultural affirmation, the initiative fosters a meaningful space where Native youth can excel academically and personally, empowering the next generation of leaders.

Part of the program since day one, Jay Johnson, a junior at Sault Area High School, joined to learn more about her heritage and to participate in research that could benefit Native students.

"The program has given me a chance to connect with my Native identity, which I didn't fully understand growing up," she said. "I have been learning so much. My Indigenous name, Negus, meaning 'cowrie shell,' holds deep cultural significance, which I discovered through participation in ceremonies and a deeper connection to my community's traditions."

Johnson has focused her efforts on studying the challenges Native students face in education. Her research examines tokenism, which she describes as a situation where individuals are included primarily for representation rather than their contributions.

"Being a Native student, it can feel like you are included just because representation is needed," Johnson said. "It's important for students to be valued for their skills and who they are as people."

Johnson explores her identity through the Indigenous Education Youth Collective while fostering a supportive environment for Native students, encouraging understanding and deeper connections to personal histories and communities.

"I want students to see our value beyond academics or group affiliations," she said. "Representation matters, but it shouldn't define our entire identity."

Do I belong here?

Kamryn Corbiere, a junior at Sault Area High School & Career Center, has been a part of the program since its beginning. She focuses on Native identity and the media's portrayal of youth.

"Growing up, I attended a Native school, but I often felt like an outsider," she said. "I'm not very dark, and many Native students struggle with feeling 'not dark enough' because the media rarely shows our diverse skin tones."

The program has helped Corbiere connect with her Indigenous identity by exposing her to cultural experiences and opportunities, such as the Anishinaabe game of snow snake, ceremonies, powwows and fasting.

"And it is not just about the events," she said. "I feel like I've connected better with people and it's helped me accept that I am native, even if I don't look like it.

"I want to educate more people and publish my research to influence media to be more inclusive. I know a lot of kids who grew up watching Pocahontas or Peter Pan, where the natives only said that it wasn't very positive about their image of what their culture is supposed to be. I hope to influence and change that with my work."

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