Community Conversations with Indigenous and New American Women

The Utah Women & Leadership Project (UWLP) has produced a series of community conversation reports based on conversations with Utah women of color. Thanks to Marin Christensen and Lillian Tsosie-Jensen for their work on these individual report about the experiences of Utah Indigenous and New American women.

Backgrounds & Methods

In the spring of 2022, UWLP convened 11 community conversations with women of color in Utah, specifically, two groups per race/ethnicity category in various areas of the state.

The purpose of these groups was two-fold:

1. To supplement quantitative data reports we had published of each race/ethnicity category with personalized experiences that represent the various cultures and ethnicities embedded within the US Census categories, and
2. To foster ongoing relationships with these communities to ensure their voices are heard, especially regarding the issues that specifically affect them as women of color.

In this article, I'll share a few of the findings from these Utah gatherings specifically attended by women who identify as Indigenous and New American.

The Experiences of Indigenous Women

In conversations with Indigenous (Native American) women in different parts of the state, these main themes emerged:

1. Education: There is a high turnover of teachers on the Navajo reservation and children struggle to form bonds with new teachers. There has been a decrease in Navajo representation in staff and leadership. Participants emphasized the importance of ensuring generations to come are taught native culture and customs. Some also said post-secondary education needs to be emphasized.
2. Mental Health: Unaddressed mental health issues may lead to substance abuse and violence. Participants also said that they live in unsafe conditions including lack of water, electricity, transportation for necessities, lack of Internet, among others. All of this impacts their mental and physical health. There is also the prevalence of domestic violence.
3. Resources: Participants described the need for effective information dissemination and a resource “one-stop-shop” for Indigenous people. Participants also described various helpful programs that disappeared when the person who implemented or managed them retired or moved on. Policy- and decision-makers need to ensure these programs remain and, where possible, to increase representation and resources.
4. Inequality: Indigenous people living in San Juan County expressed concerns about biases and exploitation of the native culture for profit. Participants believe that legal practitioners in more conservative towns may be biased against Indigenous people. Students feel a lack of institutional belonging and feel pressured to assimilate. Indigenous people want to be known for more than arts and performance. They want a stronger voice about pressing issues that impact them. There is a lack of education about Indigenous tribes in Utah.

A few action items that stemmed from the conversations included codifying the Office of Indian Affairs director as a member of the Cabinet; having “meaningful consultation with tribes;” creating a Navajo school district; implementing a process that considers effects on Indigenous communities in policy making; incentivizing more Indigenous teachers, as well as long-term tenures of all teachers in school districts that border reservations; and requiring a native person serve on the state boards of education.

To read the full report, you can click here: The Experiences of Indigenous Women in Utah.

The Experiences New American Women

In conversations with New American women in different parts of the state, three main themes emerged:

1. Barriers to Thriving: Refugee children need homework and tutoring support along with better counseling and language assistance. Women want to go back to school but the process is overwhelming. Those women who have international education credentials are not able to use them in the U.S. New Americans are aware of existing resources but need guidance on how to ask for help. Younger participants noted they learn the language more easily which makes them the advocate for the older generations.
2. Accessing Services: In navigating some services, Spanish is often the only second language provided. Often, women will take their children out of school so they can translate for them. Mental health services are difficult to access for many participants and when mental health care if found, professionals are ill-quipped to treat the refugee or immigrant population. Housing is also very confusing when it comes to qualifying, renting, or learning the process of home ownership.
3. Resources: The Utah Department of Workforce Services is the refugee resettlement office for the state and helps with community organizations, learning English, legal and health services, and employment. There are other community-based organizations, English learning centers, legal and health services, and employment opportunities available.

Some action items that came from the conversations included: Some action items that came from the conversations include adequately translating all resources that offer services; funding longer caseworker tenures; helping New American women with childcare business startup and expenses; providing interpreters of all languages at in-person services such as healthcare facilities; and providing tutors and guidance for New American students of all ages.

To read the full report, you can click here: The Experiences of New American Women in Utah.

Final Thoughts

The women who participated in our community conversations courageously shared their experiences and thoughts with us. They provided clear priorities focused most critically on resources. Consolidating access to resources was a key action item identified by participants—easier, faster, more efficient access resources is needed. Participants also described experiences with resources as being unwelcoming, shaming, or non-inclusive. Cultural competency is one way to bridge lack of familiarity and to create greater inclusion, trust, respect, and a sense of belonging. We can do better! We need to make Utah a place where women of color, and their families, will thrive.

---

Dr. Susan R. Madsen is a global thought leader, author, speaker, and scholar on the topic of women and leadership. She is also the Inaugural Karen Haight Huntsman Endowed Professor of Leadership in the Jon M. Huntsman School of Business at Utah State University and the Founding Director of the Utah Women & Leadership Project.

?