Land Acknowledgement and Indigenous Engagement Quiz

Analyze the significance of land acknowledgement statements, such as the one provided for Portland State University, in the context of teaching and learning. Why is it important for educational institutions to recognize the Indigenous nations whose land they occupy?

• It is a legal requirement for all universities in the United States.

• It helps to foster gratitude and respect for Indigenous nations and acknowledges historical and ongoing relationships to the land.

• It is a way to avoid paying taxes on university property.

• It is only relevant for history classes and not for other subjects.

Given the list of Indigenous nations and bands mentioned in the land acknowledgement (Multnomah, Kathlamet, Clackamas, Tumwater, Watlala bands of the Chinook, Tualatin Kalapuya), develop a plan for how a university class could meaningfully engage with these communities beyond simply acknowledging them at the start of class.

• Invite representatives from these communities to share their perspectives and collaborate on curriculum development.

• Only mention the names of the communities at the beginning of each class.

• Avoid discussing Indigenous issues to prevent controversy.

• Focus solely on the university’s own history and achievements.

Evaluate the role of the Aging and People with Disabilities Tribal Navigator in supporting Native communities. Which of the following best illustrates their strategic function?

• They provide legal advice for tribal land disputes.

• They help older adults and people with disabilities understand and apply for services, and coordinate with tribes and state agencies.

• They organize recreational activities for elders only.

• They offer transportation services exclusively.

Using evidence from the resource description, how does the Native Supports program strategically empower Native American communities in the Columbia Gorge?

• By providing one-time financial grants to all community members.

• By partnering with Native communities to strengthen, honor, and empower them to thrive and connect with their cultural values and heritage.

• By focusing only on youth sports and recreation.

• By offering services only to non-Native residents of the counties.

Using the comparative data provided, analyze the trends in graduation rates for Latinas and Latinos from 2000 to 2012. What can you infer about the progress in high school versus higher education graduation rates for these groups, and what might this suggest about the challenges faced in advancing educational attainment?

• High school graduation rates improved for both Latinas and Latinos, but higher education graduation rates showed little to no progress, indicating persistent barriers to advanced degree attainment.

• Both high school and higher education graduation rates improved significantly for Latinas and Latinos, suggesting equal progress at all educational levels.

• High school graduation rates decreased while higher education rates increased, indicating a shift in educational focus.

• There was no change in graduation rates for either high school or higher education, suggesting educational stagnation across the board.

Evaluate how addressing the four recommended focus areas could impact not only Latinx students but also the broader educational system for marginalized groups. Provide reasoning for your answer.

• It would only benefit Latinx students and have no effect on other groups.

• It could help close educational attainment gaps for Latinx students and improve the system for all marginalized groups.

• It would make the curriculum more difficult for all students.

• It would only improve support networks without affecting educational equity.

Given the academic consequences listed, what is a likely reason why students might avoid filling out the FAFSA form under stricter deportation policies?

• They are worried that reporting immigration status could put their family at risk.

• They do not want to attend college.

• They believe FAFSA is not necessary for their education.

• They think FAFSA is only for international students.

Evaluate the relationship between deportation fears and student attendance. Which scenario best illustrates the strategic thinking behind why attendance might drop?

• Students fear ICE may show up at school or a family member may be deported, leading them to avoid school.

• Students are excited about new school programs.

• Students want to spend more time with friends outside of school.

• Students are motivated by higher grades to attend more frequently.

Analyze the case study of Ben and explain why the teachers' efforts to create a safe space were not sufficient to encourage Ben to share his concerns about his father's pending deportation. What does this suggest about the relationship between trust and support in educational settings?

• Ben did not share because he was not aware of the teachers' support.

• Ben did not share because he felt embarrassed and believed the teachers could not help, indicating that simply emphasizing a safe space is not enough to build trust necessary for students to confide in teachers.

• Ben did not share because he was absent from school.

• Ben did not share because the teachers did not ask him directly.

Given the barriers listed, devise a strategic plan that a Latinx student with DACA status might use to overcome the lack of access to federal financial aid and scholarships when pursuing higher education.

• Apply only to colleges that do not require tuition.

• Seek out private scholarships, work part-time, and consider community colleges with lower tuition costs.

• Wait until federal laws change to allow access to financial aid.

• Enroll in online courses only.