By Sherry Tsosie – Advancing Native American Students into Pathway Programs
As an instructional support specialist for Native American (NA) high school students, I help them explore and prepare for life beyond high school. Some of my students already have clear goals and are preparing for university, while others are still deciding which direction feels right for them. For many, family and community connections play a key role, as some students choose to work in family businesses or work for their tribes after high school.
To help students envision their futures, I organize campus visits to universities and colleges and invite guest speakers from diverse career fields. These experiences give students a first-hand look at the possibilities available to them after high school.
One challenge that impacts students is the grade point average (GPA) system. When a student retakes a course to improve their understanding, their overall GPA doesn’t always reflect that progress. For students aiming for university, this can create barriers that don’t always reflect their true effort and growth. This can prevent students from applying to programs or receiving scholarships.
I work with high school students from freshmen through seniors, and there are always opportunities for each grade level. Many of my students take advantage of free early college programs that allow them to earn college credit while in high school. Some are involved with the East Valley Institute of Technology (EVIT), which offers certifications in trades and technology programs that are valuable to students interested in technical careers.
Supporting students is a community effort. I keep regular contact with parents, guardians, and tribal education programs to ensure everyone has the latest information about opportunities. When students become seniors, I ensure they have access to the right resources and opportunities to support their next steps. Helping Native American students begin their careers early builds confidence, opens doors, and strengthens the circle of support.
By Chermiqua Tsosie – Recounting My Early Career Academic Experience
My first mentor was my mother, a single parent who worked multiple jobs to support four daughters. Since my freshman year of high school, she has supported my goal of becoming a pediatrician. Although she did not know the exact steps of the process, she relied on her networks to find answers or resources. Observing her efforts, I began to incorporate her efforts throughout my pre-med years.
In my sophomore year of undergrad, I participated in the Native American Research Internship (NARI) hosted by the University of Utah School of Medicine. Through NARI, I was introduced to global health and, for the first time, shadowed physicians. My first physician/research mentor, Dr. Elizabeth Keating, strengthened my cultural and medical identity, ensuring that they could co-exist. Her research focused on pediatric healthcare in Tanzania. Never hearing of this country before, I became interested in global health and how to serve communities in Tanzania. The following summer, I studied abroad in Tanzania learning about the community and their perspectives of HIV/AIDS. I found myself interested in how tribal communities in Tanzania compared closely with my own Navajo community.
After studying abroad, Dr. Keating shared an opportunity with me called the CHOP Research Institute Summer Scholars Program (CRISSP). I was accepted and paired with Dr. Elizabeth Lowenthal, a pediatric HIV/AID specialist and director of global health research at CHOP. I recall a conversation with Dr. Lowenthal at the beginning of CRISSP, where she shared her experience working on the Navajo reservation and specifically my family’s hometown. Throughout the summer, Dr. Lowenthal made efforts to share Indigenous perspectives throughout the CRISSP program and continuously asked me questions about Navajo culture. At the start of CRISSP I wasn’t certain that a research career was right for me. Throughout that summer, I fell in love with research. Being mentored by Dr. Lowenthal, I learned how to think like a researcher, how to ask the right questions, and I learned that qualitative research could share information that quantitative research sometimes overlook. Most of all, I learned that honoring my culture was feasible through research.
That following year, Dr. Lowenthal introduced me to Dr. Elizabeth Sanseau, the future medical director of the Indigenous Health Unit (IHU). During a conference dinner, Dr. Sanseau asked me, “What can CHOP do to advance healthcare for American Indian and Alaska Native communities?” Over main course, we conceptualized a make-believe unit that would work locally and nationally with Indigenous communities. A few months later, I received a call from Dr. Sanseau excitedly sharing there would be a unit created for Indigenous health. A month later, I applied for the research position for the IHU at CHOP.
In my academic research journey, each of my mentors introduced to a new area of interest in medicine or helped me get to the next step. Although I did not have a physician mentor until later in my career journey, I had mentors in my formative years who instilled in me personal resilience. Mentorship continues throughout the lifespan. To me, mentorship closely ties to cultural practices—older generations pass down knowledge to younger and vis versa.
Featured in this article
Specialties & Programs
By Sherry Tsosie – Advancing Native American Students into Pathway Programs
As an instructional support specialist for Native American (NA) high school students, I help them explore and prepare for life beyond high school. Some of my students already have clear goals and are preparing for university, while others are still deciding which direction feels right for them. For many, family and community connections play a key role, as some students choose to work in family businesses or work for their tribes after high school.
To help students envision their futures, I organize campus visits to universities and colleges and invite guest speakers from diverse career fields. These experiences give students a first-hand look at the possibilities available to them after high school.
One challenge that impacts students is the grade point average (GPA) system. When a student retakes a course to improve their understanding, their overall GPA doesn’t always reflect that progress. For students aiming for university, this can create barriers that don’t always reflect their true effort and growth. This can prevent students from applying to programs or receiving scholarships.
I work with high school students from freshmen through seniors, and there are always opportunities for each grade level. Many of my students take advantage of free early college programs that allow them to earn college credit while in high school. Some are involved with the East Valley Institute of Technology (EVIT), which offers certifications in trades and technology programs that are valuable to students interested in technical careers.
Supporting students is a community effort. I keep regular contact with parents, guardians, and tribal education programs to ensure everyone has the latest information about opportunities. When students become seniors, I ensure they have access to the right resources and opportunities to support their next steps. Helping Native American students begin their careers early builds confidence, opens doors, and strengthens the circle of support.
By Chermiqua Tsosie – Recounting My Early Career Academic Experience
My first mentor was my mother, a single parent who worked multiple jobs to support four daughters. Since my freshman year of high school, she has supported my goal of becoming a pediatrician. Although she did not know the exact steps of the process, she relied on her networks to find answers or resources. Observing her efforts, I began to incorporate her efforts throughout my pre-med years.
In my sophomore year of undergrad, I participated in the Native American Research Internship (NARI) hosted by the University of Utah School of Medicine. Through NARI, I was introduced to global health and, for the first time, shadowed physicians. My first physician/research mentor, Dr. Elizabeth Keating, strengthened my cultural and medical identity, ensuring that they could co-exist. Her research focused on pediatric healthcare in Tanzania. Never hearing of this country before, I became interested in global health and how to serve communities in Tanzania. The following summer, I studied abroad in Tanzania learning about the community and their perspectives of HIV/AIDS. I found myself interested in how tribal communities in Tanzania compared closely with my own Navajo community.
After studying abroad, Dr. Keating shared an opportunity with me called the CHOP Research Institute Summer Scholars Program (CRISSP). I was accepted and paired with Dr. Elizabeth Lowenthal, a pediatric HIV/AID specialist and director of global health research at CHOP. I recall a conversation with Dr. Lowenthal at the beginning of CRISSP, where she shared her experience working on the Navajo reservation and specifically my family’s hometown. Throughout the summer, Dr. Lowenthal made efforts to share Indigenous perspectives throughout the CRISSP program and continuously asked me questions about Navajo culture. At the start of CRISSP I wasn’t certain that a research career was right for me. Throughout that summer, I fell in love with research. Being mentored by Dr. Lowenthal, I learned how to think like a researcher, how to ask the right questions, and I learned that qualitative research could share information that quantitative research sometimes overlook. Most of all, I learned that honoring my culture was feasible through research.
That following year, Dr. Lowenthal introduced me to Dr. Elizabeth Sanseau, the future medical director of the Indigenous Health Unit (IHU). During a conference dinner, Dr. Sanseau asked me, “What can CHOP do to advance healthcare for American Indian and Alaska Native communities?” Over main course, we conceptualized a make-believe unit that would work locally and nationally with Indigenous communities. A few months later, I received a call from Dr. Sanseau excitedly sharing there would be a unit created for Indigenous health. A month later, I applied for the research position for the IHU at CHOP.
In my academic research journey, each of my mentors introduced to a new area of interest in medicine or helped me get to the next step. Although I did not have a physician mentor until later in my career journey, I had mentors in my formative years who instilled in me personal resilience. Mentorship continues throughout the lifespan. To me, mentorship closely ties to cultural practices—older generations pass down knowledge to younger and vis versa.
Contact us
Indigenous Health Unit