First Person, First Peoples

"Thirteen Native Americans . . . describe their experiences in and out of college, focusing on how they coped with sometimes-conflicting cultural demands and how they carried on their heritage. Some came from poor homes where alcoholism was common; others had highly educated parents who gave them encouragement and support. For most, however, success did not come easily. . . . The essays are fresh and engaging and of high literary and journalistic quality. A unique perspective on a much-neglected aspect of college life; highly recommended."—Library Journal
"This unique work assembles autobiographical essays by 13 Native American Dartmouth alumni, each writer compellingly describing his/her social and cultural background, struggles (all share hurt at Dartmouth's use of the 'Indian Symbol') and triumphs in college, and commitment to use education for the good of their peoples. The writers represent a broad diversity in tribal affiliation, gender, age, economic background, and cultural admixture (native and nonnative). Insightful and well written, each contribution provides deep insight into the students' lives as minorities in a mainstream culture."—Choice
"The editors successfully and respectfully present the personal narratives of thirteen Native American students who graduated from Dartmouth College. . . . These courageous narratives directly address issues of internal racism, stereotypes, institutional support, politics of identity, and cultural preservation. . . . Through the students' written reflections, readers can fully appreciate the real experiences, real emotions, and real concerns at the forefront of their experience."—Harvard Educational Review
"A good read. This compilation of stories written by and about Native American graduates from Dartmouth College is honest, heartening, disheartening, brave, and varied. . . . A valuable contribution to the study of culture, identity, and issues within higher education."—Bryan McKinley Brayboy, Anthropology and Education Quarterly
"A telling introduction to the experiences of Native American students within the academy."—Great Plains Quarterly
"This book belongs in the collections of all involved in Indian higher education and should be read by Native high school students and their career and college counselors."—Counterpoise
"Please read this book. I can think of hardly anyone who would not find it immensely inspiring. Since I teach at a school whose Native American program is Dartmouth's chief rival, it sets my teeth on edge a bit to have to say so many nice things about the (always friendly) competition, but these strong essays of Native American success are so terrific I would use any cliché, any hyperbole to convince people to buy and read it. Having lived so many of their experiences myself, I cried in sadness and in joy, and I laughed so hard I cried. Along with adopting it for the large lecture course on Native American experience I teach each year, I plan on also keeping five or ten copies on hand to give to faculty colleagues, administrators, academic advisers, and others who call me when they are sincerely trying to figure out how they can better understand the sometimes special ways Native students experience and interact with our campus. The voices Larimore and Garrod so lovingly offer us in First Person, First Peoples are strong ones and are stunning proof that Native Americans are doing their part in making Native American communities better places to live. Their lives and this book are, literally, part of the solution. Finally (and I say this to temper my frustrated feelings of rivalry), when will the people who really matter at Dartmouth join universities like the one I work for in getting on the right side of the mascot issue?"—Robert Allen Warrior (Osage), Stanford University, and Coauthor, Like a Hurricane: The Indian Movement from Alcatraz to Wounded Knee
"Here we have a poetically written text that speaks to our collective pasts to inform our futures. The chapters touch our hearts and move our intellects to create more inclusive collegiate communities."—William G. Tierney, University of Southern California