Support programs guide Native student in tech path - EUROPE SAYS
For many students, the path to a college degree is filled with fog. Uncertainty surrounds whether attending is the right direction, or even if they are up to the task. After graduating from Kamiah High School. . .
For many students, the path to a college degree is filled with fog. Uncertainty surrounds whether attending is the right direction, or even if they are up to the task. After graduating from Kamiah High School on the Nez Perce Reservation, Jonas Oatman followed a vague interest in computer science to University of Idaho. He had learned how to build websites in high school, and he was good at it, his teachers told him. Good enough to major in it, they said. At U of I, Oatman graduated in Spring ’26 with a double major incomputer scienceandmath, all while completing student research using generative AI to delve into microbiology. His growing interest in emerging technologies, including robotics and automation, are leading him to pursuegraduate studyat U of I this fall. For Oatman, it was the support he found at U of I that propelled him in directions he hadn’t thought possible. After graduating in Spring ’26 with bachelor’s degrees in computer science and mathematics, Oatman will be continuing at the U of I for a master’s in computer science. “In high school, I never felt pushed to do anything. When I came to U of I, that definitely changed,” Oatman said. “The classes were harder. I didn’t know what I was capable of until I was challenged to do hard things. ”Oatman was recruited to U of I through theTribal Nations Student Affairs(TNSA) program (formerly known as the Native American Student Center). TNSA addresses the needs of U of I students connected to tribal nations, with a specific commitment to 11 regional Memorandum of Understanding tribes that collaborate with U of I. “It was the Native American Student Center that drew me in — being with people who grew up in a similar background,” Oatman said. Dakota Kidder, TNSA program coordinator, visited Kamiah High School to meet Oatman and worked with him and his family to ensure his admissions, housing and financial aid information was in order. At U of I, Oatman participated in the Indigenous Nations Training for Excellence Program (INSTEP), which requires students to attend events, spend regular study hours in the TNSA office and meet with program advisors in addition to their academic advisors. Through the program, Kidder saw him daily as he worked toward his degree. “Retention is the focus of this office,” said Kidder, who is Lakota and Dakota enrolled with the Standing Rock Sioux Tribe. “We make sure they are doing OK. We ask them how they are doing at their dorm, if they are homesick. We help them navigate the two worlds. ”The two worlds are the rigors of academic life and the responsibilities students bring from home. Native students often balance family, community and cultural commitments while navigating college life, Kidder said. Tribal identity and values provide the framework for U of I’s Native student retention efforts, which emphasize kinship, connection and belonging. By reinforcing kinship systems and building a Native Vandal family, TNSA works to create a home away from home where students can learn, grow and support one another. Creating that sense of belonging begins as soon as students arrive on campus. For many Native students, the transition to college can feel like a culture shock as they adjust to being away from family, community and familiar support systems. “We have a sensitivity to that. When they’re experiencing hardships within the academics, it’s not because they can’t understand the work or are not capable of doing it, but because they often have other things on their mind,” said Kidder, whose office works closely with thedean of studentsto help guide students forward. “When they come to U of I, they come with a built-in family. We’re the campus aunties. We’re on top of them about completing work. We’re not afraid to do the tough love. ”