The Journal of College and University Student Housing - Volume 42, No. 2 - 120

Jamie M. Singson * Amanda R. Tachine * Charlotte E. Davidson * Stephanie J. Waterman

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ity, respect, silence, and kinship, which are
common amongst Native students. Silence is
one method Native students may use to negotiate bicultural situations (Brayboy, Fann,
Castagno, & Solyom, 2012). "Silent leaders"
(Parisien, 2015, p. 236) and the exercise of
"silent strength" (Manuelito-Kerkvliet, 2015, p.
164) are attributes that can be easily interpreted as shortcomings in an interview setting but
are important cultural notions for many Native
students. That said, silence is a cultural virtue
that is not easily reconciled with the dominant
norms. Placing a premium on listening and observing, in lieu of speaking, might be viewed as
an inversion of successful participation, rather
than a practice of reverence in accord with
Native worldviews. Hence, the many actors
involved in the carousel process may unknowingly practice exclusion by imposing dominant
organizational norms upon Indigenous forms
of engagement, thereby suppressing a Native
student's cultural integrity and its relevancy
to college and university settings (Kirkness &
Barnhardt, 1991).

ent manner-without interruption and with
politeness. In the end, the Native student was
not chosen from the pool of candidates, as he
was deemed too quiet, aloof, and disconnected
from the process. The student noted that, prior
to leaving the reservation, his family conveyed
the importance of upholding traditional-in
a Native sense-principles for living, such as
humility and respect. His family emphasized
that these concepts have relevance outside the
context of their tribal community. The values,
culture, and perceptions of the status quo prevailed, and the process associated with the carousel interview did not allow for recognition
of Native conceptions of respect. Also, the relevance of knowledge and skills (Native ways of
knowing) were not valued. In addition, the spirit
of reciprocity was non-existent, so new levels
of understanding failed to emerge. Finally, the

Considered critically, the carousel interview
contains a hidden curriculum. We share the
story of a Native RA candidate. This student recalled walking into a space set up with several
circular tables where all but one were occupied
by White students; one table contained students
from historically underrepresented populations.
Students were divided into groups and rotated
with their assigned group from one station to
the next. At each station, RA candidates were to
develop solutions to various scenarios provided
by an interviewer. Having witnessed many
candidates speaking over and interrupting
one another, the Native RA candidate chose to
take part in the process in a culturally congru-

intersect, considerations such

Where learning and engagement
as including the histories of the
lands have the potential to be
integrated into the educational
design. In privileging and
reclaiming Indigenous histories
within a place, facilities and
programs can create a synergy to
inform how students engage and
learn in a spatial context.

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The Journal of College and University Student Housing - Volume 42, No. 2

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