Identity development is very complex for all youth. For youth from historically disenfranchised communities whose identities have not been supported in mainstream media and cultural norms, these complexities show up in different ways. Mentors should understand that many AI/AN adults struggle with their identity; society often asks AI/AN community members to be either “SUPER Indian” or “SUPER assimilated”—and both are based on deeply problematic stereotypes. Encourage Native youth to know that it is confusing and that it is OK to ask questions and be unsure. Some informal ways you can support positive identity development include:

• Use strengths-based language instead of deficit-based language when talking about or with youth
  • Meeting the strengths of all students vs. meeting the needs of all students
  • Group vs. subgroup
  • Emerging bilingual student vs. English language learner

• Be aware of cultural stereotypes and cultural appropriation in casual conversation¹
  • “Powwow” (a ceremonial gathering, not a quick side meeting)
  • “Hold down the fort” and “Circle the wagons” (references to settlers preparing to be attacked by Native people)

1. Indigenous Corporate Training Inc. (2015). “Use these culturally offensive phrases, questions at your own risk.”

We encourage you to spend some more time thinking about this chapter and how it applies to your role. Download the companion reflection guide to have a printable copy of the following reflection questions for this chapter:

For all audiences:

• Can you name one of the Critical Orientations and give an example?
• Give one example of strengths-based thinking and one example of deficit-based thinking.

For program staff members:

• It’s really important to recruit mentors youth will identify with and who share similarities with them (such as worldview, cultural customs, shared experiences or history, etc.). Consider engaging members of the youth’s community to participate in recruitment efforts.
• Examine your screening policies to determine whether you are unintentionally biased in whom you are screening out and whether those choices are necessary and appropriate for working effectively with youth.
• What are you doing to train mentors about the strengths and complexities of Native youth identities?

For mentors:

• What’s an example of using strengths-based language when talking to or about Native youth?
• How are you building a network of support to help your mentee navigate growth and challenges? Does your mentee identify with that network?