The Journal of College and University Student Housing - Volume 42, No. 2 - 116

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

people and did not further disrespect the Peoria
by prioritizing a Yavapai on their homeland.
This presented the opportunity for ongoing discussion between UI and the Peoria Tribe.
Communication and relationship building between the university and the Peoria is
making it possible for university staff to continue to learn how the history of the Peoria
can inform and educate the future students of
Wassaja Hall. A protocol of respect and reciprocity preceded relationship building in order
to further future initiatives. For example, a
planned alternative spring break in 2016 will
take place with a week-long visit to the Peoria,
who are now located in Oklahoma. Multicultural Advocates, residential life paraprofessional student employees, will be able to educate
peer students through "programs and learning
events that deal primarily with diversity, multiculturalism, and social justice issues" (University of Illinois at Urbana-Champaign, n.d.,
para. 1). These educational initiatives have the
potential to deepen ideals of reciprocity and

Smudging policies are an example
of how higher education institutions
can express commitment to creating
an environment that respects and
accommodates Native-centered
ways. Enacted daily or on occasion,
smudging ceremonies involve the
ceremonial use of smoke from
medicinal plants.
116

respect as described by Kirkness and Barnhardt's Four Rs (1991). In building reciprocity
with both the Yavapai and Peoria, students at
UI stand to beneﬁt through understanding the
importance of the hall's namesake along with
increasing respect for the original people and
the land.

O'odham Ki: (the People's House): A
Culturally Relevant Residence Community
Concerted and consistent advocacy from University of Arizona (UA) staff and students
resulted in the creation of a residential community tailored for Native American students.
The goal for developing a communal living
space for Native students was to increase
Native persistence through intentional, alternative methods. In partnership with UA's
residence life department, Native American
Student Affairs (NASA) created the O'odham
Ki: residential-themed community.
Pronounced AW-THAM-KEE, translated in Hopi
and O'odham, it means "The People's House."
The community was launched in the fall of
1993 for Native ﬁrst-year and transfer students
"to provide a welcoming, comfortable, and
supportive living environment" (University of
Arizona, 1993, p. 1). During the ﬁrst year, 30
Native students lived in O'odham Ki:. By 2007,
the community reached its highest participation rate, housing 60 students. Since 2007,
participation has ﬂuctuated largely due to decreased funding and institutional reorganizations (Tachine & Begay-Francis, 2013), yet the
community has positively impacted Native students. For students living in O'odham Ki:, ﬁrstto-second-year persistence rates increased to
70% in 2007 (Tachine & Begay-Francis, 2013)
compared to the overall Native persistence rate
of 52% in 1993 (University of Arizona, 2015).

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

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