Community has always been a central part of how I was raised, shaping both my values and my sense of responsibility to others. As an Indigenous person from Standing Rock Sioux Tribe and Elsipogtog First Nation, I was taught that being part of a community means showing up not only for your tribal communities, but also for other Indigenous communities that may not be your own. Because of that, I seek out opportunities to help Indigenous communities everywhere I go and in any way I can, whether through organized efforts or hands-on work. At my university, I am involved in the Native student spaces on campus that focus on connecting with students, cultural continuity/practices, and wellness. Through helping organize events and gatherings, I contribute to creating environments where Native students feel supported and seen on campus. In spaces where representation is limited, building community becomes especially important, and I value being part of that effort. I also contribute by sharing cultural practices such as sewing and beading by hosting workshops to teach others who wish to learn. These activities create opportunities for people to connect with culture in a hands-on way while also building relationships with one another. Beyond organized efforts, I try to support those around me in everyday ways by offering encouragement, being present, and helping others feel a sense of belonging. This past summer, I participated in a field school that worked directly with Hawaiian communities. During this experience, we focused on restoring the environment using traditional practices and knowledge that was taught to me by the Hawaiian families we worked with. It was a powerful opportunity to learn from community members and see how cultural traditions guide sustainable relationships with the land and how my tribal communities and Hawaiian communities share similar teachings and respect for the land and the people. Being part of that work showed me the importance of listening, respecting local knowledge, and supporting communities in ways that align with their values rather than imposing outside perspectives. The good I contribute to my community is rooted in consistency and care. Whether I am working alongside Indigenous communities, helping create supportive spaces, or sharing cultural knowledge, I aim to contribute in ways that are meaningful and respectful. As I continue my education, I plan to carry these experiences forward and remain committed to supporting Indigenous communities through both my work and my actions. Pilamayaye!

Growing up, my grandmother always told me to get my education because once you have that degree, it cannot be taken away from you. That belief stayed with me, especially during times when I felt like I did not have the same resources or guidance as others. It became a reminder to keep going, even when I felt discouraged. My grandmothers voice kept me on a path toward education that I am still following to this day. Going to college means more to me than earning a degree as it represents opportunity, responsibility, and resilience. As a Native student, I understand that access to education has not always been equitable for our communities. Especially for my grandmother who is a boarding school survivor and never had an opportunity to get her degree. Because of that, my presence in higher education feels connected to something bigger than myself. I carry the support and expectations of my family with me, and I see my education as a way to honor their sacrifices while creating new opportunities for future generations within and outside of my community. The journey to college was not always easy. I often had to navigate applications, financial aid, and academic expectations on my own, without the same level of access to resources that many students have. There were moments where I questioned if I truly belonged. However, those experiences taught me how to stay determined towards my goals in life. They pushed me to become stronger and more confident in my ability to succeed. I am currently studying Native American Studies because I want to better understand Indigenous histories, identities, and ways of knowing. For me, education means I can reclaim knowledge and ensure that our stories are told through our perspective and to show others that we are still here. What I am trying to accomplish goes beyond completing my undergraduate degree. My long-term goal is to pursue a PhD and become a professor, where I can teach, mentor, and create supportive spaces for Native students in higher education who will need support. Ultimately, going to college means building a future where I can give back to my community. I want to use my education to uplift Native voices, support cultural preservation, and create opportunities for others. Everything I am working toward is grounded in the lessons my grandmother taught me and the belief that education is something no one can take away.

My name is Kyra Standing Crow. I am from the Standing Rock Sioux Tribe in North Dakota. I am an archaeology and Native American double major at Stanford University. I was first introduced to archaeology and anthropology at a young age through my family, especially my grandfather, who was the first Tribal Historic Preservation Officer in the nation. His work centered on protecting our ancestors, our burial sites, and our inherent tribal right to steward our own history. Growing up alongside him and my grandparents grounded me deeply in my Tribe and our cultural teachings, and from an early age I learned that archaeology is not just about the past, but also about protecting our future. As I grew older, my interest in archaeology deepened as I learned more about our cultural sites and the importance of protecting ancestral lands and places of rest. My connection to archaeology is inseparable from my connection to my Tribe; it is about ensuring that Indigenous peoples are not misrepresented or confined to the past. This perspective has shaped my academic path and continues to motivate my work. I am currently taking archaeology courses at Stanford University, where I am actively learning how to bridge the gap between archaeology and Native communities. Historically, archaeology has often been used to dismiss Native presence, remove ancestors from their resting places, and exclude Indigenous voices from interpretation. I am committed to helping change this history by advocating for Indigenous-led and community-informed archaeology. Native people must be present during fieldwork to guide ethical practices, correct misconceptions, and bring Indigenous knowledge systems into the discipline. While I am not from Utah, I do not view borders as limits when it comes to archaeology. Archaeological landscapes and Indigenous histories extend beyond modern state boundaries, and my experiences have taught me that this work requires mobility and collaboration. I have participated in archaeology-related learning across multiple states, including Montana and Colorado, and I am eager to continue expanding my experience in the region, including Utah, where Indigenous histories are rich, complex, and deeply significant. If awarded this scholarship, the funds would be used to support my continued education and training in archaeology, including field school expenses, travel to field sites, academic materials, and research opportunities. This support would allow me to gain hands-on experience that is essential for a career in archaeology while remaining committed to ethical, Indigenous-centered practices. The scholarship would directly further my goal of becoming an archaeologist who works alongside Tribal Nations to protect cultural heritage, advocate for ancestral remains, and ensure Indigenous peoples are represented as living, knowledgeable stewards of their own histories. I wish to continue the work my family has dedicated their lives to by pursuing a career in archaeology that honors our ancestors and supports future generations. Thank you for considering my application.

Growing up on the Standing Rock Sioux Reservation, I was born into poverty and raised in a world where opportunities often felt limited. Like many in my community, I experienced the impact of generational hardship—underfunded schools, limited access to resources, and a lack of representation in higher education. It was hard to imagine a future beyond what I saw around me. But even in the face of these challenges, I held onto my culture and my dreams, and they’ve helped carry me forward. My life as a Native American has not only shaped who I am, it continues to guide the path I’m walking today. Beading earrings and sewing ribbon skirts are more than just hobbies—they’re forms of self-expression and cultural pride that have helped me stay grounded. These traditions give me space to express my creativity, process my emotions, and celebrate who I am. Through beading and sewing, I’ve learned patience, focus, and the power of storytelling through art. They’ve connected me more deeply with my identity and inspired me to share this part of my culture with others. At Stanford University, where I’m currently attending, I started a student group called Natives Who Craft. The goal is to create a space where Native students can come together, learn traditional crafting skills, and celebrate our culture through creativity and community. It’s my way of continuing our traditions, even far from home, and showing that Indigenous culture is vibrant and alive. My academic goals reflect my commitment to honoring and protecting our heritage. I plan to major in archaeology and minor in Native American studies so I can help preserve and protect our sacred sites. Too often, these places—full of history, spirit, and meaning—are disrupted or destroyed without the consent or input of Native communities. I want to be part of changing that. By combining scientific knowledge with cultural understanding, I hope to ensure that our ancestral lands are respected, researched ethically, and protected for future generations. Despite the struggles I’ve faced, I’ve never stopped fighting to make space for Indigenous peoples wherever I go. Whether it's in the classroom, on campus, or in academic fields that often overlook us, I want to be a voice that reminds others of the strength, wisdom, and resilience of Native communities. Education has given me the tools to dream big, but it’s my identity and my community that give me the purpose to keep going. Receiving this scholarship would not only help ease the financial burden of college—it would also be a recognition of my commitment to preserving Native culture, uplifting my community, and creating a future where Indigenous people are seen, heard, and valued in every space we enter.

I always thought no one noticed me; I was just a little girl people would walk by and never glance at. I went through my elementary school and middle school years thinking I was nobody special because that was ingrained in me by my mother. My mother would beat me blue and tell me repeatedly I was nothing special. As a young girl, I did not care about who saw me because they would never stay as I had seen with my mother. All the men in her life made her feel special until they were gone and just memories and names. As I grew into a young woman in my high school years, I started to realize I was always noticed. I start to hear how my peers around would talk about my existence. The mixed feelings everyone had about me were shocking. Others had nothing but good to say about me and some of it was the opposite. I volunteered to a program my school had offered; the program was that high schoolers would spend time with the elementary school and teach them communication skills in a fun manner. Our instructor walked about explaining the game, “Grab your index card and hold it to your forehead. Now try to write your name backward”. I wrote my name feeling the cold marker against my skin through the paper. I placed the cap back onto the marker and viewed my card. I smiled looking at my childlike my handwriting looked compared to my normal handwriting. “Now give me your cards and after I hand them out randomly, I want you guys to write something nice about the person you got”. After our writing, we got to see our card and it surprised me. The message was written in purple marker, ‘You’re a good person’. Do people notice me? I never realized how I needed that random index card to feel appreciated. I was not a nobody as I believed as a child. I am a somebody; a young woman with dreams and goals in life just like everyone else. This scholarship will help the little girl in me realize she can do anything. I can do anything I put my mind to. I can be a doctor, nurse, orthodontist, and even a dentist as long as I am helping in any way I can for those who feel unnoticed like the little girl I used to be.