| By: CC Hovie and Kay Kkendasot Mattena In 1947, Florence Ivy Begay, a citizen of the Navajo Nation, became the first student to receive a scholarship from the Association on American Indian Affairs (the Association). Florence had just graduated high school with straight A’s—one of only three students in her school’s history to do so. She dreamed of becoming a doctor so that she could return home and serve her Nation. |  |
When the Association offered her a four-year scholarship to Sarah Lawrence College in New York, covering tuition and housing, it was a life-changing opportunity. But on her journey east, Florence encountered the harsh realities of segregation. While traveling through Amarillo, Texas, she was forced to sit at the back of the bus. Outraged by the discrimination she witnessed and experienced, Florence ended her trip early when the bus reached Oklahoma City and instead enrolled at Arizona State College. Her story made national news and was covered by major outlets including The New York Times and The Washington Post.
 | Help Us Honor Florence Begay’s Legacy We have not been able to confirm whether Florence Begay completed her education at Arizona State College. If you have information about her life or career, we would love to hear from you so we can help ensure her story continues to be shared. Please send us an email at [email protected]. |
Florence Begay’s journey marked the beginning of what would become the longest-running Native scholarship program serving Native Country.
The Association itself had already faced enormous challenges before launching the program. Shortly after its founding in 1922, the organization struggled to survive the economic devastation of the Great Depression. With funding nearly gone in the mid-1930s, the Association’s President, Oliver La Farge, faced a difficult choice—close the organization or continue its work under extreme hardship. Determined to protect Native rights and strengthen Native Nations, La Farge kept the Association alive by operating it out of his own home while supporting himself through freelance writing. His commitment ensured the organization survived long enough to expand its advocacy and programs in the decades that followed.
By the 1940s, it was clear that Native students faced enormous barriers to higher education. Financial resources were scarce, and information about scholarships, training programs, and college opportunities was difficult to access. In response, the Association formally organized its scholarship program in 1948 and began researching educational opportunities across the country. The organization published information about available scholarships and funding opportunities in its journal, The American Indian, encouraging Native students and Native Nations to connect with the Association for support.
Demand for assistance grew quickly. Letters and applications began arriving from across Native Country from students hoping to pursue college and professional training.
In 1959, one student, Joe Louis Jimenez of Nambe Pueblo, wrote to the Association expressing his gratitude:
“Let me tell you that what you have granted me will not in any way be a bad investment. Gosh, if you could understand my Indian language, I would thank you in that language, for the reason I feel that the English-speaking peoples have not made a word or words to express the appreciation that I have for your kind and tremendous aid. Now I can not only pay for a number of things, but also feel like a tree whose branches are being blown from side to side but can depend on the strong roots holding it firmly and steadfastly to the ground.”
Throughout the 1950s, the Association continued expanding the scholarship program, establishing its Education Committee and later a dedicated Scholarship Committee to guide the effort. Influential Native leaders and scholars contributed to the program’s growth, including renowned Dakota scholar Ella Deloria (1889-1971), also known as Aŋpétu Wašté Wiŋ or Beautiful Day Woman. The program eventually partnered with the Congregational Church for Scholarships to Indians, forming the United Scholarship Service, which dramatically increased the number of scholarships awarded each year.
At the time, Native student enrollment in higher education remained extremely low. In 1957, only about 2,000 Native students were enrolled in colleges and universities nationwide.(1) The Association recognized that meaningful change required more than funding alone. The organization also worked to improve educational opportunities for Native youth at every level, supporting initiatives such as Project Head Start and advocating for Native leadership in local school systems through the formation of Native school boards and Native administration of education programs.
These efforts helped lay the groundwork for the growth of Native higher education in the decades that followed. Today, more than 100,000 Native students are enrolled in colleges and universities, yet Native students still represent only about 1% of the undergraduate population, highlighting the continued need to expand access to higher education.(2) The Association’s scholarship program continues to play a pivotal role in that progress.
Over the past 8 years alone, the Association has awarded more than $340,000 in scholarships to 128 Native students pursuing degrees across a wide range of disciplines and institutions. The scholarships support the student through obtaining their degree and requires them to maintain a 2.5 GPA and full-time status. If they do so, they don’t have to reapply for the scholarship. The scholarship also provides funds for students (all ages) from either federal or non-recognized Nations.
Today’s scholarship recipients continue the legacy that began with Florence Begay nearly eighty years ago.
The Association itself had already faced enormous challenges before launching the program. Shortly after its founding in 1922, the organization struggled to survive the economic devastation of the Great Depression. With funding nearly gone in the mid-1930s, the Association’s President, Oliver La Farge, faced a difficult choice—close the organization or continue its work under extreme hardship. Determined to protect Native rights and strengthen Native Nations, La Farge kept the Association alive by operating it out of his own home while supporting himself through freelance writing. His commitment ensured the organization survived long enough to expand its advocacy and programs in the decades that followed.
By the 1940s, it was clear that Native students faced enormous barriers to higher education. Financial resources were scarce, and information about scholarships, training programs, and college opportunities was difficult to access. In response, the Association formally organized its scholarship program in 1948 and began researching educational opportunities across the country. The organization published information about available scholarships and funding opportunities in its journal, The American Indian, encouraging Native students and Native Nations to connect with the Association for support.
Demand for assistance grew quickly. Letters and applications began arriving from across Native Country from students hoping to pursue college and professional training.
In 1959, one student, Joe Louis Jimenez of Nambe Pueblo, wrote to the Association expressing his gratitude:
“Let me tell you that what you have granted me will not in any way be a bad investment. Gosh, if you could understand my Indian language, I would thank you in that language, for the reason I feel that the English-speaking peoples have not made a word or words to express the appreciation that I have for your kind and tremendous aid. Now I can not only pay for a number of things, but also feel like a tree whose branches are being blown from side to side but can depend on the strong roots holding it firmly and steadfastly to the ground.”
Throughout the 1950s, the Association continued expanding the scholarship program, establishing its Education Committee and later a dedicated Scholarship Committee to guide the effort. Influential Native leaders and scholars contributed to the program’s growth, including renowned Dakota scholar Ella Deloria (1889-1971), also known as Aŋpétu Wašté Wiŋ or Beautiful Day Woman. The program eventually partnered with the Congregational Church for Scholarships to Indians, forming the United Scholarship Service, which dramatically increased the number of scholarships awarded each year.
At the time, Native student enrollment in higher education remained extremely low. In 1957, only about 2,000 Native students were enrolled in colleges and universities nationwide.(1) The Association recognized that meaningful change required more than funding alone. The organization also worked to improve educational opportunities for Native youth at every level, supporting initiatives such as Project Head Start and advocating for Native leadership in local school systems through the formation of Native school boards and Native administration of education programs.
These efforts helped lay the groundwork for the growth of Native higher education in the decades that followed. Today, more than 100,000 Native students are enrolled in colleges and universities, yet Native students still represent only about 1% of the undergraduate population, highlighting the continued need to expand access to higher education.(2) The Association’s scholarship program continues to play a pivotal role in that progress.
Over the past 8 years alone, the Association has awarded more than $340,000 in scholarships to 128 Native students pursuing degrees across a wide range of disciplines and institutions. The scholarships support the student through obtaining their degree and requires them to maintain a 2.5 GPA and full-time status. If they do so, they don’t have to reapply for the scholarship. The scholarship also provides funds for students (all ages) from either federal or non-recognized Nations.
Today’s scholarship recipients continue the legacy that began with Florence Begay nearly eighty years ago.
 | Aleigha Lenoir, a citizen of the Turtle Mountain Band of Chippewa Indians earned a Bachelor of Science in Biology from Turtle Mountain Community College in 2025, and shared what the scholarship meant to her: “I know that words will never express it enough, but I am extremely grateful for you giving not only myself, but other Native students the opportunity to receive this scholarship. As a Native student living on a reservation, I have seen firsthand how many families struggle financially.” |
The Association’s scholarship program has also grown through partnerships with organizations committed to strengthening Native education, including the Center for Braiding Indigenous Knowledges and Science and the American Indian College Fund. These collaborations help expand opportunities for Native students pursuing higher education and research across many fields.
For nearly eight decades, the Association has supported Native students as they pursue their educational goals and prepare to serve their Nations and communities. Education strengthens Native leadership, builds capacity within Native Nations, and ensures that next generations have the knowledge and tools needed to protect sovereignty and culture.
That legacy continues today because of the generosity of donors and supporters who believe in the importance of investing in Native students. As we look to the future, the Association remains committed to expanding opportunities for Native youth and continuing the work that began with one scholarship and one determined student. Help us continue this legacy by supporting the Association’s scholarship program and investing in the next generation of Native leaders.
Sources
1. P. M. White III, Assessing the Factors that Affect the Persistence and Graduation of Native American College Students, doctoral dissertation, Bowling Green State University, 2007. https://etd.ohiolink.edu/acprod/odb_etd/ws/send_file/send?accession=bgsu1182544100&disposition=inline&utm_source=chatgpt.com
2. Postsecondary National Policy Institute, https://pnpi.org/wp-content/uploads/2026/02/PNPI_NativeAmerican_FactSheet_Jan26.pdf
For nearly eight decades, the Association has supported Native students as they pursue their educational goals and prepare to serve their Nations and communities. Education strengthens Native leadership, builds capacity within Native Nations, and ensures that next generations have the knowledge and tools needed to protect sovereignty and culture.
That legacy continues today because of the generosity of donors and supporters who believe in the importance of investing in Native students. As we look to the future, the Association remains committed to expanding opportunities for Native youth and continuing the work that began with one scholarship and one determined student. Help us continue this legacy by supporting the Association’s scholarship program and investing in the next generation of Native leaders.
Sources
1. P. M. White III, Assessing the Factors that Affect the Persistence and Graduation of Native American College Students, doctoral dissertation, Bowling Green State University, 2007. https://etd.ohiolink.edu/acprod/odb_etd/ws/send_file/send?accession=bgsu1182544100&disposition=inline&utm_source=chatgpt.com
2. Postsecondary National Policy Institute, https://pnpi.org/wp-content/uploads/2026/02/PNPI_NativeAmerican_FactSheet_Jan26.pdf
