Kari Emm, a member of the Yerington Paiute Tribe, reflects on her upbringing on the Walker River Paiute Indian Reservation, describing it as “isolating” but ultimately grounding. The reservation, with a population of just 900, provided a serene environment where she rode horses and spent time with family.
“Looking back, I think the part I didn’t like was being so isolated, but now I really appreciate it,” Emm said. “I like the calmness and serenity of it. And I do consider it home.”
After graduating as salutatorian from Mineral County High School, which had only 79 students, Emm didn’t initially plan to attend college. Despite her impressive academic achievements earning a bachelor’s degree in political science, a master’s in organizational management, and a Ph.D. in Diversity, Equity, and Inclusion, higher education wasn’t always her goal.
“I didn’t know what I wanted to do. I didn’t even really want to go to college, so it’s funny that I’m now in higher education, promoting college,” Emm said.
Her perspective shifted when she started working at the ΒιΆΉΣ³»'s Multicultural Center. There, she found her passion for supporting students. “I got a position as the coordinator for retention services for American Indian students, and that’s when I started thinking, ‘Hey, this might be my niche!’”
Now, Emm works as a Tribal student specialist for the Tribal Students Program in the College of Agriculture, Biotechnology, and Natural Resources. Her role focuses on guiding American Indian and Alaska Native students through their higher education journeys.
Emm’s commitment stems from her own experiences. Despite having family members who attended college, she faced numerous challenges, such as limited access to advanced coursework and resources in her rural community.
“I had to fight to take an AP Math class in high school,” she recalled, noting the lack of college preparatory courses and recruitment efforts in her area.
In her current work, Emm applies the "funds of knowledge" theory, which was central to her dissertation. The theory emphasizes recognizing the strengths students bring from their personal backgrounds, rather than focusing on their deficits.
“We need to stop focusing on students' deficits and instead look at their strengths where they grew up, whether they’re low-income, first-generation or from underserved populations,” Emm said. “These are strengths they bring to college once they get here.”
Today, Emm continues to dedicate her efforts to ensuring Native students have the support they need to succeed in higher education. Through her efforts and passion, she embodies The Wolf Pack Way.
