Theses and Dissertations at Montana State University (MSU)
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Item The impact of United States policy on Apsaalooke education(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Real Bird-Amyotte, Rana M.; Chairperson, Graduate Committee: William Ruff; Christine Rogers Stanton (co-chair)This dissertation focused on the perceptions of Apsaalooke (Crow) elders, descendants who experienced first-hand the trauma of the boarding school era. Apsaalooke is used throughout this paper when indicating ancestral peoples and experiences, while Crow is used in modern context. By sharing the Apsaalooke history, culture, personal experiences, and background knowledge we can better understand the survival of the culture and the Apsaalooke language. The research questions guiding this study are (1) How do Apsaalooke Elders perceive the impact of U.S. educational policies enacted between 1819 to 1934? And (2) What shared assumptions do Apsaalooke Elders perceive as essential for helping their children overcome contemporary cultural challenges? Six Apsaalooke enrolled tribal members participated in the study. From their interviews three main themes emerged: (1) generational trauma, (2) generational oppression, and (3) mistrust. The Apsaalooke elders voiced their frustration regarding the loss of land due to the negative impact it had on the Apsaalooke culture. Some families' lifestyles impacted their children's life at home and outside of the home creating a detrimental effect the learning of the Apsaalooke language and the cultural ways. The concern and hope of the Apsaalooke language and culture may not be lost as there remains hope for the younger generations to learn and speak the Apsaalooke language. The elders believed the Apsaalooke people are carrying the traumas of their ancestors, grandparents, and parents as well as their own trauma. The impact of generational trauma is loss of land, hunger, language cultural loss, broken Apsaalooke family units, and cultural extinction. Talking about the past hurts invites this hurt back into their lives. So, they move on wanting to live peacefully. The Apsaalooke elders all agreed education is a key component for their children to succeed and Apsaalooke tribal leaders need to address these issues by offering their support to help the younger generations. This was a major concern for all participants. An essential part of the preservation effort is conveying to the next generation the life their ancestors lived and the changes they survived; thus, facilitating Apsaalooke education's evolution for a new time in history.Item Examining the cultural congruity and intentions of persistence among American Indian college students in Montana(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Ortega, Eleazar; Chairperson, Graduate Committee: Carrie B. MyersAmerican Indian college students tend to have lower persistence and graduation rates compared to students of other ethnicities. This quantitative research study involved multiple regression to analyze survey data that measured cultural congruity and intentions of persistence of American Indian students attending a two-year and four-year college in Montana. Cultural identity was measured through a survey item measuring level of attachment to their ethnic group. Results showed a significant relationship existed between the following variables: attachment to ethnic group and cultural congruity; institutional type, attachment to ethnic group, age, gender, and first generation college student status to cultural congruity; cultural congruity and persistence; attachment to ethnic group and persistence; institutional type, cultural congruity, and attachment to ethnic group to persistence; and institutional type, cultural congruity, attachment to ethnic group, age, gender, and first generation college student status to persistence. Results from this study indicate that institutional type was not a significant predictor of cultural congruity or persistence. Also, students who were more strongly attached to their ethnic group were less likely to feel that they 'fit in' at their college (cultural incongruity). Older students were more likely to have higher cultural congruity than younger students, and higher levels of cultural congruity was associated with higher persistence scores.Item The effectiveness of intensive English language programs: preparing international students linguistically, academically, and culturally for academic studies(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Pond, Maxine Lister; Chairperson, Graduate Committee: Tricia SeifertThe goal of this problem of practice institutional research study was to determine the effectiveness of the contracted intensive English language program (IEP) to prepare students for academic work. A further goal of the study was to consider the effect of culture on academic performance in the first two semesters of academic study. Problem of practice research was used because it is useful in providing institutions with information and analysis pertaining to their particular context. The study used a quantitative research approach using institutional and program historic, secondary data to examine the relationship between intensity of IEP participation and academic GPA in students’ first and second semester of study at Montana State University (MSU). Univariate, bivariate and binary logistic regression analyses were conducted. GPA was the outcome variable. Predictor variables included factors related to participation in ACE/MSU such as entering and exiting program level, graduating or not graduating, and adjustment to the U.S. American academic culture. Variables that measured cultural background were country of passport and four of Hofstede’s (2001) dimensions, Power Distance Index (PDI), Individualism versus Collectivism (IDV), Uncertainty Avoidance Index (UAI), and Masculinity versus Femininity (MAS). Confounding variables major field of study and cohort were considered. Results from the study indicated that a higher percentage of students who had adjusted to the academic culture (never failed a class) achieve a High GPA than students who failed one or more classes in IEP. Results also indicated that students who graduated from the IEP achieved High GPA at about the same rate as direct-entry students. The findings showed that the institutional IEP was effective in preparing students for academic studies. The research also suggested that students at the institution from Kuwait and Saudi Arabia were not well-prepared for academic success at the institution. Another outcome of the study revealed a strong, conceptually negative relationship between score for PDI and High GPA in the first and second semesters. Kuwait and Saudi Arabia have high PDI scores. Implications from the findings and recommendations for future research and for institutional program and policy changes were given.Item An Apsaalooke view for educational leadership(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Cummins, Jason Dean; Chairperson, Graduate Committee: William RuffThere have been many calls for Native American communities to be given more self-determination in the education of their children. Yet despite these calls for allowing Native American parents to be included in the education of their children this is not happening (Bird, Lee and Lopez, 2013). In this study the researcher utilizes an Indigenous research methodology adhering the cultural protocols of the Apsaalooke nation and building upon the 4 R's, which are respect, relevance, reciprocity and responsibility (Kirkness & Barnhardt, 1991). This research allowed Apsaalooke tribal members, identified through the protocols of the Ashammaliaxxiia to voice their perspective and expectations for school leaders who serve students in their communities. There were formal interviews, informal visits and personal communications. The research questions that guided this study are: 1. What kind of behavior and actions do Apsaalooke tribal members expect from school leaders such as principals and superintendents serving their students? 2. How can school leaders work well with parents and leaders in the Apsaalooke community? 3. What do Apsaalooke tribal members want school leaders to know and be aware of in the education of the children of the tribe? From the research four salient themes emerged which are: 1. A leaders first job is to learn; 2. Lead through relationships; 3. Crows take education seriously; 4. The preservation of Apsaalooke identity and culture. Seventeen tribal members participated in the study. From the study the researcher found that leaders need to respect the community and build authentic relationships within it by being present and connected to the community. Lead the school with those relationships within the informal leadership model in the community in a more flattened model based on the respect of and the character possessed by influential leaders, rather than a hierarchical one, as well as defend those relationships. Understand the Apsaalooke want their student to achieve academically and help parents to support their students in this and hire and retain quality teachers. Support the preservation and perpetuation of the Apsaalooke way of life.Item Different hunting grounds: American Indian tribal college student perceptions of predominantly white institutions(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Birdhat, Cheryl Polacek; Chairperson, Graduate Committee: Sweeney WindchiefAmerican Indian students who have attended tribal colleges have expressed gratitude, appreciation and pride in their educational and cultural experiences at these institutions. Most of the 37 tribal colleges and universities (TCUs) in the US and Canada currently offer two-year degree and certificate programs. Many American Indian students who wish to continue onto a bachelor degree program from a two-year TCU consider transferring to a predominantly white institution (PWI). This qualitative study was meant to better understand the perceptions that American Indian TCU students have of PWIs and what these students believe would be helpful for them to both transfer and succeed at a predominantly white four-year institution. A phenomenological qualitative study was chosen to better understand the perceptions of PWIs and the needs related to attendance at a PWI by American Indian TCU students. Fifteen American Indian TCU students were interviewed at six TCUs in the state of Montana. There were two research questions that were used to guide this study, the first was what are American Indian TCU student perceptions of predominantly white institutions? The second was how do American Indian TCU students believe PWIs can better assist and support American Indian students who desire to matriculate to a PWI? Although a qualitative phenomenological research approach was chosen to approach the research questions and potential answers to those questions, my research was heavily focused on appropriately utilizing Indigenous research methodology in all areas of this study. It was of paramount importance for me as an Indigenous researcher to be responsible, respectful, reciprocal and relevant in all the relationships that were both enriched and created in this research endeavor. The stories shared with me from 15 American Indian TCU students resulted in six themes emerging from their collective interviews. Those themes were 1.) family and community, 2.) acceptance and acknowledgement of cultural identity, 3.) PWI support and excitement for new opportunities, 4.) TCU love/pride, 5.) Fear and isolation and 6.) Humor and relationships. The findings for this research have significant implications for all those interested in working with and for American Indian students, specifically for PWIs and their constituents.Item Piikani School leadership(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Hall, Omaksaakoomapi Bradford Roy; Chairperson, Graduate Committee: William RuffThis dissertation focuses on Piikani school leadership as shared through the narratives and experiences of a retired school leader. Noonaki's experiences chronicle her longevity in school leadership and steadfast commitment to integrating the Piikani culture and language into the schools she led on the Blackfeet Indian Reservation. Noonaki's stories provide a realistic view of school leadership challenges she faced and offer her thought provoking knowledge to inspire current and aspiring school leaders to accept the Piikani values into their practices. School leaders are key to advancing Piikani values, culture, and language into the schools they serve on the Blackfeet Indian Reservation. Therefore, school leaders when developing relevant leadership practices, are called upon to commit themselves to practice ai-sii-moki' (guidance, teaching, and discipline), as they encounter and mitigate challenges among community stakeholders, specifically focusing on how they each can support student success. Through Noonaki's transfer of knowledge from her to the researcher, this exchange encapsulates her experiences into stories, told in the places where she practiced school leadership. Community Centered Digital Storywork (CCDS), is an integrated Piikani knowledge dissemination framework, that leverages cultural protocols to capture Piikani ways of knowing. Noonaki inspires current and aspiring school leaders to build their skills and practices around the Piikani values of okamotsitapiyiisin (honesty), ainnakowe (respect), aahsitapiitsin (generosity), waattosin (spirituality), matsisskii or iiyiikittahpii (courage), maanistapaisspipii (humility), and kimmapiiyipitsinni (compassion).Item Effective teachers building relational trust with diverse students to improve reading achievement(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Bowns, Joanna May; Chairperson, Graduate Committee: William RuffSchools are measured by scores students receive on standardized tests. Yet, since the collection of student demographic data on these tests, it has shown students of color are not getting the same opportunities to learn as their white peers. As classrooms across the country continue to become more diverse, it is imperative to study how some teachers are effective in teaching all students. This study examined the questions of how effective teachers build trusting relationships, how relational trust impacts instructional strategies, and how relational trust impacts student reading achievement. The purpose of this research study was to add to the existing literature about how effective teachers build relational trust with their diverse students, therefore increasing academic achievement in reading. Critical race theory, deficit thinking, and critical consciousness were used as the theoretical framework in this study. Specific criterion was used to create a purposeful sample of four effective elementary reading teachers in a diverse district. Interviews with two principals and four effective reading teachers at two different elementary schools, observations of the teachers, and artifact/documents were collected throughout this multiple case study to help answer the research questions. It was determined all teachers believed in their students, used relationships as the basis of effective teaching, and used reflective practices. The teachers also used culturally relevant teaching practices and practiced cultural humility. The implications for these findings are discussed as well as future research.Item Nkʷuwils: becoming one through Sqelixʷ education(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Munson, Michael; Chairperson, Graduate Committee: William Ruff; Jioanna Carjuzaa (co-chair)To carry the hope envisioned by the Elders and ancestors who have come before us, it is our duty as Séliš and Ql'ispé peoples of The Flathead Reservation, to stand together to redefine success for our children--to re-imagine a system of education that realizes deeper understandings of our traditional languages and cultures, stronger identity, greater pride, higher rates of achievement as determined by our people, and better preparation for our children to live in the best way possible, as strong and proud contributors and leaders for our communities. Guided by teachings passed on since time immemorial, we can meld our traditional languages, cultures, educational strategies, practices, and lifeways with high expectations to provide an education that prepares our children to lead our communities, state, nation and world in spiritual, cultural, linguistic, emotional, physical, and academic ways. The information gathered within this work has been informed by informal conversations with Sqelixʷ Elders, their children, and their grandchildren, which have followed Sqelixʷ life ways to work towards finding a consensus. This collaborative work offers seven key considerations to remember in regards to understanding and carrying on Sqelixʷ education and lifeways: 1) Nkʷuwilš (Intergenerational Nature); 2) St̓ulix̣ Sʔac̓c̓x̣s łut Sqlqelixʷ (Sqelixʷ Worldview; 3) Ɫus Nqwtnaqsms łu Spx̣pax̣t (Importance of Spirituality; 4) Putʔem u Nćxʷlew̓s (Respect and Relationships); 5) X̣est Sm̓im̓eyem łul Scxʷlxʷlt (Appropriate Teachings Throughout Lifetime; 6) Nttelšm u Nttelšmis (Willingness and Wantingness); and, 7) Sxʷiććš łu č̓ Sqlqelixʷ (Contribution to Community). The findings redefine education for our Sqelixʷ people, from womb until we continue our journeys into life with our ancestors. In fact, the key understandings shared are so robust they identify holistic ways of being - as educators, as learners, as people guided by respect, love, hope, spirituality, contribution to community, and so many other values - Sqelixʷ values. They remind us how to live in the best way, with and for our people. This work solidifies the idea that education for Indigenous communities is best when it is defined by the community. It adds an example for others to use as a reference while working with their own Indigenous communit(ies) globally.Item Inquiry into the cultural consciousness of nursing students during a one-week cultural immersion service learning experience within an American Indian community(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Alexander-Ruff, Julie Heather; Chairperson, Graduate Committee: Arthur W. BangertCultural consciousness is a central element of purposeful and appropriate health care delivery that integrates knowledge, sensitivity and understanding (Korton & Sahtouris, 2001). The preponderance of research across a variety of disciplines suggests that cultural consciousness and awareness is strengthened through self-reflection (Axtell, Avery & Westra, 2010; Danielewicz, 2001; Furlong & Wright, 2011; Gay & Kirkland, 2003; Rew, 2014), dialogue about race (Murray-Garcia, Harrell, Garcia, Gizzi, & Simms-Mackey , 2014), and experience within other cultures (Fredericks, 2006; Kozub,2013; Peaz, Allen, Carson & Cooper, 2008; Stone, et.al., 2014). The purpose of this study was to examine nursing students' perceptions of cultural consciousness pertaining to American Indian culture developed during a one-week cultural immersion service learning (CISL) experience. Specifically, The overarching research question central to the focus of this study was: How do nursing students at this university describe their CISL experience? Three sub questions were posed to inform the main research question. An intrinsic single case study design bounded by the students' perceptions of a cultural immersion service learning experience within an American Indian community was used to answer the research questions. Thirty participants were selected from two cohorts of nursing students enrolled in Nursing Care of Children and Family, a required junior-level course participated in a one-week CISL experience. Data included instructor observations and two sets of student reflections. The data were analyzed using the constant-comparative method (Strauss, 1987). Evidence from clinical reflections demonstrated most students wrestled a mismatch between their initial expectations and the reality of the situation, but several weeks afterward two-thirds of the students integrated the CISL experience into a coherent whole in which cultural consciousness emerged in their reflections. The findings from this study suggest that incorporating CISL experiences into undergraduate nursing curricula may facilitate the development of cultural consciousness and the skills needed for culturally competent care in student nurses. Also, there appeared to be a link between students' ability to recognize their societal privilege, the close proximity of healthcare disparities, and cultural consciousness. Additionally, recommendations were provided for developing a CISL experience within an undergraduate nursing program.Item The effect of the sex of the counselor on the counseling relationship(Montana State University - Bozeman, 1972) Western, Jonnee Givens; Chairperson, Graduate Committee: S. Gordon Simpson