College of Letters & Science
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/37
The College of Letters and Science, the largest center for learning, teaching and research at Montana State University, offers students an excellent liberal arts and sciences education in nearly 50 majors, 25 minors and over 25 graduate degrees within the four areas of the humanities, natural sciences, mathematics and social sciences.
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Item Community-based prevention education on abusive head trauma in a Montana Native American community(Montana State University - Bozeman, College of Nursing, 2019) Schmitt, Emily Marie; Chairperson, Graduate Committee: Sandra KuntzThis scholarly project cultivated a partnership with a Montana Native American community to develop an implementation method of an evidence-based, abusive-head-trauma-prevention education program. The partnering community felt that more could be done to prevent abusive head trauma. Utilizing the framework of Community-Based Participatory Research and the Rural Nursing Theory, this project identified the best available evidence and then developed multiple methods to implement this prevention material. Multiple lessons were learned and important reflections developed from the project process. These lessons can be utilized to guide future projects. A model for program implementation was developed for future use and implementation of the evidence-based, abusive-head-trauma-prevention program.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 The current state of Diné bizaad(Montana State University - Bozeman, College of Letters & Science, 2016) Pearson, Fox Chancellor; Chairperson, Graduate Committee: Matthew HermanDiné Bizaad, also known as the Navajo language, is the most common Native American language in the United States. In his research for this thesis, Fox Chancellor Pearson seeks to ascertain for himself the current state of Diné Bizaad. Pearson combines his own observations, living and working both on and bordering the Navajo Nation, with input gathered during interviews with Diné people from diverse walks-of-life. Pearson concludes that Diné Bizaad is still alive and well among Diné elders, but it is in rapid decline among the younger generation.Item Protective factors that enhance the resilience of American Indian students in graduating from urban high schools(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) McCarthy, Glenda Anne; Chairperson, Graduate Committee: Christine Rogers StantonThe purpose of this research was to explore protective factors that strengthen the innate resilience of American Indian students who seek to graduate from urban high schools. A collective case study using Community Based Participatory Research and decolonizing methodologies was conducted with three co-researchers who graduated from a Montana urban high school in 2014 or 2015. Data sources included a series of three in depth interviews with each co-researcher and scrapbooks they created to document their high school years and protective factors. One family focus group provided an additional data source. Analysis reveals the importance of family and cultural protective factors, including the knowledge of tribal histories. Another protective factor is Montana's multicultural mandate, Indian Education for All, when implemented with culturally responsive pedagogy. Co-researchers benefitted from caring teachers who maintained high standards. Further protective factors were school and district based programs that supported student achievement, connected Native families with schools and celebrated, sustained or revitalized Native culture in urban high schools.Item The Urban Indian community of Minneapolis, Minnesota : an analysis of educational achievements, housing conditions, and health care from the relocation of 1952 to today(Montana State University - Bozeman, College of Letters & Science, 2004) Zimmerman, Leslie Ann; Chairperson, Graduate Committee: Alexandra New HolyThis thesis critically evaluates the improvements in educational achievements, housing conditions, and health care needs for the urban Indian population of Minneapolis, Minnesota. I specifically focus on the Relocation Policy and how that Policy, instead of assimilating American Indians into mainstream society, became a vehicle for elevating the population of American Indians in Minneapolis to a level of “visibility.” As well, I discuss how this once “invisible” urban community formed an urban coalition, the American Indian Movement (AIM), to actively seek social justices in education, housing, and health care for the urban Indian population of Minneapolis, Minnesota. The intent of the research is to determine whether the extensive funding and programs directed toward the urban Indian population of Minneapolis throughout the last four decades have brought about significant improvements; to determine the degree of, and changes in educational achievements, housing conditions, and health needs of the urban Indian population of Minneapolis, Minnesota. This project is the first evaluation of whether conditions within the urban Indian community of Minneapolis have improved since Relocation. I think this project was needed to critically evaluate a metro area like Minneapolis that has such an extensive history of programs and funding for the urban Indian population.Item Tribal education : a case study of Northern Cheyenne elders(Montana State University - Bozeman, College of Education, Health & Human Development, 1994) Rowland, Franklin ClayItem Perceptions of Native American women in college of the impact of the teachers' attitudes and the classroom environment on their K-12 learning(Montana State University - Bozeman, College of Education, Health & Human Development, 1999) Parker, KoleenItem Tribal education : a case study of Blackfeet elders(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Still Smoking, Dorothy M.Item Learning strategies in the Fort Peck Reservation community(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Bighorn, RobinItem Adult education and cultural invasion : a case study of the Salish and the Jesuits(Montana State University - Bozeman, College of Education, Health & Human Development, 1990) White, Elizabeth Louise
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