Native American Studies
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/51
The Department of Native American Studies was established to provide and advance quality education for and about American Indians of Montana, the region, and the nation. In fulfilling this mission, the Department is committed to meet the changing needs of Montana's Indian tribes and all Montana citizens through excellence in teaching, research, and service. In its academic program, the department provides concentrated study through an undergraduate minor, the first online graduate certificate in Native American Studies offered, and a Master of Arts degree in Native American Studies. Students in any major can also gain a multicultural perspective through NAS offerings in the University's core curriculum. The Department, through its research and other creative efforts, actively pursues interdisciplinary scholarship in the field of Native American Studies.
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Item The motif of meeting: a content analysis of multi-voiced young adult novels(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Stolp, Susan Hardy; Chairperson, Graduate Committee: Joyce Herbeck; Ann Ewbank (co-chair)The purpose of this study was to discover, through content analysis, polyphonic narrative strategies used in a small sample of multi-voiced young adult novels. The objective was to trace the paths of the individual narrators toward eventual meeting with or understanding of each other, looking for trends, commonalities, and unique qualities that characterize the polyphonic fugue described by McCallum (1999) and Bakhtin (1981). I envisioned these points of meeting as Bahktin's (1981) units of narrative analysis known as the chronotope, perfect alignments in time and space, functioning as connectors among strands within multi-voiced narratives. In Vivo Coding, springing from the actual language of participants, and Emotion Coding, making inferences about narrators' subjective experiences, were the guiding qualitative methodologies used in this content analysis. The combination of In Vivo and Emotion Codes provided the data that was used to analyze and interpret narrators' emotional journeys as well as their interactions with one another. The content analysis revealed a complexity of emotions among the ten individual narrators from the three novels studied. Patterns in their emotional journeys were determined and displayed using artistic representation. Points of meeting between and among narrators proved to be the impetus for individual change and growth. In terms of the fugue, the voices are independent of one another but also have shape and meaning in conjunction with one another (McCallum, 1999), and through analysis and interpretation of narrators' emotional arcs, these shapes and meanings emerged. In terms of significance, this content analysis provided evidence for the use of multi-voiced young adult literature to be a means by which to read with a critical literacy lens, for adolescents to realize their existence as part of a greater whole, and to imagine literature as a catalyst toward personal growth.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 Diverse literature in elementary school libraries: who chooses and why?(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Bulatowicz, Donna Marie; Chairperson, Graduate Committee: Joyce HerbeckPublished children's literature in the United States overrepresents some identities while underrepresenting others, such as people of color, LGBT people, people with disabilities, people who live below the poverty line (Crisp et al., 2016), and more. Thus, some children may not encounter text representative of their identities. As literature can assist with identity development and provide ways for children to learn about those who differ from self, the lack of diversity in children's books disadvantages children with minoritized and majoritized identities (Bishop, 2012; Koss, 2015; Lifshitz, 2016; Schachter & Galili-Schachter, 2012). School librarians function as gatekeepers through the purchase and promotion of various texts. The decisions made by these gatekeepers may enable greater access to representative literature or may limit access. This illustrative case study with a descriptive survey examines the frequency with which librarians promote diverse literature, their comfort level doing so, and how they describe the factors that impact their decisions regarding diverse text. The researcher created an online survey on Qualtrics with both quantitative and qualitative questions and emailed 1,137 elementary school librarians in Idaho, Montana, New Mexico, Utah, and Wyoming to request participation in the survey. One hundred and sixteen librarians completed the survey. Eight participants self-selected for interviews. Librarians felt most uncomfortable promoting books with LGBT characters, and were most likely to "never" promote these books than any other type of diverse identity listed in the survey. Two main themes emerged from this study: internal and external factors impact librarian decision making regarding promotion of diverse texts, and some librarians may self-censor purchase and/or promotion of diverse texts. This study offers insight into the factors that impact librarian decision making, as well as how frequently librarians promote diverse texts and their comfort level promoting diverse literature. The study concludes with an examination of the implications from this study, including lack of available texts reflective of LGBT identities, a possible need for training regarding intellectual freedom and the librarian code of ethics, and the impacts of budget issues. Finally, recommendations for future studies are explored, which may further illuminate this under-researched area.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 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 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 Barriers to women in educational leadership roles in Montana(Montana State University - Bozeman, College of Education, Health & Human Development, 2004) Brown, Linda Elaine Hunt; Chairperson, Graduate Committee: Joanne EricksonThe problem addressed in this study was a shortage of women, especially American Indian women, in educational leadership in Montana. This study was designed to identify the barriers that might exist for three identified populations; women school administrators, administratively certified women teachers, and American Indian teachers. Because there is national and Montana shortage of educational leaders, a compelling need is evolving for competent educational leaders in all segments of the country. Since there is a declining pool of applicants, these underrepresented groups should become strong candidates if they are able to work past the barriers that have hindered them in the past. The major findings of the study are that barriers still exist which limit women in the pursuit of administrative positions. Some of the key barriers were lack of family mobility, lack of opportunities to gain administrative experience, the lack of professional networks, the lack of mentors, and the perception that women are not strong managers. Key constructs, which were identified in order of importance, were perceptions, opportunities, and prestige. In conclusion, women must actively and aggressively seek leadership experience. If they are willing to make personal and familial sacrifices, opportunities as school administrators are available. Recommendations to increase opportunities for women, especially American Indian women, included providing mentoring programs through district and university programs and encouraging successful women administrator to become role models for state and local school board associations.Item Teacher's reflections on the importance of creative dramatics in their elementary classrooms(Montana State University - Bozeman, College of Education, Health & Human Development, 1995) Coxwell, Margaret Jacobson