Native American Studies

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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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Subject: search.filters.subject.Indians of North America--Attitudes

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Now showing 1 - 10 of 15
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    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 Windchief
    American 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.
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    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 Stanton
    The 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.
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    A preliminary study of some attitudes toward cultural and educational conflicts of Indian children in Montana
    (Montana State University - Bozeman, 1970) Visscher, Sietwende Hermberg; Chairperson, Graduate Committee: Elnora A. Old Coyote
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    How cultural factors of Native American children may affect school and test performance
    (Montana State University - Bozeman, 1979) Taylor, Carmen Cornelius; Chairperson, Graduate Committee: Richard K. Horswill
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    Factors that influence Native American students to enter the health professions
    (Montana State University - Bozeman, 1977) Sherman, Katheryn Elizabeth; Chairperson, Graduate Committee: Richard K. Horswill
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    Factors that enabled success of Native American baccalaureate nursing graduates at Montana State University from 1986 to 1995
    (Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Yurkovich, Eleanor Eloise
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    Native American students' perceptions of counselor effectiveness at Montana State University
    (Montana State University - Bozeman, College of Education, Health & Human Development, 1983) Dynneson, Verla Vester
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    An investigation of factors related to teacher attrition in Alaska native village schools, as perceived by school administrators
    (Montana State University - Bozeman, College of Education, Health & Human Development, 1999) Stroh, Lisa Jean
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    Parent training project and its effects on academic achievement, attitudes, and absenteeism among Alaska Native students
    (Montana State University - Bozeman, College of Education, Health & Human Development, 1993) Eggleston, Kenneth Wayne
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    The harmony seekers : ecologically cultivating land and learning
    (Montana State University - Bozeman, College of Education, Health & Human Development, 1999) Boyle, Janet Amundsen
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