Browsing by Subject "American Indian"

Now showing 1 - 20 of 22

Accessioning visions of the people.
(2009-12) Goette, Susan Ann
Visions of the People was a complex and influential exhibit focusing on American Indians peoples. This study examines the role of museums as cultural interpreters, explores the social nature of objects as markers of cultural ideas and values, analyzes the ways in which particular representations achieve their authority, assesses object selection processes with attention to patterns of inclusion as well as exclusion, and investigates the cultural narratives employed by museum workers as they conceptualized and created the exhibit. This work explores the understanding, meaning, and representation of American Indian art, history, and culture that was fashioned by the museum (MIA). The import of this case study rests on the assertion that images are powerful. Museums display objects and images in an attempt to convey particular ideas and interpretations to an audience. This study has the potential to serve as a primer for those interested in museums as historically situated institutions that possess the cultural authority to reproduce and interpret the stories we tell about ourselves to ourselves, as well as the stories we tell about others (C.Geertz). Each section of this study addresses a different topic, and brings together the perspectives of those people most concerned with or most impacted by each topic. Contributors to each section include: scholars, museum professionals, artists, and members of the audience. Each of these roles included both American Indian and non-Indian contributors.
American Indian Vietnam combat veterans: how out-of-home placement and having a veteran primary care giver are associated with features and symptoms of trauma.
(2008-12) Yaekel-Black Elk, Julie Kay
It was the purpose of this study to examine the relationships among American Indian Vietnam combat veterans' childhood experiences: extra-cultural placement and having a veteran primary care giver, and features and symptoms of Post Traumatic Stress Disorder. Participants were 150 American Indian Vietnam combat veterans from the Midwest. This study examined scores from two dependent measures: Traumatic Attachment Belief Scale (TABS) and the Mississippi Combat PTSD Scale-Short Form (M-PTSD Short Form). The two independent measures were: veterans who experienced extra-cultural placement or those who did not experience extra-cultural placement, and veterans who had a veteran primary care giver as a child or who did not have a veteran primary care giver as a child. Research findings indicated that veterans who experienced extra-cultural placement were significantly more likely to have experienced incarceration and homelessness. There were no significant differences in alcohol and drug treatment between those who had experienced extra-cultural placement and those who had not. There were no significant differences found if participants had a veteran primary care giver or not in homelessness or treatment for alcohol or drug abuse. Those who had a veteran primary care giver were found to be significantly more likely to experience incarceration than those who did not. Research findings also showed that participants who experienced actual or threatened homelessness were also more likely to experience incarceration and alcohol or drug treatment. The impact of trauma on beliefs about others' safety was significantly greater than the impact of trauma on beliefs about self-safety, trust of others or of self-esteem toward others or toward self, and of intimacy with self or others. Other differences in these constructs were found. Significant differences were not found in the impact of trauma on features and symptoms of PTSD as a function of the absence of extra-cultural placement or extra-cultural placement or having a non-veteran or veteran primary care giver. Finally, there were significant associations between the impact of trauma on beliefs about self and others, features and symptoms of PTSD, no extra-cultural placement/extra-cultural placement, and having a non veteran or veteran primary care giver.
Asserting Identity: An Examination of American Indian and Alaskan Native Professionals’ Experiences with Identity and Context
(2019-12) Gagner, Noah
The enduring impacts of colonization on American Indian/Alaskan Native (AI/AN) people are evident in the significant physical and mental health disparities that they face. Efforts advanced by AI/AN professionals within these communities have led to improvements, but challenges remain in addressing said disparities in manners that are contextually- and culturally- situated. It is thereby important to understand the experiences, meaning making, and perceptions of AI/AN professionals who are engaging in this work. Guided by constructive grounded theory, the researcher interviewed 10 AI/AN professionals who are employed in urban agencies that promote the health and well-being Native people. Using this methodology, the ways in which culture, community, and career shape personal and professional identities vis-a-vis one’s career were explored. These findings show an emerging understanding of the importance of peers, education, and community in shaping – and providing context for – each individual’s self-determined identity, and how this reciprocally influences work in AI/AN communities. These findings support the need to address and evolve our grasp of culture and character within the context of one’s profession and the community she/he/they serve. By extending our current understanding of these intersections and by creating structures that support culture and identity, this research offers an emerging theory to improve future professionals’ preparation in their support of AI/AN communities.
Beyond Boarding Schools
(2017-12) Johns Danforth, Pamela
This study tells the stories of Oneida people who have attended public schools. These stories collected through the use of face to face interviews, were analyzed using the research methodology of narrative inquiry and autobiography. My interest in this subject was originally generated by my interest in the boarding school experience and its harmful practices which perpetrated extreme injustices on many tribes through the abusive manipulation of their children. I do not believe there is an overabundance of boarding school stories, but I have always been interested in the American Indian experience in non-boarding schools, especially public schools. Three main themes emerged which I address in three chapters: Racism, Inspirations, and The Long and Winding Road. Racism in school was something all of my participants experienced. Inspirations is addressed because all were inspired in various ways to achieve their goals. The Long and Winding Road addresses and provides insight in regards to the propensity for many of my participants to have taken a longer time to complete higher education than is the norm in mainstream society.
Cigarette Smoking, Social Support, and Workplace Smoke-free Policies among an Urban American Indian Population
(2017-12) Lamont, Genelle
Background: Despite a high prevalence of cigarette smoking and smoking-related morbidity and mortality among U.S. American Indians (AI), few studies have investigated tailored community and workplace interventions, including cessation programs. The purpose of this study was to determine the association of (1) the presence of a workplace smoke-free policy and (2) perceived social support among family and friends for quitting smoking with current smoking in a representative sample of urban AI adults. Methods: Data collected using respondent-driven sampling (RDS) from the 2011 Tribal Tobacco Use Prevalence Study was used to analyze the risk of being a current smoker when exposed to (1) workplace smoke-free policies and (2) perceived social support using two log multinomial regression models, adjusted for potential confounders based upon exposure-specific Directed Acyclic Graphs. Study-eligible participants were: self-identified AI, aged 18+, and residents of Hennepin or Ramsey Counties, Minnesota with a separate residence from the recruiter. Data were weighted to account for variation in participant network size using RDS Analysis Tool, V. 5.6., and participant demographics using U.S. Census 2010, yielding 940 of 964 completed interviews with full demographics. Results: Lack of a workplace smoke-free policy was associated with a 36 percent increase in risk of being a current smoker (PR = 1.36, 95% CI = 1.29 to 1.42) compared to a former smoker and a 41 percent decrease in risk of being a former smoker (PR = 0.59, 95% CI = 0.55 to 0.64) compared to a nonsmoker. Additionally, exposure to quite a bit or a lot of social support for quitting or staying smoke-free was associated with an 11 percent decrease in the risk of being a current smoker (PR = 0.89, 95% CI = 0.86 to 0.91) and an eight percent decrease in risk of being a former smoker (PR = 0.92, 95% CI = 0.88 to 0.95) compared to being a nonsmoker, respectively. There was also an eight percent decrease in risk of being a current smoker (PR = 0.92, 95% CI = 0.90 to 0.94) compared to a former smoker with exposure to quite a bit or a lot of social support for quitting or staying smoke-free versus no social support. Conclusions: Further study of Minnesota AI work environments and strategies for encouraging employers to implement and enforce complete smoking bans is warranted. AI smoking cessation programs may benefit from inclusion of family and friend support mechanisms.
Economic Contribution of American Indian Health Care Spending in Northwest Minnesota
(2020) Tuck, Brigid; Bhattacharyya, Rani
Exploring community and cultural opportunities to decrease substance abuse among American Indian youth: A photovoice project
(2017-06) Gonzalez, Miigis
The author examines community and cultural opportunities to decrease substance abuse among American Indian (AI) youth. A long-term goal of the research is to advise in the development of culturally meaningful and sustainable programs to decrease substance abuse and promote health and wellness among American Indian people. Substance use is high among AI people, both adults and youth, when compared to other racial categories, for almost all types of substances, including marijuana, cocaine, heroin, hallucinogens, inhalants, and non-medical use of prescription drugs. The literature supports the challenges that AI youth face in avoiding substance abuse, and also documents the value of the qualitative research methodology used for this project: Photovoice. The methodology required AI youth associated with the Lac Courte Oreilles Ojibwe Reservation in Northwestern Wisconsin to take more than 30 photos a week to document settings and activities that may be instrumental in decreasing substance abuse. A Consensual Qualitative Research team documented the results of discussions by means of a social ecological model (SEM). Participants in the project agreed on a series of factors, documented as domains within the SEM, that could result in decreased substance abuse among AI youth. Individual level factors include cultural activity engagement, cultural knowledge/learning, mindfulness, reading, and personal hobbies. Interpersonal level factors include elder wisdom/connection to elders, mentorship, board games, and sports/physical fitness. Community level factors include community support, education, outdoors/nature, gathering place, and community/school-driven activities. Participants delivered to AI stakeholders the results of the research by means of a presentation highlighted by 13 posters—each in turn highlighted by one of the photos taken—and a description of the setting, activity, or environment represented. The author calls for programs aimed at decreased substance abuse among AI youth exhibit the activities most meaningful and described to be helpful in reducing substance abuse among AI youth.
Gichi-inendamang Anishinaabe-bimaadiziwin (honoring the culture): a case study of the no child left Behind Act’s influence on culturally based education in a bureau of Indian education school serving Ojibwe students in Minnesota.
(2010-05) Broker, Patricia Louise
Historically, American Indian students have not fared well in their formal educational settings. Under the policy of self-determination, Bureau of Indian Education (BIE) schools have been created to provide an educational environment that is more culturally relevant for American Indian students. The purpose of the study is to determine how the No Child Left Behind Act (NCLB) of 2001 influenced the culturally based education at one BIE school in northern Minnesota. The case study was conducted using a focus group of teachers, interviews, and document analysis. Findings of the study reveal there is a culturally rich environment available to all students at the Bug-O-Nay-Ge-Shig School including the physical surroundings, language and culture courses, traditional teaching, ceremonies, and the use of elders and other community resources. The Niigaane Ojibwe Language Immersion Program, the seasonal activities program, activities and classes offered by the cultural director, tribal government and history courses in the high school, the school's database of cultural lessons and the cognitively guided instruction (CGI) approach to teaching mathematics are some of the major ways that culturally based education is supported and provided. Culturally related course credits are required for graduation from the school. The results of the data indicate that NCLB negatively influenced the culturally based education throughout the school. The greatest impact was felt by staff in the Niigaane Ojibwe Language Immersion Program as the restrictions on their hiring practices directly affected delivery of the Ojibwe language. The findings also revealed that students were taken, on occasion, from Drum and Dance, Cultural Arts, and Ojibwe language classes for test preparation exercises. One final finding was that Title VII monies were used to support Title I activities within the school. Positive changes occurred as a result of NCLB including teacher reassignment to match certification, increased efforts to align curriculum with state standards, and increased efforts to align curriculum horizontally and vertically within the school. NCLB funding was used for professional development initiatives considered to support culturally relevant approaches to working with American Indian students.
Holistic Healthcare: Recognizing traditional practices of the American Indian community
(2022-12) Phan, Tia My
The American Indian community has had traditional healing practices, herbs, and medicines to cure their people long before Western medicine dominated the landscape. This holistic approach to healthcare including these traditional practices and medicines were not included in what we see offered at Western clinics nor are they covered by health insurance companies in the United States. The purpose of this work was to personally observe to understand the marriage of traditional healing and spiritual care in a Western clinic setting. In order to increase the number of people being served in this holistic manner, I name a few recommendations including: adding traditional healing and/or spiritual care service components to other clinics and perhaps hospitals; creating a formal referral network for physicians, nurse practitioners, nurses, and other healthcare providers to use; creating a database of available traditional healing and spiritual care services in a geographic area for community members and organizations to use; and expanding the post-event participant surveys to collect more identifiable information and potential barriers to service their participants face to better serve the community.
Illuminating Common Ground: Success Factors for Tribal Solar Energy Development
(2023) LaValle, Sarah
Tribal energy development is a complex multi-faceted topic. The objective of this work is to identify common themes across tribal solar energy deployment projects, focusing specifically on lessons learned and recommendations. Identifying these commonalities and learning from the experiences of tribes that have embarked in energy development efforts can help to inform the development of future tribal solar energy projects. A thematic qualitative analysis approach was used to analyze project reports and presentations for 41 tribal solar deployment projects funded by the Office of Indian Energy Policy and Programs, applying a framework of success factors developed from the literature. The results of the qualitative analysis are described in four discrete parts: comprehensive and inclusive planning, fostering partnerships and collaboration, building capacity, and exercising and advancing tribal sovereignty. Each of the overarching themes inform recommendations for tribes to promote the success of solar projects.
Ji-AAnjichigeyang 'to change the way we do things' retention of American Indian students in teacher education.
(2009-05) Bergstrom, Amy A.
American Indian students have the lowest retention rate of any other group in higher education. The purpose of this study was to understand factors that influence retention of American Indian students and to understand the participants' perspectives of these factors. The study was conducted using interviewing as the method of inquiry. The study aimed to uncover multiple perspectives on the topic, interviewing a Dean, Program Director, and two students from a teacher education program. All interviews were conducted in person, lasting sixty to one hundred twenty minutes. All participants were asked the same ten questions. Analysis of the data indicated the need for change in working with American Indian students. Through the use of story, vignettes, and narrative of the research participants' perspectives, the study presents ways in which to work more effectively with American Indian students. The study indicates it is not just identifying the issues many American Indian students bring with to their higher education experience but more importantly how we work with and respond to these issues. The results of the study offer specifically teacher education programs but more broadly, higher education institutions strategies to work more effectively with American Indian students.
The lived experience of Type 2 diabetes in urban-based American Indian adolescents.
(2011-05) Martin, Lisa C.
This qualitative nursing research study used a hermeneutic phenomenological perspective to discover meaning in urban-based American Indian adolescents' experiences living with Type 2 diabetes. The aim of this study was to understand what it meant for urban-based American Indian adolescents to live with and experience Type 2 diabetes. The study used phenomenologic unstructured interviews to describe and represent the adolescent's voice and experiences of living with the disease in an urban community. The study was guided by Max Van Manen's methodology for phenomenological research. This method entailed turning to the phenomenon of interest, then, inquiring and investigating the experience as it was lived rather than as it was conceptualized. The study reflected and analyzed essential themes that characterized the phenomenon of living with Type 2 diabetes and presented the phenomenon through the art of writing and re-writing. Data collection involved in-depth, in-person interviews with analysis of the resulting transcripts. Adolescents in this study described connections with the American Indian culture, past and present family members, and the pragmatic details of living each day with the disease. Essential themes of the adolescents' experiences were found in the lifeworld areas of relationality and temporality, followed by incidental themes in the areas of corporeality and spatiality. The study findings illuminated the participants' personal meanings and validated the phenomenological research process. A preliminary conceptual model based on the lifeworld categories for understanding adolescents' experiences was proposed and had implications for education, research, and practice, supporting continued inquiry.
Making science education meaningful for American Indian students : the effect of science fair participation
(2008-10) Welsh, Cynthia Ann
Creating opportunities for all learners has not been common practice in the United States, especially when the history of Native American educational practice is examined (Bull, 2006; Chenoweth, 1999; Starnes, 2006a). The American Indian Science and Engineering Society (AISES) is an organization working to increase educational opportunity for American Indian students in science, engineering, and technology related fields (AISES, 2005). AISES provides pre-college support in science by promoting student science fair participation. The purpose of this qualitative research is to describe how American Indian student participation in science fairs and the relationship formed with their teacher affects academic achievement and the likelihood of continued education beyond high school. Two former American Indian students mentored by the principal investigator participated in this study. Four ethnographic research methods were incorporated: participant observation, ethnographic interviewing, search for artifacts, and auto-ethnographic researcher introspection (Eisenhart, 1988). After the interview transcripts, photos documenting past science fair participation, and researcher field notes were analyzed, patterns and themes emerged from the interviews that were supported in literature. American Indian academic success and life long learning are impacted by: (a) the effects of racism and oppression result in creating incredible obstacles to successful learning, (b) positive identity formation and the importance of family and community are essential in student learning, (c) the use of best practice in science education, including the use of curricular cultural integration for American Indian learners, supports student success, (d) the motivational need for student-directed educational opportunities (science fair/inquiry based research) is evident, (e) supportive teacher-student relationships in high school positively influences successful transitions into higher education. An overarching theme presented itself embedded within all themes: the importance of understanding the continued resiliency of the American Indian culture as it relates to success. Ultimately, for long-lasting change to occur, teachers and the community must focus on eliminating educational barriers, while supporting academic success, in order to initiate renewal and school wide change.
Native+ Students Involved in Sex Trading: Data from the 2022 Minnesota Student Survey
(2023-05) Johnston-Goodstar, Katie; Martin, Lauren; Rider, G. Nic; McMorris, Barbara; Filoteo, Montana; Brown, Camille; Hayes, Lenny; LaFrinier-Ritchie, Anne; Matthews, Nicole; O'Keefe, Beth; Perrote, Nigel; Arnold, Rayan; Freemont, Khaloni; King, Elvis; Maiingan, R J; Matthews, Kiora; Ohr, Jasper; Zephier, Iliana
A phenomenological study of kindergarten suspension of Ojibwe tribal students in two rural Wisconsin public schools
(2013-05) Goslin, LaVonne Marie
All races of children entering kindergarten face many challenges during their transition; however, in two rural public schools in northern Wisconsin, the challenges faced by Native American kindergarten students are somewhat extraordinary. Suspensions of Native American students in kindergarten have occurred from 1998-2007. According to the statistics from Wisconsin Network for Successful Schools' website, this practice did not appear to extend to non-Native American kindergarten students at these same rural public schools. A total of forty-three Native American Ojibwe students were suspended in these two schools during this time frame. A qualitative, phenomenological study was conducted in order to gather rich, thick detail regarding the students and parents' memories of their experiences with the kindergarten suspension incident(s) through in-depth interviews. A total of six students, ages 11-14 years old, and their parents were recruited for participation through a homo-genous and purposeful sampling. The responses were grouped according to the questions using a Nvivo software program, which was then coded and organized by the researcher according to nodes. Nodes are the common themes. An analysis and interpretation of the findings was devel-oped after organizing various data according to themes. Three common themes emerged as challenges for both the students and parents: being bullied, being labeled, and the display of anger or physical violence by students in the suspension incidents. Other unexpected outcomes emerged for parents regarding their child's medication issues, concerns surrounding their Individual Education Plans, and parents' work issues. Recommendations were offered for schools to create frequent and intensified services for incoming kindergarten students with IEP's, as well as focus on communica-tion issues, anti-bullying efforts, clarification on restraint of students and/or staff training on use of restraints, and additional cultural sensitivity/competency efforts for schools. Tribal governments and/or a tribal representative should advocate for the tribal commun-ity to ensure needed services for children with Individual Education Plans (IEP's) are being provided in a timely manner for a smooth transition into the public school.
Project Intersect: Year Two Evaluation Report (Cloquet Public Schools & Fond Du Lac Ojibwe School)
(Center for Applied Research and Educational Improvement, 2008) Dretzke, Beverly
Project Intersect is funded by a Department of Education grant awarded to Cloquet Public Schools and the Fond du Lac Ojibwe School for a period of three years: July 1, 2006, to June 30, 2009. The primary purpose of the project is to help students increase their understanding and appreciation of visual and performing arts, language arts, math, and science and how American Indian culture intersects with these areas. The project is a collaborative effort of the American Indian community, the Ojibwe tribal college, the elementary and middle schools, University of Minnesota art education faculty, and the University of Minnesota’s Institute on Community Integration. Year one of the project was a planning year devoted to establishment of a design team and development of an intervention design to integrate American Indian arts content into grade 1-8 curriculum. Year two was the first implementation year. In addition to continuing implementation, year three will include creation of a replication manual and dissemination of print and Web-based materials. CAREI evaluated three aspects of Project Intersect: teacher participation, teacher professional development, and classroom implementation.
Reunification and Behavioral Problems of American Indian Children in the Child Welfare System
(2016-05) Landers, Ashley
The two studies presented in this dissertation examine outcomes for American Indian children in the child welfare system (Study 1: n = 456, Study 2: n = 3,498). Both studies are grounded in Patterson’s (2002) Family Adjustment and Adaptation Response theory and utilize baseline, 18-month, and 36-month follow-up data from the National Survey of Child and Adolescent Well-being. Each study used propensity score matching and multiple logistic regression, although Study 1 incorporated the Long-Term Foster Care sample and Study 2 used the Child Protective Services sample. Study 1’s purpose was estimating the effect of race on reunification among American Indian, African American, and Caucasian children ages 2 – 15 years. Study findings suggested that reunification did not differ based on race after balancing on family demands and capabilities. Study 2’s purpose was estimating the effect of race on the probability of displaying internalizing and externalizing behavioral problems among American Indian, African American, and Caucasian children ages 2 – 16. years Findings revealed that American Indian children had an increased probability for displaying clinically significant externalizing behavior problems at 36-month follow-up. These studies suggest that, although descriptively American Indian children are less likely to reunify and are more likely to display clinically significant behavioral problems, such findings are not explained by race alone after balancing family demands and capabilities.
Risk Factors for Breast Cancer among American Indian Women
(2016-12) Nadeau, Melanie
Objective: This study was designed to identify risk factors associated with breast cancer among American Indian women, as the first step for developing a risk prediction model similar to the Gail model established for non-Hispanic white women. Methods: A case-control study design was undertaken. Cases and controls were selected from among women undergoing mammograms at the Quentin N. Burdick Medical Care Facility (Indian Health Service) in Belcourt ND. For each woman with breast cancer (n=141), two controls were selected when possible (n=278). All women completed a breast cancer risk questionnaire at the time of their mammogram. This questionnaire was the primary source of data, supplemented by electronic and medical chart files. The risk factors examined were those included in the Gail model, including woman’s age, age at first live birth, age of menarche, the number of previous benign breast biopsies, and the total number of first-degree relatives with breast cancer. In addition, body mass index and parity were also collected. Odds ratios and 95% confidence intervals were calculated using logistic regression. Results: I did not find an association for American Indian women in North Dakota between most of the risk factors commonly identified in other populations and breast cancer. The majority of the associations were weakly positive with confidence intervals including the null value. Of all the risk factors examined, nulliparity was the only one that consistently showed a positive significant association. Conclusion: Disparities in breast cancer incidence, mortality and screening among Northern Plains American Indians emphasize the need to better understand the risk factors associated with breast cancer in this population. It is my hope that this study will contribute to the development of a National Cancer Institute Breast Cancer Risk Assessment Tool that reflects the risk of breast cancer among American Indian women. Based on the results of my study, the value of risk prediction models in American Indian communities is uncertain and clinicians should be cautious in using the current Gail Breast Cancer Risk Assessment Tool to inform their American Indian patients of their risk for breast cancer.
Risky Business? The Complex Case of Surety Bonding in American Indian Country
(Hubert H. Humphrey School of Public Affairs, 2012-12-20) Angadjivand, Sahar; Bailey, Elyse; Bendewald, Jennifer; Mickelson, Nicole; Minge, Ahna; Pickering, Robert; Twite, Andrew
Surety bonds are financial instruments required for many construction projects. Both American Indian contractors and non-Indian contractors doing work in Indian Country face unique legal and financial obstacles to obtaining surety bonds. This paper uses qualitative and quantitative techniques to examine the nature of these challenges. While our quantitative research can only hint at possible barriers to credit, our qualitative research suggests American Indian contractors face significant barriers to obtaining surety bonds. In addition, tribes also face unique complications to surety bonding for construction projects in Indian Country; however, many have developed techniques to avoid such problems. We also propose a number of policy options to address the issues unique to Indian Country and analyze the strengths and weaknesses of each.
School Social Workers and American Indian Students
(2020-06) Campbell, Evelyn
This is a descriptive case study design that will describe the professional practices of school social workers in a public school setting on an Indian reservation with a predominate American Indian population (about 90%) in order to understand what school social workers do to meet the needs of American Indians students. The case study design was used to better understand the role of three school social workers when working with American Indian students to include a detailed description of their daily tasks and activities. This study addresses a gap in the literature on how school social workers can provide services to American Indian students that are consistent with accepted professional principles and standards. The foundation question of this study is as follows: What are the professional practices of school social workers with American Indian students in a public school setting on an Indian reservation. The sub questions that will guide this study are: 1. What are social school workers doing to help American Indian students? 2. Are the experiences of school social workers consistent with accepted professional principles and standards? The findings from this study yield important information on how these three school social workers approached their professional work with American Indians. They adhered to some of the professional principles and standards outline by the National Association of Social Workers (NASW), however, it is not evident if or how they practiced all of them.

University Digital Conservancy

Browse by Subject

Browsing by Subject "American Indian"