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- All Subjects: American Indians
- All Subjects: Japanese Americans
- Creators: Nakagawa, Kathryn
- Creators: Miller, Robert
- Member of: Theses and Dissertations
- Status: Published
Description
Belonging to a tribe or American Indian Indigenous group in the United States, even if one has already been enrolled or accepted into the community, is a lifelong endeavor. Belonging may be achieved by meeting specific criteria during one life stage yet one must continue to behave and act in ways that align with community expectations to maintain a sense of belonging throughout all life stages. This descriptive qualitative case study presents the findings of in-depth interviews, with five individual tribal members, two male and three female participants, ranging in age from 25 to 55, who are college graduates and tribal members. The study aimed to understand the different forms and ideas of belonging for tribal members, how the notion of belonging is understood and achieved over the life course, and how phenotypic arguments, blood quantum, the role of schooling and demonstration of tribal knowledge influences the extent to which belonging is earned and how that can change over time. The study sought to answer the following questions: How do tribal members define “belonging”? How and in what ways do tribal members learn how to become members of the community? And, what can tribal communities and tribal members do to foster a sense of belonging for members who have left to obtain professional or academic training and seek to return to serve the nation?
The study focused on participants the Gila River Indian Community, a tribal community in southwest Arizona with approximately 23,000 enrolled members, who completed a higher education degree and sought to return to serve as professionals and/or leaders at their tribal nation. Interviews were conducted off-reservation in the Phoenix metropolitan area within a 30-day window and held during the month of September
2015. Interviews were analyzed using three iterative levels of content analysis. Findings suggest there can be three methods of belonging within Gila River: belonging by cultural practices, belonging by legal definition, and belonging by both cultural and legal definition. However, the three methods of belonging do not automatically equate to being accepted by other tribal members.
The study focused on participants the Gila River Indian Community, a tribal community in southwest Arizona with approximately 23,000 enrolled members, who completed a higher education degree and sought to return to serve as professionals and/or leaders at their tribal nation. Interviews were conducted off-reservation in the Phoenix metropolitan area within a 30-day window and held during the month of September
2015. Interviews were analyzed using three iterative levels of content analysis. Findings suggest there can be three methods of belonging within Gila River: belonging by cultural practices, belonging by legal definition, and belonging by both cultural and legal definition. However, the three methods of belonging do not automatically equate to being accepted by other tribal members.
ContributorsMolina, Mario (Author) / Brayboy, Bryan (Thesis advisor) / Moore, Elsie (Committee member) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2018
Description
The Japanese American internment in Arizona proved to be one of the greatest assaults on the civil liberties of American citizens in the 20th century. Families lived in shabby facilities, had meager food, fought isolation, and strict military control. However, they overcame these challenges and built a strong community relationship and courageously sought to prove their loyalty to a government that deemed them untrustworthy. With time, their fortitude and solidarity helped bring an end to World War II and create new lives afterwards.
ContributorsPaasch, Natalie Jean (Author) / Longley, Rodney (Thesis director) / Nakagawa, Kathryn (Committee member) / Rondilla, Joanne (Committee member) / Barrett, The Honors College (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2013-05
Description
Asian Americans have a unique relationship with food. From the moment they landed on American soil, their history and experiences have been tied to food, and not entirely by their own will. Now, the general American population enjoys foods from a multitude of ethnic groups, but in America’s early history, these foods were abhorred and used as justifications for legal discrimination, murders, massacres, and banishment. These struggles forced Asian Americans to work in the food industry (the only work they could do without as much backlash), further promoting the association of Asian Americans and food. While working in the food industry in order to find passage into America and to survive, many Asian dishes had to be assimilated to the palette of the general White American population and many dishes were made up and presented as authentically Asian. Some of these dishes have become iconic when thinking of classic American foods—chow mein, orange chicken, and more. For many non-Asian Americans, these popular dishes contribute to the pairing of Asian Americans with food and the food industry. But for Asian Americans, these dishes symbolize their struggles—leaving their homes and families behind, trying to live out the American dream, assimilating and changing their foods in just the right way in order to fit in, be accepted, and to survive. This project, in the form of a cookbook, examines the significance of food in the Chinese American, Japanese American, and Filipino American experiences in America while looking at the histories of those specific foods as well as histories of each group.
ContributorsTo, Lennie (Author) / Yoo, Hyung Chol (Thesis director) / Nakagawa, Kathryn (Committee member) / Department of Psychology (Contributor) / School of Life Sciences (Contributor) / School for the Science of Health Care Delivery (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The beginnings of this paper developed from the initial question of: how can tribal nations create private economies on their reservations? Written and researched from an undergraduate student perspective, this paper begins to answer the question by analyzing the historical and current states of Indian Country's diverse tribal economies. Additionally, this paper will identify various tribal economic development challenges with a specific emphasis on education attainment as a key factor. Then, a solution will be presented in the form of a tribal business program modeled within the W.P. Carey School of Business at Arizona State University located in Tempe, Arizona. The solution is grounded in the idea that a highly qualified workforce is the best resource for economic development.
ContributorsTso, Cora Lee (Author) / Miller, Robert (Thesis director) / Hillman, Amy (Committee member) / School of Politics and Global Studies (Contributor) / American Indian Studies Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2016-12