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- Creators: Brayboy, Bryan M.J.
Description
This dissertation discusses the intersection of schooling, justice systems, and educational achievements of American Indians. This dissertation is divided into three parts covering six sections; American Indians in the U.S. as a political and racial group, current trends in Indian education and economic conditions with a discussion on the role of epistemological and ontological clashes between Indian ways of thinking and western education practices. Six policy eras are discussed that have shaped Indian education followed by a discussion on how and in what ways the justice system and schooling intersect with the educational achievement of American Indian students.
A qualitative case study explored the experiences of six Navajo prisoners, ages 24-35, in the Winslow State Prison in Arizona. Open-ended interviews inquired about their K-12 education, family, community, and institutional experiences with discipline. Findings revealed negative experiences with schooling had powerful impacts on participants in contrast to family, community, and other institutions. All participants reported experiences in school contributed to interfacing with the justice system. Second, teachers and principals were identified as powerful forces contributing to participants’ negative school experiences. Third, negative family impacts triggered participants’ dependency on the school for support. Findings from this study, evidence suggests that schooling plays a pivotal role influencing a Navajo man's life chances.
This type of research focusing on Indigenous prison inmate voices is needed to understand the experiences of Navajo male offenders who are within the criminal justice system and to then make policy recommendations to support healing and rehabilitation. I conclude by calling for a reimagining of schooling practices based on restorative justice that can mitigate negative disciplinary and violent schooling experiences and restore trust and success of American Indians in the education system.
Keywords: American Indian schooling, school to prison, federal boarding schools
A qualitative case study explored the experiences of six Navajo prisoners, ages 24-35, in the Winslow State Prison in Arizona. Open-ended interviews inquired about their K-12 education, family, community, and institutional experiences with discipline. Findings revealed negative experiences with schooling had powerful impacts on participants in contrast to family, community, and other institutions. All participants reported experiences in school contributed to interfacing with the justice system. Second, teachers and principals were identified as powerful forces contributing to participants’ negative school experiences. Third, negative family impacts triggered participants’ dependency on the school for support. Findings from this study, evidence suggests that schooling plays a pivotal role influencing a Navajo man's life chances.
This type of research focusing on Indigenous prison inmate voices is needed to understand the experiences of Navajo male offenders who are within the criminal justice system and to then make policy recommendations to support healing and rehabilitation. I conclude by calling for a reimagining of schooling practices based on restorative justice that can mitigate negative disciplinary and violent schooling experiences and restore trust and success of American Indians in the education system.
Keywords: American Indian schooling, school to prison, federal boarding schools
ContributorsGreyeyes, Delores (Author) / Brayboy, Bryan M.J. (Thesis advisor) / Huaman, Elizabeth S. (Thesis advisor) / Gomez, Alan E. (Committee member) / Arizona State University (Publisher)
Created2018
Description
Native American students often enter postsecondary education as means of serving a broader community. Studies among a broad base of tribes found that the desire to serve a larger community acts as a motivation to persist through college. However, institutions of higher education often center on individualistic empowerment rather than focusing on how to empower tribal communities.
Due to the lack of quality datasets that lend to quantitative research, our understanding of factors related to American Indian/Alaska Native (AI/AN) postsecondary persistence has primarily been based on qualitative studies The purpose of this study is to understand how the desire to serve a larger community influences current and former Cocopah and Quechan undergraduate students’ college persistence. The study adds to the Native American postsecondary persistence literature base, that up till now, has not quantitatively examined students’ desire to serve a larger community as a persistence factor while intentionally sampling two smaller tribes with tribal enrollments less than four thousand.
This dissertation presents a Native American persistence model and alternative method of sampling small Indigenous nations, establishes construct validity for an instrument measuring the proposed persistence model and provides evidence the proposed model predicts postsecondary persistence and academic performance. The design of the model derives from a review theories and scholarship on Native American persistence. Subsequently, construction of an instrument measuring the model emerged from the theories, literature, expert feedback, and pilot testing. Using data collected from an online survey of a sample of Cocopah and Quechan students (n=117), the study provides evidence of construct validity of the instrument through an exploratory factor analysis. Following the instrument validation, regression analyses indicates that AI/AN postsecondary persistence within both two-year and four-year institutions is positively associated with student desire to give back. The evidence further suggests that researchers, practitioners, and administrators should expand programs that center on nation-building to increase the persistence of Native American students while simultaneously meeting the needs of tribal nations.
Due to the lack of quality datasets that lend to quantitative research, our understanding of factors related to American Indian/Alaska Native (AI/AN) postsecondary persistence has primarily been based on qualitative studies The purpose of this study is to understand how the desire to serve a larger community influences current and former Cocopah and Quechan undergraduate students’ college persistence. The study adds to the Native American postsecondary persistence literature base, that up till now, has not quantitatively examined students’ desire to serve a larger community as a persistence factor while intentionally sampling two smaller tribes with tribal enrollments less than four thousand.
This dissertation presents a Native American persistence model and alternative method of sampling small Indigenous nations, establishes construct validity for an instrument measuring the proposed persistence model and provides evidence the proposed model predicts postsecondary persistence and academic performance. The design of the model derives from a review theories and scholarship on Native American persistence. Subsequently, construction of an instrument measuring the model emerged from the theories, literature, expert feedback, and pilot testing. Using data collected from an online survey of a sample of Cocopah and Quechan students (n=117), the study provides evidence of construct validity of the instrument through an exploratory factor analysis. Following the instrument validation, regression analyses indicates that AI/AN postsecondary persistence within both two-year and four-year institutions is positively associated with student desire to give back. The evidence further suggests that researchers, practitioners, and administrators should expand programs that center on nation-building to increase the persistence of Native American students while simultaneously meeting the needs of tribal nations.
ContributorsLopez, Jameson D (Author) / Brayboy, Bryan M.J. (Thesis advisor) / Martin, Nathan D. (Thesis advisor) / Shotton, Heather J. (Committee member) / Arizona State University (Publisher)
Created2018
Description
Iron City Magazine is an online and print journal devoted entirely to writing and art from the prison world. It is our hope that through this creative platform, incarcerated artists and writers find value in their stories, fuel for personal growth, and pride in their accomplishments. Inmates are, first and foremost, people. They own stories worthy of telling and sharing. Iron City Magazine aims to highlight these stories in a way more permanent than a private journal. In addition, we serve to remind the general public that inmates can make meaningful contributions to their communities. So often, this potential is forgotten or overshadowed by their crimes. By validating inmates' humanity through writing and art, we encourage a culture of understanding and transformation.
ContributorsVolin, Natalie Esther (Author) / Wells, Cornelia (Thesis director) / Berry, Shavawn (Committee member) / College of Letters and Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05