Matching Items (6)
Filtering by
- 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 rates of anxiety, depression, and attempted suicide for transgender individuals are extremely elevated relative to the general population. Yet, little research has been conducted about the transgender population regarding social transition (an individual presenting as their authentic/true gender, one different than the gender they were assigned at birth, in the context of everyday life) and parental acceptance. Both of which have been shown to impact the mental health of transgender individuals. The purposes of this study were: (1) To characterize a sample of transgender adults on their age of awareness of their authentic gender identity and their age of social transition. (2) Examine whether age of social transition, (3) parental acceptance, and (4) the gap in time between age of awareness and age of social transition (awareness-transition gap) were related to mental health. (5) Examine whether parental acceptance was related to age of social transition or to awareness-transition gap. (6) Examine whether age of social transition or awareness-transition gap interact with parental acceptance as correlates of mental health. The sample consisted of 115 transgender adults, ages 18 to 64. Measures were separated into 7 subheadings: demographics, transgender
on-cisgender identity, age of awareness, age of social transition, primary caregiver acceptance, secondary caregiver acceptance, and mental health. Hypotheses were partially supported for age of social transition with mental health, parental acceptance with mental health, and awareness-transition gap with parental acceptance. This study investigated under studied concepts of social transition and parental acceptance that appear to have an effect on the mental health of transgender adults.
on-cisgender identity, age of awareness, age of social transition, primary caregiver acceptance, secondary caregiver acceptance, and mental health. Hypotheses were partially supported for age of social transition with mental health, parental acceptance with mental health, and awareness-transition gap with parental acceptance. This study investigated under studied concepts of social transition and parental acceptance that appear to have an effect on the mental health of transgender adults.
ContributorsRosenberg, Beth Ann (Author) / Gonzales, Nancy (Thesis director) / Saenz, Delia (Committee member) / Davis, Mary (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / College of Public Service and Community Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
ContributorsDodova, Madlen (Author) / Soares, Rebecca (Thesis director) / Fontinha de Alcantara, Christiane (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / Mechanical and Aerospace Engineering Program (Contributor)
Created2024-05
ContributorsDodova, Madlen (Author) / Soares, Rebecca (Thesis director) / Fontinha de Alcantara, Christiane (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / Mechanical and Aerospace Engineering Program (Contributor)
Created2024-05
Description
"Tea and Cake with Friends" is a heartwarming children's storybook inspired by the late Anthony Bourdain, a celebrated chef and storyteller who believed in the power of food to unite people from diverse backgrounds. Drawing upon Bourdain's philosophy that sharing a meal creates bonds and celebrates cultural diversity, this enchanting tale invites young readers on a culinary journey filled with friendship, acceptance, and joy. Set in a whimsical world inhabited by charming animal characters, the story unfolds as a group of friends gathers for a delightful tea party. Each character brings a unique dish to share, showcasing the rich tapestry of flavors and traditions from their respective cultures. From savory scones to sweet pastries, the table overflows with delectable treats that reflect the diversity of the animal kingdom. As the friends come together to enjoy their feast, they discover the beauty in embracing each other's differences and celebrating what makes them special. Through heartfelt conversations and laughter-filled moments, they forge deep bonds of friendship that transcend language barriers and cultural boundaries. Illustrated with vibrant and engaging artwork, "Tea and Cake with Friends" celebrates the joy of togetherness and the magic of sharing a meal with loved ones. With its uplifting message of acceptance and unity, this enchanting story encourages children to embrace diversity, cherish their friendships, and savor the simple pleasures of life.
ContributorsDodova, Madlen (Author) / Soares, Rebecca (Thesis director) / Fontinha de Alcantara, Christiane (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / Mechanical and Aerospace Engineering Program (Contributor)
Created2024-05
Description
Theories about the human origin in evolution and religion are fundamentally countering beliefs that are still debated to this day. This study continues to explore this relationship in the college population at a public university with the intention of targeting a diverse religious population. This research hopes to answer the question: does having greater literacy in evolution lead to a noninterventionist perspective on evolution? The prediction is that evidence of increased evolution comprehension will influence students to have a more agnostic, or noninterventionist, view on evolution. An evolution class was given a survey that had two parts broken into demographic and evolution sections with one question that asks about compatibility between evolution and religion. This was given twice in a single semester to track the growth of evolution knowledge and any other differences. There were 265 students in the initial survey, but only 223 responses in the post-survey. The compatibility question had 8 statements that range from creationist to atheistic perspectives and was divided into two sides: interventionist (divine involvement) and noninterventionist (deity may be present but does not intervene). More than 70% of the class had a noninterventionist perspective on evolution despite the Christian categories being the second largest group students identified with after agnostic. The agnostic statement was the top choice followed by the atheistic answer on the noninterventionist side. Lastly, there was some growth of evolution knowledge for each religious category in the evolution section but is not significant for interpretation. Based on the collected data, it is not sufficient to answer the question and requires more data collection via a longitudinal study.
ContributorsLam, Monica (Author) / Kappes, Janelle (Thesis director) / Sterner, Beckett (Committee member) / Barrett, The Honors College (Contributor) / Watts College of Public Service & Community Solut (Contributor) / School of Life Sciences (Contributor)
Created2022-05