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Description
The signing of the No Child Left Behind Act in 2001 created a need for Title 1 principals to conceptualize and operationalize parent engagement. This study examines how three urban principals in Arizona implemented the mandates of the Act as it pertains to parent involvement. The purpose of this qualitative case study is to examine how principals operationalize and conceptualize parent involvement as they navigate barriers and laws particular to the state of Arizona. This study sought to understand issues surrounding parent involvement in Title 1 schools in Arizona. The beliefs and interview dialogue of the principals as it pertains to parent engagement provided an understanding of how urban principals in Arizona implement the aspects of No Child Left Behind Act that deal with parent involvement. The research study concluded that parents have community cultural wealth that contributes to the success of the students of engaged parents and that cultural responsive leadership assists principals with engaging parents in their schools. The research concludes that a gap exists between how parents and principals perceive and construct parent engagement versus what is prescribed in No Child Left Behind Act.
ContributorsConley, Loraine (Author) / Brayboy, Bryan (Thesis advisor) / Mccarty, Teresa (Committee member) / Scott, Kimberly (Committee member) / Arizona State University (Publisher)
Created2012
Description
Tewa Women United (TWU) is a Native women-founded, centered and run organization located in northern New Mexico, in the original boundaries of the Tewa homelands. TWU is the only independent Native women’s non-profit organization providing direct services, advocacy and prevention services in the Pojoaque-Española Valley area within Northern Santa Fe and Rio Arriba Counties. TWU believes in building beloved families and communities to end all forms of violence against women, girls and Mother Earth and have been working for the past 25 years toward fulfillment of this vision. This dissertation, including a journal article, book chapter, and policy red paper, looks at what happens when Pueblo/ Tewa women become active agents in resistance to the Colonial-White Supremacist Capitalist Scientist Patriarchy. In these distinct dissertation pieces, I examine how TWU has developed a theory of Opide (pronounced Oh-Peh-dee) and Research Methodology to design and implement culturally responsive programs and projects which support ending violence against Pueblo/ Tewa women, girls and Mother Earth. In this instance looking at a campaign and project that Tewa Women United has developed: The Protect Those Most Vulnerable Campaign under the Environmental Justice and Health Program and A’gin Healthy Sexuality and Body Sovereignty project under the Women’s Leadership and Economic Freedom Program. Opide means braiding and weaving together, it is a theory of practice to action.
ContributorsSanchez, Corrine Monica (Author) / Brayboy, Bryan (Thesis advisor) / Sumida-Huaman, Elizabeth (Thesis advisor) / Swadener, Elizabeth (Committee member) / Trujillo, Patricia (Committee member) / Arizona State University (Publisher)
Created2015
Description
The overarching purpose of my dissertation is to offer one Pueblo perspective about research and health education to contribute to critical dialogue among Pueblo people so that relevant research and health education approaches grounded in Pueblo thinking can emerge. Research was a pebble in my shoe that caused me great discomfort as I walked within academia during the many years I worked as a health educator at a university, and continues to bother me. The purpose of my journal article is to discuss why much mainstream research is problematic from a Pueblo Indian standpoint and to explore considerations for research with Pueblo people. The purpose of my book chapter is to reflect on my experiences as a Pueblo Indian health educator to add to the discussion about the importance of grounding Pueblo health education in local Pueblo knowledge systems and to discuss the limitations of delivering health education primarily grounded in a western biomedical disease model. Finally, my policy brief is an urgent call to action for tribal leaders regarding a recent change to the New Mexico Department of Health's race and ethnicity presentation in health data standard. This change resulted in 39,636 American Indians and Alaska Natives in New Mexico being reclassified as Hispanic. It is my intention to connect my ideas about research and health education with the work of other Pueblo scholars to add to the growing body of Pueblo informed writing to contribute to current and future scholarship that will ultimately benefit Pueblo people.
ContributorsSuina, Michele (Author) / Sumida Huaman, Elizabeth (Thesis advisor) / Brayboy, Bryan (Thesis advisor) / Gomez, Alan (Committee member) / Arizona State University (Publisher)
Created2015
Description
Due to the history of colonization, disruption of Indigenous life ways, and encroachment of external Western ideals and practices upon tribal peoples in New Mexico, the protection and preservation of tribal customs, values, traditions, and ways of thinking are critical to the continued existence of the tribes. It has taken many years for tribal communities, such as the 19 Pueblos of New Mexico, to get to where they find themselves today: In a paradoxical situation stemming from the fact that Pueblo people are told to pursue the iconic American Dream, which was not actually designed or intended for tribal peoples and that always seems to be just out of reach for many community members. Yet many of them do their best to emulate the capitalistic consumption and the Western way of life. What is troubling about this is that perhaps many of these people are starting to forget that it was the strength of their ancestors and their dreams that allowed Pueblo people to be here today. So, how do Pueblo people address this paradox? How do they begin to give newer generations, such as the youth, the tools to question and to assess future programs and the future of the tribal communities? Furthermore, what does such a process of preserving and reclaiming mean for future governance? Are these communities prepared to accept the outcomes?
This compilation seeks to address these issues by examining a) the creation and delivery of Western medicine for American Indians in New Mexico and b) a discussion of Pueblo culture and belief systems. The exploration will include not only discussing health and health care concerns, but it will also engage the future considerations that tribal governments in New Mexico, specifically Pueblo Indian communities, must reflect on to ensure the preservation of the culture and values of Pueblo people. Finally, specific recommendations for action and discussion will be delivered in the form of a policy paper that is designed for tribal leadership and tribal administrative audiences and suggested for implementation.
This compilation seeks to address these issues by examining a) the creation and delivery of Western medicine for American Indians in New Mexico and b) a discussion of Pueblo culture and belief systems. The exploration will include not only discussing health and health care concerns, but it will also engage the future considerations that tribal governments in New Mexico, specifically Pueblo Indian communities, must reflect on to ensure the preservation of the culture and values of Pueblo people. Finally, specific recommendations for action and discussion will be delivered in the form of a policy paper that is designed for tribal leadership and tribal administrative audiences and suggested for implementation.
ContributorsLucero, Kenneth Brian (Author) / Sumida Huaman, Elizabeth (Thesis advisor) / Brayboy, Bryan (Thesis advisor) / Martin, Nathan (Committee member) / Arizona State University (Publisher)
Created2015
Description
This case study explores American Indian student activist efforts to protect and promote American Indian education rights that took place during 2007-2008 at a predominantly white institution (PWI) which utilizes an American Indian tribal name as its institutional athletic nickname. Focusing on the experiences of five American Indian student activists, with supplementary testimony from three former university administrators, I explore the contextual factors that led to activism and what they wanted from the institution, how their activism influenced their academic achievement and long-term goals, how the institution and surrounding media (re)framed and (re)interpreted their resistance efforts, and, ultimately, what the university's response to student protest conveys about its commitment to American Indian students and their communities. Data was gathered over a seven-year period (2007-2014) and includes in-depth interviews, participant observation, and archival research. Using Tribal Critical Race Theory and Agenda Setting Theory, this study offers a theoretically informed empirical analysis of educational persistence for American Indian students in an under-analyzed geographic region of the U.S. and extends discussions of race, racism, and the mis/representation and mis/treatment of American Indians in contemporary society.
Findings suggest the university's response significantly impacted the retention and enrollment of its American Indian students. Although a majority of the student activists reported feeling isolated or pushed out by the institution, they did not let this deter them from engaging in other social justice oriented efforts and remained dedicated to the pursuit of social justice and/or the protection of American Indian education rights long after they left the in institution. Students exercised agency and demonstrated personal resilience when, upon realizing the university environment was not malleable, responsive, or conducive to their concerns, they left to advocate for justice struggles elsewhere. Unfortunately for some, the university's strong resistance to their efforts caused some to exit the institution before they had completed their degree.
Findings suggest the university's response significantly impacted the retention and enrollment of its American Indian students. Although a majority of the student activists reported feeling isolated or pushed out by the institution, they did not let this deter them from engaging in other social justice oriented efforts and remained dedicated to the pursuit of social justice and/or the protection of American Indian education rights long after they left the in institution. Students exercised agency and demonstrated personal resilience when, upon realizing the university environment was not malleable, responsive, or conducive to their concerns, they left to advocate for justice struggles elsewhere. Unfortunately for some, the university's strong resistance to their efforts caused some to exit the institution before they had completed their degree.
ContributorsSolyom, Jessica A (Author) / Brayboy, Bryan (Thesis advisor) / Romero, Mary (Committee member) / Lee, Charles (Committee member) / Flores, Lisa (Committee member) / Arizona State University (Publisher)
Created2014
Description
V(D)J recombination is responsible for generating an enormous repertoire of immunoglobulins and T cell receptors, therefore it is a centerpiece to the formation of the adaptive immune system. The V(D)J recombination process proceeds through two steps, site-specific cleavage at RSS (Recombination Signal Sequence) site mediated by the RAG recombinase (RAG1/2) and the subsequent imprecise resolution of the DNA ends, which is carried out by the ubiquitous non-homologous end joining pathway (NHEJ). The V(D)J recombination reaction is obliged to be tightly controlled under all circumstances, as it involves generations of DNA double strand breaks, which are considered the most dangerous lesion to a cell. Multifaceted regulatory mechanisms have been evolved to create great diversity of the antigen receptor repertoire while ensuring genome stability. The RAG-mediated cleavage reaction is stringently regulated at both the pre-cleavage stage and the post-cleavage stage. Specifically, RAG1/2 first forms a pre-cleavage complex assembled at the boarder of RSS and coding flank, which ensures the appropriate DNA targeting. Subsequently, this complex initiates site-specific cleavage, generating two types of double stranded DNA breaks, hairpin-ended coding ends (HP-CEs) and blunt signal ends (SEs). After the cleavage, RAG1/2 proteins bind and retain the recombination ends to form post-cleavage complexes (PCC), which collaborates with the NHEJ machinery for appropriate transfer of recombination ends to NHEJ for proper end resolution. However, little is known about the molecular basis of this collaboration, partly attributed to the lack of sensitive assays to reveal the interaction of PCC with HP-CEs. Here, for the first time, by using two complementary fluorescence-based techniques, fluorescence anisotropy and fluorescence resonance energy transfer (FRET), I managed to monitor the RAG1/2-catalyzed cleavage reaction in real time, from the pre-cleavage to the post-cleavage stages. By examining the dynamic fluorescence changes during the RAG-mediated cleavage reactions, and by manipulating the reaction conditions, I was able to characterize some fundamental properties of RAG-DNA interactions before and after cleavage. Firstly, Mg2+, known as a physiological cofactor at the excision step, also promotes the HP-CEs retention in the RAG complex after cleavage. Secondly, the structure of pre-cleavage complex may affect the subsequent collaborations with NHEJ for end resolution. Thirdly, the non-core region of RAG2 may have differential influences on the PCC retention of HP-CEs and SEs. Furthermore, I also provide the first evidence of RAG1-mediated regulation of RAG2. Our study provides important insights into the multilayered regulatory mechanisms, in modulating recombination events in developing lymphocytes and paves the way for possible development of detection and diagnotic markers for defective recombination events that are often associated immunodeficiency and/or lymphoid malignancy.
ContributorsWang, Guannan (Author) / Chang, Yung (Thesis advisor) / Levitus, Marcia (Committee member) / Misra, Rajeev (Committee member) / Anderson, Karen (Committee member) / Arizona State University (Publisher)
Created2012
Description
The purpose of this study was to answer the question, "What are the experiences of students who have completed the Achievement Academy program?" In collecting data to answer this question, a series of clarifying questions also emerged: "What are the cultural, academic, and personal costs and benefits associated with being a part of Achievement Academy?"; "How have students defined or redefined their cultural, social, academic, and personal identities because of Achievement Academy?"; and "In what ways have the students used their surroundings and experiences to overcome preconceived notions of either what they were capable of or general expectations of those around them?" While there have been studies undertaken to examine students' experiences in both public school and private school academic programs, there is currently no research on the unique academic program and partnership of Achievement Academy with both public and private schools. This study provides direct insight from a participant focus group and individual participant interviews of students that attended Achievement Academy. A phenomenology research methodology was used to collect the data and Critical Race Theory (CRT) was used as the lens through which the data from the focus group and interviews were analyzed. This analysis resulted in three distinct findings in the research data: peers, program environment, and the presence of a mentor or positive role model are the major influencing factors for their success both in Achievement Academy and afterwards. First, the Achievement Academy students' peers in the program had a strong positive influence on how they viewed and defined themselves. These interactions allowed some students an opportunity to re-evaluate and recreate their identities and allowed validation of identity for others. Second, the Achievement Academy program, and more specifically its stated mission and practices, also provided a strong positive influence on their success. Third, the presence of a mentor or role model was instrumental to their success. The program's emphasis on empowerment and enrichment also created opportunities for students to stretch themselves academically, socially, and culturally.
ContributorsCalleroz White, James (Author) / Brayboy, Bryan (Thesis advisor) / Neck, Christopher (Committee member) / Boyle, Charlotte (Committee member) / Arizona State University (Publisher)
Created2012
Description
Intrinsic antibiotic resistance is of growing concern in modern medical treatment. The primary action of multidrug resistant strains is through over-expression of active transporters which recognize a broad range of antibiotics. In Escherichia coli, the TolC-AcrAB complex has become a model system to understand antibiotic efflux. While the structures of these three proteins (and many of their homologs) are known, the exact mechanisms of interaction are still poorly understood. By mutational analysis of the TolC turn 1 residues, a drug hypersensitive mutant has been identified which is defective in functional interactions with AcrA and AcrB. Antibiotic resistant revertants carry alterations in both TolC and AcrA act by stabilizing functional complex assembly and opening of the TolC aperture, as monitored by stability of a labile TolC mutant and sensitivity to vancomycin, respectively. Alterations in the AcrB periplasmic hairpin loops lead to a similar antibiotic hypersensitivity phenotype and destabilized complex assembly. Likewise, alterations in TolC which constitutively open the aperture suppress this antibiotic sensitivity. Suppressor alterations in AcrA and AcrB partially restore antibiotic resistance by mediating stability of the complex. The AcrA suppressor alterations isolated in these studies map to the three crystallized domains and it is concluded they alter the AcrA conformation such that it is permanently fixed in an active state, which wild type only transiently goes through when activated by AcrB. Through this genetic evidence, a direct interaction between TolC and AcrB which is stabilized by AcrA has been proposed. In addition to stabilizing the interactions between TolC and AcrB, AcrA is also responsible for triggering opening of the TolC aperture by mediating energy flow from AcrB to TolC. By permanently altering the conformation of AcrA, suppressor mutants allow defective TolC or AcrB mutants to regain functional interactions lost by the initial mutations. The data provide the genetic proof for direct interaction between AcrB and that AcrA mediated opening of TolC requires AcrB as a scaffold.
ContributorsWeeks, Jon William (Author) / Misra, Rajeev (Thesis advisor) / Stout, Valerie (Committee member) / Shi, Yixin (Committee member) / Clark-Curtiss, Josephine (Committee member) / Arizona State University (Publisher)
Created2012
Description
In this dissertation, I focus on a subset of Native American theatre, one that concentrates on peoples of mixed heritages and the place(s) between worlds that they inhabit. As it is an emergent field of research, one goal of this project is to illuminate its range and depth through an examination of three specific points of focus - plays by Elvira and Hortencia Colorado (Chichimec Otomí/México/US), who create theatre together; Diane Glancy (Cherokee/US); and Marie Clements (Métis/Canada). These plays explore some of the possibilities of (hi)story, culture, and language within the theatrical realm across Turtle Island (North America). I believe the playwrights' positionalities in the liminal space between Native and non-Native realms afford these playwrights a unique ability to facilitate cross-cultural dialogues through recentering Native stories and methodologies. I examine the theatrical works of this select group of mixed heritage playwrights, while focusing on how they open up dialogue(s) between cultures, the larger cultural discourses with which they engage, and their innovations in creating these dialogues. While each playwright features specific mixed heritage characters in certain plays, the focus is generally on the subject matter - themes central to current Native and mixed heritage daily realities. I concentrate on where they engage in cross-cultural discourses and innovations; while there are some common themes across the dissertation, the specific points of analysis are exclusive to each chapter. I employ an interdisciplinary approach, which includes theories from theatre and performance studies, indigenous knowledge systems, comparative literary studies, rhetoric, and cultural studies.
ContributorsNoell, Tiffany (Author) / Underiner, Tamara L. (Thesis advisor) / Woodson, Stephani (Committee member) / Brayboy, Bryan (Committee member) / Arizona State University (Publisher)
Created2011
Description
The discovery and development of novel antibacterial agents is essential to address the rising health concern over antibiotic resistant bacteria. This research investigated the antibacterial activity of a natural clay deposit near Crater Lake, Oregon, that is effective at killing antibiotic resistant human pathogens. The primary rock types in the deposit are andesitic pyroclastic materials, which have been hydrothermally altered into argillic clay zones. High-sulfidation (acidic) alteration produced clay zones with elevated pyrite (18%), illite-smectite (I-S) (70% illite), elemental sulfur, kaolinite and carbonates. Low-sulfidation alteration at neutral pH generated clay zones with lower pyrite concentrations pyrite (4-6%), the mixed-layered I-S clay rectorite (R1, I-S) and quartz.
Antibacterial susceptibility testing reveals that hydrated clays containing pyrite and I-S are effective at killing (100%) of the model pathogens tested (E. coli and S. epidermidis) when pH (< 4.2) and Eh (> 450 mV) promote pyrite oxidation and mineral dissolution, releasing > 1 mM concentrations of Fe2+, Fe3+ and Al3+. However, certain oxidized clay zones containing no pyrite still inhibited bacterial growth. These clays buffered solutions to low pH (< 4.7) and oxidizing Eh (> 400 mV) conditions, releasing lower amounts (< 1 mM) of Fe and Al. The presence of carbonate in the clays eliminated antibacterial activity due to increases in pH, which lower pyrite oxidation and mineral dissolution rates.
The antibacterial mechanism of these natural clays was explored using metal toxicity and genetic assays, along with advanced bioimaging techniques. Antibacterial clays provide a continuous reservoir of Fe2+, Fe3+ and Al3+ that synergistically attack pathogens while generating hydrogen peroxide (H2O¬2). Results show that dissolved Fe2+ and Al3+ are adsorbed to bacterial envelopes, causing protein misfolding and oxidation in the outer membrane. Only Fe2+ is taken up by the cells, generating oxidative stress that damages DNA and proteins. Excess Fe2+ oxidizes inside the cell and precipitates Fe3+-oxides, marking the sites of hydroxyl radical (•OH) generation. Recognition of this novel geochemical antibacterial process should inform designs of new mineral based antibacterial agents and could provide a new economic industry for such clays.
Antibacterial susceptibility testing reveals that hydrated clays containing pyrite and I-S are effective at killing (100%) of the model pathogens tested (E. coli and S. epidermidis) when pH (< 4.2) and Eh (> 450 mV) promote pyrite oxidation and mineral dissolution, releasing > 1 mM concentrations of Fe2+, Fe3+ and Al3+. However, certain oxidized clay zones containing no pyrite still inhibited bacterial growth. These clays buffered solutions to low pH (< 4.7) and oxidizing Eh (> 400 mV) conditions, releasing lower amounts (< 1 mM) of Fe and Al. The presence of carbonate in the clays eliminated antibacterial activity due to increases in pH, which lower pyrite oxidation and mineral dissolution rates.
The antibacterial mechanism of these natural clays was explored using metal toxicity and genetic assays, along with advanced bioimaging techniques. Antibacterial clays provide a continuous reservoir of Fe2+, Fe3+ and Al3+ that synergistically attack pathogens while generating hydrogen peroxide (H2O¬2). Results show that dissolved Fe2+ and Al3+ are adsorbed to bacterial envelopes, causing protein misfolding and oxidation in the outer membrane. Only Fe2+ is taken up by the cells, generating oxidative stress that damages DNA and proteins. Excess Fe2+ oxidizes inside the cell and precipitates Fe3+-oxides, marking the sites of hydroxyl radical (•OH) generation. Recognition of this novel geochemical antibacterial process should inform designs of new mineral based antibacterial agents and could provide a new economic industry for such clays.
ContributorsMorrison, Keith D (Author) / Williams, Lynda B (Thesis advisor) / Williams, Stanley N (Thesis advisor) / Misra, Rajeev (Committee member) / Shock, Everett (Committee member) / Anbar, Ariel (Committee member) / Arizona State University (Publisher)
Created2015