Ed.D. Dissertations in Practice - Muckleshoot Cohort Doctoral Program

Permanent URI for this collectionhttps://hdl.handle.net/1773/53096

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Now showing 1 - 9 of 9

Indigenous-based Mindful Activities for Students with Test Anxiety
(2023-05-25) Maharaj, Amy; Minthorn, Robin Zape-tah-hol-ah; Montgomery, Michelle; Wyena, Edna
College life for students can be stressful, with stress and anxiety being one of the biggest impacts on a student's academic performance; with test anxiety being one of the biggest culprits in causing stress and anxiety among college students. One of the ways that students can help ease test anxiety is through mindful practices. As many colleges and universities increase their availability to provide mindfulness resources - there seems to be a lack of mindfulness resources for Black, Indigenous, and People of Color (BIPOC) students. The research study for this dissertation utilized Indigenous-based mindful practices from Indigenous and South Asian mindfulness practitioners. The mixed-methods study involved 12 participants who identified as Indigenous/Native American and Latinx. The participants spent 10 days practicing mindful practices from Indigenous and South Asian practitioners, along with filling out the Beck Anxiety Inventory, Cohen Perceived Stress Scale, Five Facet Mindfulness Questionnaire, which followed with an interviewer with post-guided questions. Findings concluded that participants found the mindful activities beneficial for their test anxiety.
Tienes Que Ser Bien Educada: A Call for Art, Reconciliation, and Justice in Education
(2023-05-03) Jimenez, Eileen; Minthorn, Robin Zape-tah-hol-ah; Montgomery, Michelle; Rendon, Laura
Settler colonialism and colonized methodologies have created systems and power dynamics that continue to allow the holders of power and decision makers to deem what is ethical and what is appropriate as it concerns research of others, but in particular, Indigenous peoples. The voices that are given the most visibility in research are those who conduct and produce research through the paradigm of Western education and with standards of Western research. Settler colonialism has warped the purpose and the responsibility of educators. This study created space for understanding about our collective responsibility in teaching, learning and education for the community and students. We serve as a vehicle for disrupting Western paradigms and Western research standards. This research showed that art can also be a means of research and can help us, as educators, community members and leaders, reconnect to the sacred and emotional experiences of ourselves, our communities and visions for the future. Art and Indigenous artwork specifically, has the power to transcend colonial limits of what it means to learn and to share stories. The research questions produced a space for connection and reconciliation through a community art show that centered voices and experiences of community members that are usually excluded from storytelling platforms and gallery spaces. Artwork centered culture keeper/artist perceptions of what decolonized education and knowledge is, looks like and feels like. The research in this study created space for understanding of how settler colonialism oppresses education and learning, and how it creates an illusion of the severing of emotional connection to place. This research also explored liberatory education and specifically, how we reimagine what it means to learn and how we put emotion back into learning and education. Finally, this research explored how the complex concept of reconciliation can exist in the context of knowledge, education and learning.
Off the Rez: Witnessing Indigenous Knowledges Through Social Media
(2023-06-09) Hales, Deborah; Minthorn, Robin Zape-tah-hol-ah; Montgomery, Michelle; Ives, Tleena
The term "Off the Rez" is used, in the title, to mean research that is not done on a reservation or in urban areas. This study aims to discover if social media can be used as an innovative option for non-Indigenous allies to conduct respectful research. The study research questions were, (1) can social media be used as a research tool, to witness Indigenous Knowledges? (2) Can social media be used as research, by non-Indigenous research allies, to have the least impact on Indigenous communities? This research was conducted using social media, with selected Indigenous participants who were 18, identified as Indigenous, were social media content creators, and who displayed their Indigeneity in some way. During the data collection phase, five themes emerged (1) how to (do something), (2) teaching videos, (3) setting the record straight, (4) humor videos, and (5) instances of culture or Indigeneity. There were 30 Indigenous social media content creators who were observed, for the participant observation portion of this research. There were eleven (11) creators who took the survey, and one (1) Indigenous creator who partook in an interview and agreed to be part of and named as an example of the TikTokers observed in this study. Through Participant observation, I was able to witness Indigenous knowledges. The results of the survey found that Indigenous social media content creators believe it either might be or is possible, for allies to lessen their impact on Tribal communities, by using social media. To the Lower Elwha Klallam Tribal community, which includes the Lower Elwha Klallam Tribe, thank you for giving me the opportunity to live, work, and love among you. Thank you to all of you, for being where I call home, and where my heart is. Thank you to the families and people that specifically helped me in my educational journey.
Indigenizing Education: Universal Design for Learning and Indigenous Leadership Frameworks
(2023-05-25) Vasilez, Jennifer; Minthorn, Robin Zape-tah-hol-ah; Montgomery, Michelle; Hardison-Stevens, Dawn
Abstract This study seeks to determine if Universal Design for Learning could serve as a culturally sustaining classroom framework for supporting Indigenous students in classroom settings. It also shares the perceived proficiency of Indigenous parents by those serving in a caregiver role for Indigenous youth, as well as the perceived potential of specific elements of Universal Design for Learning in supporting their students. As an Indigenous woman, I recognize the importance of asking Indigenous families if this strategy is worthy of further research, before conducting research into the efficacy of Universal Design for Learning in this way. This research project also explores the k-12th grade educational experience of Indigenous caregivers and provides potential models for where Indigenous Leadership Frameworks and Universal Design for Learning align and where they are misaligned. My research found significant alignment between Universal Design for Learning practices and Indigenous Leadership Frameworks. The survey data from caregivers of Indigenous children also confirms this alignment, though more research may be necessary that would broaden the demographics represented in the data from this survey.
NO FRACTIONS HERE: NAVIGATING BLOOD QUANTUM-BASED COLORISM SETTLER IDEOLOGY WITHIN TRIBAL COMMUNITIES
(2023-05-30) Dillon, DeAnn; Minthorn, Robin Zape-tah-hol-ah; Montgomery, Michelle; Sterud-Miller, Danica
In this paper, I study the practices of Tribal blood quantum within tribal communities from an Indigenous perspective, focusing on an internal community concern regarding blood quantum and its impact on Native people, tribal communities, and the next seven generations. Looking from the lens of how Indigenous peoples view tribal membership enrollment and Native American blood quantum from the perspective of Indigenous people. Using a mixed method approach with a survey and interviews, I identified a trend of emotions that affects tribal citizens' cultural identity, kinship, and sense of belonging, coining the term Blood Quantum-Based Colorism (BQBC). Acknowledging, understanding, and criticizing blood quantum settler ideology will be vital to our future generations and tribal sustainability. Throughout my paper, I use the terms: Native, Indigenous, and tribal interchangeably and intentionally.
The One Drop Rule While Being a Black Indigenous Woman
(2023-06-10) McDaniel, Ada; Minthorn, Robin Zape-tah-hol-ah; Montgomery, Michelle; Warren, Cora
The process of sharing my story will be from my Black Indigenous mindset in which my character has been formed over the last 63 years. It has not been a pleasant journey being part of two worlds, the red and black, both being led by the colonizing rulings, but there has never been a dull moment. I have learned that I am from the best of two worlds and I am willing to share those experiences through my trials, and tribulations, and from the guidance my ancestors from both worlds have tasked me with.
Preparing the Future, Healing the Past, & Being in the Moment with Teachers as they Indigenize the Way They Teach
(2023-06-09) Halcomb, Ramona; Minthorn, Robin Zape-tah-hol-ah; Montgomery, Michelle; Lynn, Laura
This research study will interview participants from the first cohort of the Indigenizing Pedagogy Institute at the University of Washington Tacoma. The current educational system is failing to adequately serve American Indian/Alaska Native Students' Educational needs. Education creates knowledge, develops our political and civic goals, and systemically influences socialization and how we see ourselves and others; it determines our economic future and well-being. We must modify our pedagogy if we are to meet the needs of American Indian/Alaska Native Students.
Educational Sovereignty: Creating Community by Ensuring Belonging
(2023-06-01) Jones, Merisa K; Minthorn, Robin Zape-tah-hol-ah; Montgomery, Michelle; Tom, Lexie
The purpose of this research is to look at how we can use the education system as a tool to restore tribal identity and create belonging. To successfully see this work through the Lummi Nation, I will have to look at ways to challenge the formalized Western Education System and acknowledge its impacts on identity development. Pre-contact, the Lummi people had education systems in place that ensured the transmission of sacred knowledge, the learning took place within the house, and it was the family's responsibility to ensure the children grew up knowing the family values. The house of learning was broken down due to colonization and forced assimilation, creating a generational gap. The traditional ways of teaching and learning were replaced with foreign knowledge systems. This research asks, "How do we use the education system as a tool to help restore tribal identity and create belonging?" and "What are the internal and external barriers preventing Lummi Nation School from implementing findings?" Through story-sharing sessions, archival research, and a case study focused on the creation story of the Blackhawk Singers, I found a common theme that focused on the importance of mentorship and transitions. Currently, the Lummi Nation follows a model for helping children identify their gifts and ensuring belonging through the Gifted and Talented Program and Transitions Program, available only in specific subjects and for students identified as special education. In this paper, I propose a new model for Gifted and Talented and Transitions to ensure students have equal access to mentorship and transition programs that can help create a sense of belonging and identity development.
Heart Story Curation: Indigenous Feminist Justice Leadership & The Philanthropic Call to Action
(2023-05-30) Suina, Joannie M.; Montgomery, Michelle; Minthorn, Robin Zape-tah-hol-ah; Franco, Diana
Of the $3.9 Billion dollars flowing within the philanthropic sector, only 0.04% goes to Native American serving organizations according to a 2019 report (NAP & Candid, 2019). An even smaller amount goes toward supporting efforts for Native American women and girls. This mixed-methods study seeks to address the dire gaps in funding within Native philanthropy and seeks to define Indigenous Feminist Justice efforts from a post-COVID-19 lens. Evidenced through this study, the research highlights Indigenous resilience, as it relates to Native Women leading healing efforts in Indigenous communities. The researcher conducted a national survey and hosted two focus groups to better understand what kinds of healing efforts are being led nationally so that that recommendations could be made through private investments, venture capital opportunities, as well as continued fund development. Through the recognition of Indigenous Feminist Justice Leadership strategies, the field of philanthropy can learn best practices around trust-based giving and is an overall call to call for practitioners to fund this work.

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