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UCLA Electronic Theses and Dissertations UCLA UCLA Electronic Theses and Dissertations Title “To My Relations…”: A Case Study of Native American High School Youth Identities and Writing in an Indigenous College Preparatory Program Permalink https://escholarship.org/uc/item/7px8k1kp Author Cisneros, Nora Alba Publication Date 2019 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles “To My Relations…”: A Case Study of Native American High School Youth Identities and Writing in an Indigenous College Preparatory Program A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Education by Nora Alba Cisneros 2019 ©Copyright by Nora Alba Cisneros 2019 ABSTRACT OF THE DISSERTATION “To My Relations…”: A Case Study of Native American High School Youth Identities and Writing in an Indigenous College Preparatory Program by Nora Alba Cisneros Doctor of Philosophy in Education University of California, Los Angeles, 2019 Professor Daniel G. Solórzano, Chair This qualitative study examines the experiences of Native American urban high school students in an Indigenous college preparatory program. Attainment of higher education is very important to Indigenous college students, their families, their communities, and their nations (Brayboy, 2005; Quijada, 2012; Keene, 2014). However, few studies have outlined how Native American high school students make sense of higher education and how they engage in college preparation pathways. As such, this study identifies the structural challenges that limit Native American high school students’ access to higher education. Guided by the insights of Tribal Critical Race Theory (Brayboy, 2005), Indigenous Methodologies (Kovach, 2009) and Chicana Feminist Epistemology (Delgado Bernal, 1998), this study also illuminates how writing emerged as a salient pedagogy for affirming urban Native American students’ intersectional identities and educational aspirations. Employing a case study method as well as Indigenous methodologies, this study focused on 20 Native American high school participants, ages 15-18, who participated in an Indigenous ii college preparatory program. Eighteen out of the twenty participants self-identified as female and two students self-identified as male. The student participants attended urban public schools in Southern California while participating in a year-long college preparatory program developed by Native American educators at a public research university. Data for this study is drawn from 1) interviews of participants schooling experiences, 2) Sharing Circles, 3) participant observations, and 4) a collaborative analysis with participants of over 60 written documents (letters, essays, personal statements, and journal entries). Preliminary themes from written documents were identified and presented to student participants for a collaborative analysis and development of sharing circle protocols. Following this process, final themes were identified. Findings from the study indicated that, through an Indigenous college preparatory program, Native American youth in urban schools can be engaged as writers to imagine more just education practices, more meaningful social movements across communities, and ultimately more empowered ways of living while refusing settler colonialism and heteropatriarchy. This study offers recommendations for college preparatory programs and targeted writing pedagogies to prepare Indigenous students to become competitive for baccalaureate education that contributes to the sovereignties of Indigenous peoples. iii The dissertation of Nora Alba Cisneros is approved. Douglas M. Kellner Teresa L. McCarty Alejandro Covarrubias Daniel G. Solórzano, Committee Chair University of California, Los Angeles 2019 iv DEDICATION This dissertation is dedicated to my family and to the loving memory of my Tio Andres, Hugo, Tio Chavo, and Tia Eva. This dissertation is also dedicated to the “Indigenous Leaders,” their families, the program director, and college mentors who shared their stories, knowledges and aspirations. May creator continue to bless all their journeys within and beyond higher education. v TABLE OF CONTENTS ABSTRACT OF THE DISSERTATION…………………………………………….……..….....ii DEDICATION……………………………………………………………………….…..…….….v ACKNOWLEDGEMENTS………………………………………………………...…………...viii VITA……………………………………………………………………………………...…...… iv CHAPTER ONE: PROLOGUE AND INTRODUCTION..............................................................1 Purpose of Study….…………………………………………………………………..………...…7 Research Questions……………………...……………...…………………..………………......…8 Significance of Study.......................................................................................................................8 CHAPTER TWO: LITERATURE REVIEW ...............................................................................12 Historical Context of Native American Education…………………………….……………..….12 Contemporary Themes in Native American Education …………………….……...…………21 Native American Identity Themes………………..……………………………….…..….….…..33 CHAPTER 3: THEORETICAL FRAMEWORK AND METHODOLOGY……….……...…....44 Tribal Critical Race Theory...........................................................................................................45 Indigenous Methodologies………………………………………………………………....…….50 Indigenous Epistolary Methodology…………………………………………………….……….51 Qualitative Case Study………………………………………………………………….………..52 Positionality…………………………………………………………………………….………..53 Site & Participant Description.......................................................................................................55 Gathering of Students …………………………...........................................................................58 Data Collection……………………………………………………………………….…….……61 Interview Protocols …………………………...............................................................................61 Sharing Circles Protocols ..……....................................................................................................62 Documents Protocols………………………………………………………….…………………66 Data Analysis………………………………………………………………….…………………67 Limitations…………………………………………………………………….…………………69 Summary...……………………………………………………………………….………………70 CHAPTER FOUR: STRUCTURAL CHALLENGES TO COLLEGE PREPARATION…....…71 Introduction……………………………………………………………………………………....71 Structural Challenge 1: Emphasis on High School Grade Point Average…………………….....71 vi Structural Challenge 2: Punitive Writing Instruction and Access to College Preparation…...….78 Conclusion……………………………………………………………….…..…………...……...85 CHAPTER FIVE: INDIGENOUS WRITING PEDAGOGIES……………..……….....…….…87 Introduction…………………………………………………………………..……….…....….…87 Emergence of Indigenous Writing Pedagogies (IWP)……………………..……………....….…90 “What about young Indigenous women and IWP? - Academia erases us too”…………...….….91 IWP is Relational………………………………………………………………….…...…….…..93 IWP is Writing with Truth…………………………………………………………...………......98 What About the Young Men?......................................................................................................107 Self-Affirmation Theory and Indigenous Students’ Writing……………………...……..….….110 Conclusion of IWP……………………………………………………………...……….….….120 CHAPTER SIX: CONCLUSION……………………………………………...….………....…122 Epilogue……………………………………………………………………...……………....…122 Revisiting the Study……………………………………………………...………………….….123 Implications for Methodology…………………………………………...…………..…………125 Implications for Practice………………………………………………...…………...…………130 Conclusion……………………………………………………………...……………...……….134 APPENDIX A: First Student Interview Protocol……………………...……………….………136 APPENDIX B: Sharing Circles Protocols……………………………...………...……….……137 APPENDIX C: Demographic Intake Form…………………………..………………………...139 REFERENCES ...........................................................................................................................141 vii ACKNOWLEDGEMENTS Primero, me gustaría reconocer a los pueblos Indígenas de las tierras en las que he vivido, crecido y educado. Gracias por su sabiduría, su resistencia y por recordarme mis responsabilidades con las generaciones futuras. Que todos los educadores en estas tierras trabajen para desaprender las prácticas nocivas del robo de tierras y recursos y desaprender la marginación de los pueblos Indígenas y sus historias en sus escuelas. En segundo lugar, quiero agradecer a mis familias y comunidades por su fe en mí, por su inquebrantable apoyo. Antonio Mendoza: hemos pasado de ser jóvenes y enamorados, a tener hijos y ahora un doctorado familiar que también debe llevar tu nombre. Todavía estoy sin palabras porque me amas. Gracias por seguir a mi lado. Te amo y nos celebro. To my semillas, Tlalli and Tony, you taught me to write, run, dream—you opened my eyes to the relational lives we had with our ancestors and relatives. Your faith in me is unmatched giving me energy I need to get up each morning and keep working. Para mis padres, Paco y Lupita, su vida diaria me enseña que nada es imposible. Your daily life teaches me that nothing, absolutely nothing is impossible. Han alimentado mi cuerpo, alma y espíritu. Estoy prosperando por su apoyo. I love you always. Erik and Frank, you are my best friends and closest co-conspirators. Your daily lives echo of an energy and grace that extend far beyond this present moment. I am eternally grateful for your friendship and I thank creator you are my brothers. Today, when I reflect on how much you both are part of my life, I am without
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