Date of Award:

12-2021

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Psychology

Committee Chair(s)

Melissa Tehee

Committee

Melissa Tehee

Committee

Scott Bates

Committee

Sherry Marx

Committee

Susan Crowley

Committee

Renee Galliher

Abstract

This research uses a qualitative case study approach and a culturally based framework to examine an educational program’s community for Native American youth. The purpose is to develop an in-depth understanding of an effective educational intervention’s community that increases graduation rates of Native American youth and how they incorporate culture. I use Tribal Critical Race Theory to describe the continuation of colonization and assimilation efforts Native youth face in education systems and to portray the indigenized efforts the Konaway program implements in educating from an Indigenous lens. The framework was constructed from the nine tenets of Tribal Critical Race Theory and the Native American medicine wheel. Results are interpreted through Tribal Critical Race Theory and the medicine wheel as an Indigenous conceptual framework and an integrative approach to incorporating culture in education of Native American youth.

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