Campus Location
Dallas Campus (Online)
Date of Award
3-2024
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Karmyn Downs
Second Committee Member or Secondary Advisor
Scott Self
Third Committee Member or Committee Reader
Jenifer Williams
Abstract
Historically, American Indian youth have faced educational challenges due to the lack of American Indian perspective in history, culture, and knowledge in public education. Distrust in public education due to Eurocentric educational policy, addressed in this study that provides American Indian elders' experiences for finding solutions to self-identity for American Indian youth. Investigating the historical trauma barriers further addressed implications on the high-school retention of American Indian students. This qualitative case study involved a group of 10 elders, both men and women, who self-identify as Little Shell Chippewa American Indian Elders. Through semistructured interviews, the results of this study spoke to the importance of transformation in curricula to bridge the cultural barriers and facilitate and integrate American Indian history, culture, and knowledge for engaging American Indian youth in public school.
Keywords: American Indian, historical trauma, elder, Indian, intergenerational trauma
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Boyer, Jessica, "Social Identity and Self Determination: A Case Study Exploring What American Indian Elders' Perspectives of Residential Boarding Schools Tell Us About the Lasting Effect of Historical and Intergenerational Trauma" (2024). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 761.
https://digitalcommons.acu.edu/etd/761