Campus Location

Dallas Campus (Online)

Date of Award


Document Type



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


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

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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