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Examining the Narrative of Urban Indian Graduate Students in Classroom Spaces of a Historically and Predominately White Institution

Gonzales-Miller, Shannon C
http://orcid.org/0000-0001-7299-4698
http://rave.ohiolink.edu/etdc/view?acc_num=osu160703848158182

Abstract Details

2020, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
Rooted in the interest to interrupt the prevailing tribal-centric narrative of Indigenous Peoples as those born and raised on Indian Reservations and to uplift the college-going experiences of Urban Indian graduate students, in this research, I explored what is learned from Urban Indian graduate students attending a predominately and historically white institution (PHWI) located in the Midwest of the United States when their Indigenous identities are overlooked or contested in classrooms spaces. For the purpose of the study, Urban Indian was defined as Indigenous Peoples born and raised off Indian Reservations (e.g. in metropolitan cities, suburbs, or rural areas). I used an Indigenous Research Methodology with personal story and narrative collected via virtual Talking Circles to learn from the experiences of the founding members of the university’s first Indigenous graduate and professional school student organization. None of the participants or storytellers were born or raised on an Indian Reservation. The data analysis revealed findings related to the reframing of an Urban Indian identity and exploration of who is Native American to “what kinds of Indian identities are in production during a given historical moment” (Grande, San Pedro & Windchief, 2015, p. 105). Other findings connected to this refraining lay groundwork to consider the impact of student as contextualized teacher and identify ways to minimize the invisibility for current and future generations of Urban Indian, college-going students who attend PHWIs.
Cynthia Tyson, PhD (Advisor)
Timothy San Pedro, PhD (Committee Member)
Maurice Stevens, PhD (Committee Member)
Candace Stout, PhD (Committee Member)
111 p.
Education
Urban Indian Graduate Students, invisibility, virtual Talking Circle, Indigenous Research Methodology, Tribal Critical Race Theory, personal stories, personal narratives

Recommended Citations

Citations

  • Gonzales-Miller, S. C. (2020). Examining the Narrative of Urban Indian Graduate Students in Classroom Spaces of a Historically and Predominately White Institution [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu160703848158182

    APA Style (7th edition)

  • Gonzales-Miller, Shannon. Examining the Narrative of Urban Indian Graduate Students in Classroom Spaces of a Historically and Predominately White Institution. 2020. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu160703848158182.

    MLA Style (8th edition)

  • Gonzales-Miller, Shannon. "Examining the Narrative of Urban Indian Graduate Students in Classroom Spaces of a Historically and Predominately White Institution." Doctoral dissertation, Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu160703848158182

    Chicago Manual of Style (17th edition)

osu160703848158182
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This open access ETD is published by The Ohio State University and OhioLINK.