Visual Expressions of Native Womanhood: Acknowledging the Past, Present, and Future
KeywordsNative American Art Education
Native American Visual Culture
Native American Women
Native American Women Artists
AdvisorTippeconnic Fox, Mary Jo
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThis dissertation explores the artistic expressions of Native womanhood by Native women artists. The intention is to offer further examples of creative acts of resistance that strengthen Native identities, reinforce female empowerment, and reclaim voice, and art. This qualitative study utilized the narratives and the artwork of six Native women artists from diverse artistic practices and tribe/nation affiliations. Visual arts examples included in this study are digital images, muralism, Ledger art, beadworks, Navajo rugs, and Navajo jewelry. Through Kim Anderson's theoretical Native womanhood identity formation model adopted as framework for this study, the results revealed three emergent themes: cultural connections, motherhood, and nurturing the future. Native women artists lived experiences shaped their visual expressions, influencing their materials, approach, subject matter, intentions, motivation and state of mind. This dissertation discloses Native womanhood framework is supportive of visual expressions created by Native women.
Degree ProgramGraduate College
American Indian Studies
Degree GrantorUniversity of Arizona
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Taking the Next Step: Promoting Native American Student Success in American Indian/Native American Studies Graduate ProgramsTippeconnic-Fox, Mary Jo; Blair, Mark L.M.; Tippeconnic-Fox, Mary Jo; Luna-Firebaugh, Eileen M.; Washburn, Franci A. (The University of Arizona., 2015)Native American doctoral student enrollment has not increased over the past twenty years, despite a steady increase in enrollment at the undergraduate level. Native Americans are the only group to not see an increase in doctoral degrees granted. There are many individual and institutional factors affecting Native American student success such as cultural and social isolation, financial stressors, racism, and access to indigenous faculty and mentoring. What are American Indian/Native American Studies (AIS/NAS) programs doing about it? AIS/NAS programs are uniquely qualified to address these factors. They were originally created to increase enrollment and recruitment of Native American students on campuses. Many of these programs have incorporated Native student retention into their missions and are often the only ones taking the next step to promote Native American graduate student success on campus. There are eight "pure" AIS/NAS graduate programs in the country. "Pure" means that the program is a stand-alone unit and the degree is earned in AIS/NAS. There are only three such doctoral programs in AIS/NAS: University of Alaska Fairbanks, University of California-Davis, and the University of Arizona. The University of Arizona is the number one doctoral degree granting institution in the United States for Native American students. Despite lack of funding and resources, forty percent of these doctoral recipients are from the American Indian Studies Program. A mixed method approach consisting of intense empirical research and data mining was used in order to find enrollments of Native students, identify AIS/NAS programs and enrollment trends, and identify factors affecting student success. Native American students are vastly underreported in the federal data base (IPEDS), which affects federal student aid and relegates many students invisible. The following were identified as the key factors for Native American graduate student success: determination and resiliency, supportive relationships through mentoring and access to faculty, and a desire to give back to their communities. It is recommended that AIS/NAS graduate programs honor their land grant obligations in order to increase access and funding for Native students through endowments and tuition waiver programs, develop a detailed mentoring plan, and improve outreach to Native communities.
The impact and effects of service-learning on native and non-native English-speaking college composition studentsWildner-Bassett, Mary; Wurr, Adrian John (The University of Arizona., 2001)This study examines the impact of service-learning on native and non-native English speaking college composition students. The general research question is: In what ways does participation in service-learning impact student learning? Specific research questions pertaining to the general categories of student writing performance, motivation, and social orientation, are as follows: (1) Does service-learning impact students' perception of self, school, community, and society? If so, how? (2) Do native and non-native English speaking students respond to service-learning similarly? Why or why not? (3) Are native and non-native English speaking students affected by service-learning similarly? Why or why not? (4) What other factors--such as learning style, previous experience with community service, and career goals--impact service-learning outcomes? (5) Does service-learning lead to improved student writing? If so, in what ways? The study consists of treatment and comparison groups of native and non-native English speaking students, for a total of four classes in the case study. Critical pedagogy, complexity theory, teacher research, experiential and service-learning theories provide the main theoretical rationales for the study. Data collection involved surveys, student interviews, participant observations, analysis of students' journal and essay writing, and course evaluations. Douglas Biber's (1988) multifeature/multidimensional approach to textual analysis was used, along with holistic and primary trait analyses of student texts to determine what, if any, impact service-learning had on the student's writing performance. The initial results document cognitive, sociocultural, and affective factors that contribute to the writing performance of linguistically and culturally diverse learners. Service-learning had a positive impact on participants' self-perception as members of the local community and on their personal agency in promoting social change. ESL students were especially enthusiastic about improved cross-cultural understanding and oral communication skills as a result of their community service. More students in the service-learning sections also thought their writing had improved as a result of the course than in the comparison sections, and independent assessments of their essays supported this view. Textual analysis of the students' writing found more situated and interactive features in the comparison essays than in service-learning essays, however.
An examination of predictive and content validity of the Portraits Questionnaire for use with Native American and non-Native American consumers of rehabilitation servicesKampfe, Charlene M.; Dennis, David James (The University of Arizona., 1999)The purpose of this study was to examine the predictive and content validity of the Portraits Questionnaire (PQ), a universal values survey, for use with consumers of state-federal rehabilitation services. Convenience samples of Native American and Non-Native American consumers receiving services from Arizona Rehabilitation Services Administration were selected to represent the range of value priorities found in the diverse national population of rehabilitation consumers. A test for predictive validity was established by proposing a null hypothesis that the responses to the PQ by the study groups would not predict group membership. An examination of content validity was based on the logical relationship between the responses to the PQ by the two study groups and the values attributed to the two study groups in the literature. Two null hypotheses were established to test content validity. The first null hypothesis predicted that the Native American group would not assign a higher priority to PQ value types, Benevolence, Tradition, Conformity, and Security, than the Non-Native American group would. The second null hypothesis predicted that the Non-Native American group would not assign a higher priority to value types, Self-Direction, Stimulation, Hedonism, Achievement, Power, and Universalism, than the Native American group would. Copies of the PQ were mailed to 259 Native American and 263 Non-Native American consumers. Usable responses were received from 96 members of the Native American group and 97 members of the Non-Native American group. Discriminant Analysis of the data produced a significant discriminant function (Wilks' Lambda = .856, p = .001) that predicted correct group membership for 65.8% of the cases. The null hypothesis was rejected and predictive validity of the Portraits Questionnaire for the study groups accepted. Univariate analysis of the data revealed two significant (p ≤ .05) discriminant variables, Tradition and Stimulation. The standardized canonical discriminant function coefficients indicated that both variables were predictors of Native American membership. Therefore, both null hypotheses for content validity were retained. Tradition was the only value type that predicted group membership as expected. Interpretations of the results are offered and implications presented. The need for further research is discussed.