19 February 2014
Review of the book Indigenous Statistics: A Quantitative Research Methodology
To access the review in its entirety, please click the link from my publications page here.
And if you are looking for reviews of contemporary education scholarship, check out the rest of Education Review’s website! It is an open access multilingual journal dedicated to reviews of current works.
This week, VAMboozled! posted my analysis comparing charter school and public school student performance on the 2013 National Assessment for Education Progress. You can read the post here.
The International Journal of Diverse Identities
Volume 12, Number 4, 2013
Federal unenrollment impacts on scholar careers: A study on indigenous identity and membership in academia
You can find the entire article here.
Abstract: As universities across the country are becoming more diverse, responding to the impacts that assumptions about others have on the way we interact with colleagues, research participants, and communities is crucial for all scholars. In particular, the politics of identity, both actual and perceived, for Indigenous scholars in the Western Hemisphere are uniquely complex. Through a review of the relevant literature, I describe influences on scholar identity formation, and discuss individual impacts of working within campus climates while experiencing microaggression. Utilizing Indigenous voices as the focal data, I explore the experience of scholars in post-secondary institutions in the United States in relation to historical factors that have determined Indigeneity by colonial and racist measures. This was a mixed-methods study, utilizing an online survey and oral history interviews to explore the multiple interactions between Indigenous and non-Indigenous peoples pertinent to academic scholars who are not federally recognized yet still identify themselves as Indigenous. Demographic characteristics and relevant experiences of Indigenous scholars in tertiary institutions throughout the United States are described. Obstacles to scholar confidence and support systems were identified within families, communities, and institutions. Participating scholars’ experiences ranged from being comfortable with the difference between themselves and their colleagues to reports of ignorant remarks, conflicts between those with Recognized and non- Recognized statuses, and work environments where Indigenous selves were masked to the point of not existing beyond the assumptions of others based on skin color. This preliminary work is the first project of its kind and provides groundwork for further exploration about the marginalization of Indigenous scholars in postsecondary institutions and the impact of disparate experiences on unrecognized Indigenous scholars in a variety of academic fields.
I was just informed by my wonderful fellow UCD graduate colleague (and friend) Dr. Kristina Casper-Denman, professor at American River College, that she has cited my work in her dissertation. To my knowledge this is the first citation of my published work.
Her dissertation, “California Indian Education Association (CIEA): Working Towards Educational Sovereignty” explores the history of indigenous educational movements in California and suggests that the future of of academic sovereignty lies in continued reclaiming by the indigenous nations across the state and improved methods for increasing cultural competency of school instructors at all grade levels.
Congrats to Dr. Casper-Denman who earned her Ph.D. in Native American Studies in 2013!
It is with great excitement that I announce the first part of my post-Ph.D. journey: this Friday I begin my postdoctoral work at the Mary Lou Fulton Teachers College of Arizona State University! I have just moved to Arizona (and yes, in July and August it is HOT) but am looking forward to what awaits me under the supervision of Dr. Audrey Beardsley. Arizona is a really unique place with small, rural indigenous communities; small and large reservations that cross state and nation boundaries; and large, urban centers. With a number of well-respected scholars in my field, I know ASU will be a really great place to learn and grow over the next two years.
I am humbled to have collaborated with a number of amazing colleagues while a student at the University of California, Davis. Cutcha Risling Baldy, whose work focuses on Native women, shared early manuscripts of this piece, published on June 28 in Ecological Processes.
This coming Saturday, I will be presenting about my dissertation research at California State University, Sacramento. The brown bag session titled “Current Issues in Indigenous Education Policy & Data” is going to be given to educational leadership doctoral students.
Despite being so close to dissertation submission (yes, I wrote at night, in between sessions, and on my flights), I flew off to D.C. for a fun three day institute given by the American Educational Research Association on causal inference analyses for education policy research. The institute focused on design of randomized experiments and challenges to implementation in educational settings. We considered methodological approaches such as propensity scores, regression discontinuity, instrumental variables, path analysis, and structural equation modeling as methods of establishing causal relationships. I met graduate students and faculty from around the U.S., and hope that we will have connections that we can develop into future collaborations.
I encourage anyone in education policy that wants to spend a few days with great faculty teachers dialoguing about causal inference with research, apply to attend. Watch for the opportunity here: http://www.aera.net/ProfessionalOpportunitiesFunding/FundingOpportunities/StatisticalAnalysisCausalInference/tabid/14751/Default.aspx.
This coming Tuesday, I will be presenting about my dissertation research at the UC Davis School of Education. The brown bag session titled “Current Issues in Indigenous Education Policy & Data” is free and open to the public.