The Azee' Bee Nahághá Of Diné Nation (ABNDN) Inc. is a critical element to the formation and maintenance of, protection, preservation, promotion, and fostering of Navajo peyote ceremonial history, culture and identity. The Navajo people have developed and established the ABNDN in a manner that can only be described as "persistence". The purpose in which the ABNDN has been established, the day to day functions of its leadership and the internal operational management planning and strategies structures are not entirely understood by many. This Master's thesis analyzes the ABNDN's past and current initial concerns. This thesis analyzes different theoretical sources on the topic of strategic planning and management, seeking to find new ways of approaching the ABNDN's concerns in finding solutions to be more efficient to ensure their stability for future generations.

This grounded theory qualitative study explores conceptualizations of Diné T'áá Bi At'éego, "a well-directed person," held by eighteen Diné people, ranging in age from their 20s to 70s, from three distinctly different communities. By inquiring into personal attributes and abilities valued in Diné culture, the groundbreaking work of Navajo philosopher Kenneth Begishe is extended. The purpose of this study is to identify and document specific characteristics, attributes, skills, knowledge, practices, connections, and relationships currently honored and respected within Diné communities so they might be used to develop long-term Student Learning Objectives in the creation of a Diné culture based curriculum supporting the development of a strong Diné identity in students. The data, provided by participants through interviews, leads to the emergence of four umbrella categories (Thinking, Doing, Being, Achieving Harmony) and numerous sub-categories constituting the characteristics attributes, skills, knowledge, connections, and relationships valued and respected by the participants. The results are compared to Kenneth Begishe's (1968) model of "Diné T'áá Bi At'éego," in which he indicates important characteristics of a well-directed person. The comparison suggests that Diné people continue to value many of the same characteristics Begishe identified more than four decades ago. In spite of the affirmation of characteristics represented in Begishe's model, participants in this study provide a recurring theme that is not articulated by Begishe - the achievement of harmony, which, a review of the literature reveals, is closely related to three important aspects of the Diné worldview, K'é, Sa'ah Naagháí Bik'eh Hózhó (SNBH), and Hózhó. Study findings suggest that although Diné people who participated in the project continue to value time-honored characteristics, attributes, skills, knowledge, practices, connections, and relationships in people they admire and respect, they do hold several conceptualizations that seem to be shifting away from traditional Diné perspectives and toward those held in the mainstream. Study data further reveals four categories of narratives used by participants to communicate and emphasize characteristics, attributes, skills, knowledge, practices, connections, and relationships exhibited by those who are "well-directed." The narratives range from traditional accounts involving mythical elements, to first-person descriptions of individuals with whom participants were intimately familiar.

The purpose of the research was a formative assessment of Diné (Navajo) parents and community leaders' needs for a training program for the prevention of livestock injuries including those that are horse-related. The research objectives were to identify parents' perceived livestock and horse related injury risks to Diné children and describe Diné community stake holder input on prevention interventions for reducing injury risks to children associated with livestock and horse-related activities on the farm or ranch. The assessment utilized a survey constructed of closed and open-ended questions to gauge Diné farmers' and ranchers' perceptions of injury risks to children who live or work on an agricultural operation. Additional questions were asked to gauge Diné acceptance of an online training program as a prevention intervention to reduce livestock and horse-related injuries to children. A total of 96 individuals agreed to participate in the survey and provided usable responses. A total of 53% of participants were female. There were 58 individuals who perceived that a youth who worked with intact male livestock was at a high risk for injury. A total of 25 individuals perceived that a youth who rides a horse without an equestrian riding helmet was at a high risk for injury. There were 48 individuals who strongly agreed that they would utilize an interactive internet resource to promote agricultural safety for Diné youth. There were 22 individuals who strongly agreed that they would utilize internet social networks to promote agricultural safety and health for Diné youth. This project may serve as a model of collaboration to help researchers address the agricultural safety needs of other vulnerable populations. When participants were asked if there were safety issues associated with having youth working on the farm or ranch, a very large portion felt that the biggest issue was a lack of education and instruction from their elders.

abstract: Native Americans reported the least number of degree completion than any other population in the United States. Native American students experience multiple challenges while in college making them a high-risk population for college departure. This study used two hierarchical multiple regression to explore the relationship between non-cognitive factors (financial concerns, family support for education, cultural involvement, ethnic identity, academic self-efficacy) with both academic stress and academic persistence decisions from a combined sample of 209 Diné college students attending two tribal colleges on the Navajo reservation. Two-week test-retest reliabilities were calculated for three scales: family support for education, financial concerns, and Dine’ cultural involvement. The Multidimensional Inventory of Black Identity Scale was modified to measure two facets of ethnic identity (centrality and private regard) for Diné students. Academic Self-Efficacy was measured by the College Self-Efficacy Inventory. The Daily Hassles Index for College Stress was used to measure academic stress and the Persistence/Voluntary Dropout Decisions Scale was measured academic persistence decisions. Due to its suppression effect on the relation of private regard and academic stress, centrality was not included in the hierarchical regression predicting academic stress; however, it was included in the prediction of academic persistence decisions. Diné students reported high scores for family support for education that suggested that generally the students at Dine’ College perceived that their families as being supportive and encouraging their efforts to get their college degree. In the hierarchical regression predicting academic stress, in step one more cultural involvement and fewer financial concerns predicted less academic stress. In the final model, only fewer financial concerns and greater academic self-efficacy predicted less academic stress. In the hierarchical regression predicting academic persistence decisions, private regard and academic self- efficacy were significant, positive predictors of persistence decisions. These findings are discussed in light of the role counseling psychologists can play in addressing financial concerns, ethnic identity, and academic self-efficacy among Dine’ students in order to decrease their academic stress and increase their positive decisions about staying in school. / Dissertation/Thesis / Doctoral Dissertation Counseling Psychology 2018

abstract: ABSTRACT This dissertation examines the role of tribal sovereignty and self-determination in research for Diné participants and elders from 1956-1986. The qualitative historical research study explored the following questions: How has past research been conducted on the Navajo Nation? What is the role of sovereignty and self-determination in research and research methodology for Diné peoples? And, how might Diné philosophy inform a research methodology that aligns with cultural protocols and practices? Six elders who participated in research from 1956-1986 participated in in-depth interviews about their experiences. Using Sa’ąh Naaghái Bik’eh Hozhǫ̨̨́ǫ́n and related Diné philosophy models, findings of this study inform an Indigenous elder knowledge protection model (i.e. Nihookáá’ Diné Nidoolkah Bindii’ą’) to support existing Diné tribal IRB protocols and policies and provides additional insight for tribal cultural protection organizations. Lastly, the researcher presents a Diné intersectional methodology for future research. / Dissertation/Thesis / Doctoral Dissertation Social Justice and Human Rights 2020

Diné (Navajo) students drop out of high school and postsecondary education at higher than average rates. The purpose of this study was to investigate how Diné students currently enrolled in college describe the factors that supported their pursuit of higher education. Bronfenbrenner’s ecological systems theory was used as a framework and to identify and analyze factors that influence access, enrollment, and participation in higher education. The Diné participants in this study were six students enrolled in postsecondary education at the time of this research, recruited from two university campuses in the Southwestern U.S. Each student participated in a semistructured interview and completed a demographic questionnaire. Open-coding was used to analyze the interviews, and it was observed that factors relating to each of Bronfenbrenner’s five levels of ecological systems theory had an impact on the participants’ access, enrollment, and persistence in postsecondary education. A number of themes emerged that will be useful to stakeholders who work with this population of students. Recommendations are provided that are intended to help these stakeholders retain Diné students at higher rates.

The purpose of the research was a formative assessment of Diné (Navajo) parents and community leaders' needs for a training program for the prevention of livestock injuries including those that are horse-related. The research objectives were to identify parents' perceived livestock and horse related injury risks to Diné children and describe Diné community stake holder input on prevention interventions for reducing injury risks to children associated with livestock and horse-related activities on the farm or ranch. The assessment utilized a survey constructed of closed and open-ended questions to gauge Diné farmers' and ranchers' perceptions of injury risks to children who live or work on an agricultural operation. Additional questions were asked to gauge Diné acceptance of an online training program as a prevention intervention to reduce livestock and horse-related injuries to children. A total of 96 individuals agreed to participate in the survey and provided usable responses. A total of 53% of participants were female. There were 58 individuals who perceived that a youth who worked with intact male livestock was at a high risk for injury. A total of 25 individuals perceived that a youth who rides a horse without an equestrian riding helmet was at a high risk for injury. There were 48 individuals who strongly agreed that they would utilize an interactive internet resource to promote agricultural safety for Diné youth. There were 22 individuals who strongly agreed that they would utilize internet social networks to promote agricultural safety and health for Diné youth. This project may serve as a model of collaboration to help researchers address the agricultural safety needs of other vulnerable populations. When participants were asked if there were safety issues associated with having youth working on the farm or ranch, a very large portion felt that the biggest issue was a lack of education and instruction from their elders.

abstract: Early childhood is a special and amazing period in a child's development. It is a period during which all facets of a human being-cognitive, linguistic, physical, emotional, social, and spiritual--are rapidly developing and influenced by a child's interactions with her socializers and environment. Fundamentally, what happens during this critical period will influence and impact a child's future learning. Much of what is known about children's development comes from research focusing primarily on mainstream English speaking children. However, not much that is known about Indigenous children and their early period of child development. Therefore, this thesis research focused on Diné children and their early childhood experiences that occur during the fundamental time period before Diné children enter preschool. It also examines the contemporary challenges that Diné parents and other cultural caretakers face in ensuring that Diné infants and young children are taught those important core elements that make them uniquely Diné. The research questions that guide this thesis are: 1.What do Diné people believe about children and their abilities? 2.What do Diné children need to learn in order to become Diné? 3. What are the Diné childhood rearing beliefs and practices? 4. Why aren't Diné parents and grandparents teaching their children how to be Diné? Findings reveal an early childhood experience in which children are viewed as true explorers and highly intelligent, inquisitive learners and included as integral participants and contributors to the family and community. This thesis concludes with a discussion of the multidimensional transitions, such as the shift from the Diné language to English in Diné homes and communities that have occurred in the Diné way of life and how they have impacted how Diné children are socialized. Creative alternatives for increasing Diné childhood speakers on and off the Navajo reservation are also considered. / Dissertation/Thesis / M.A. Curriculum and Instruction 2011