The educational system in the United States is meant for the native speakers of English. As a result, students who are limited English proficient do not succeed academically in this educational system.

No description available.

The Anthropological Papers of the University of Arizona is a peer-reviewed monograph series sponsored by the School of Anthropology. Established in 1959, the series publishes archaeological and ethnographic papers that use contemporary method and theory to investigate problems of anthropological importance in the southwestern United States, Mexico, and related areas.

A descriptive study concerning the Navajo Puberty Ceremony for girls, the Kinaalda', examined the extent of the practice of the ceremony, and the frequency in which the girls who have had the ceremony and the girls who have not had the ceremony differ in traditional characteristics. Fifty-four percent of the girls questioned have had the Kinaalda'. Significant differences between the girls who had the ceremony and those who had not had the ceremony were found, using a chi square test of significance at an alpha level of .05, in the frequency of a set of traditional characteristics. The Kinaalda' girl possessed the set of traditional qualities more frequently than the non-Kinaalda' girl.

The purpose of this study was to compare employment rates of vocational agriculture program completers from Chinle High School in Arizona with employment rates of non-Hispanic Native Americans residing in the same area and of comparable age. In addition, program completers' perceptions of the competencies taught and the value of the vocational agriculture program at Chinle High School were ascertained. Results indicated vocational agriculture program completers from Chinle High School had higher employment rates than the comparison group. Program completers were employed in a variety of occupations, the highest frequency working in production agriculture enterprises. Program completers were using many Core Curriculum Competencies taught in the vocational agriculture program. The competencies were used in primary vocations, avocations, or both. Program completers placed a high value on their experiences while enrolled in the vocational agriculture program at Chinle High School. The program was given high ratings by participants.

No description available.

The racial violence between Navajos and whites in Farmington, New Mexico is historical. One of the first documented acts of racial violence was in 1875, when white settlers would take gunshots at Navajos for entertainment. This violent atmosphere continued throughout the years, and most notoriously in 1974 with the murders of three Navajo men by three white teenagers. This violence was part of an ongoing cycle of racism and hostility between Navajos and whites. The murders ignited local and national media frenzy, and Farmington was dubbed the "Selma, Alabama of the Southwest." Navajo citizens responded to the murders with activism and demonstrations in the streets of Farmington, and demanded justice and change. Throughout subsequent years, racism and racial violence continues and Navajos are still the targets of hate crimes. The purpose of this study is to examine and investigate the hate crimes that have been committed against Navajo people in Farmington and its neighboring towns. This study, in particular, analyzes the impacts that hate crime has on Navajo citizens. Interviews with Navajo victims of hate crime expand on the findings of a pilot interview. The research in this dissertation shows that the affects of hate crime are long lasting and impact not only the victims but also the entire Navajo Nation. As a result of the unrelenting hate crimes in Farmington, the Navajo Nation has created a human rights commission to investigate race relations in Navajo Nation border towns. This study addresses what steps the Navajo Nation and Navajo citizens have taken to combat and recover from racism and racial violence. Finally, this study proposes interventions to improve race relations.

There is no abstract available for this dissertation.

Thesis (M.A.)--Brigham Young University. Dept. of Visual Arts, 2007. / Includes bibliographical references (p. 111-119).

abstract: In 2005, the Navajo Sovereignty in Education Act was signed into law by the Navajo Nation. Like the No Child Left Behind Act, this Navajo Nation legislation was as much a policy statement as it was a law. It marked the first time that the Navajo Nation linked sovereignty with education by expressing its intent to control all education within its exterior boundaries. The objective of the law was to create a department of education that would resemble the states of Arizona, New Mexico, and Utah in which the Navajo Nation resides. Through their department of education, the Navajo Nation would operate the educational functions for its populace. This study looked at the implications and impact that perspectives of this law would have on public schools within Arizona from the perspective of five superintendents in Arizona public schools within the Navajo Nation were gained through open-ended interviews. It examined the legal, fiscal, and curricular issues through the prism of sovereignty. Through the process of interviews utilizing a set of guided questions in a semi-structured format, five superintendents in Arizona public schools within the Navajo Nation shared their perspectives. Analysis of the five interviews revealed curriculum, funding, jurisdictional, and fear or mistrust as problems the Navajo Nation will need to overcome if it is to begin full control of all aspects of education within its boundaries. There is a strong need for the Department of Dine' Education to educate public schools with regards to the Navajo Nation Sovereignty in Education Act of 2005. Administrators need more training in tribal governments. Like the constitution, the Navajo Sovereignty in Education Act will be interpreted differently by different people. But, without action, it will be ignored. Within the Act's pages are the hopes of the Navajo Nation and the dreams for our young Navajo students. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2011