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Thesis (Ph. D., Arid Lands Resource Sciences)--University of Arizona, 1983. / Includes bibliographical references (leaves 218-232).

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This thesis is a biographical life history of Dr. Bernard "Bunny" Fontana who was a cultural anthropologist, archaeologist, field researcher, writer, historian, a co-founder of a non-profit organization, a father, a husband and a friend. He spent his life writing about the Southwest primarily the Papago Tribe which is now known as the Tohono O'odham Nation (TON). In addition, he maintained a unique relationship with many O'odham people especially in the San Xavier community for nearly six decades, which is not something you hear every day. Prior to this thesis there has never been an extensive biography about Bunny nor has it ever been told from an O'odham's perspective. Furthermore, this thesis does not critique his work but instead dives into discovering "Who Is Dr. Bernard "Bunny" Fontana?"

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The purpose of this study was to determine the effects of a public community college on American Indian students in terms of their goals, aspirations, and persistence. These effects are fundamental to understanding attrition and the low transfer and completion rates of American Indians and other minorities in community colleges. The study was conducted as a case study in an urban community college in the Southwest. Seven individual case studies were embedded in the larger study. Data were obtained through weekly interviews and followup of students who dropped-out. Goodenough's cognitive theory of culture served as the theoretical basis for the study. Spradley's typology of question format, which is intended to generate the categories into which individuals divide their cultural knowledge, was used to determine cultural perceptions and related changes that occurred over time. None of the students completed the programs in which they had enrolled. A main finding was that the students perceived the community college as a way to disassociate themselves from social problems that marginalize Indian people and engender stereotypes. However, the culture that was produced at the college discounted the students' sense of competence and reinforced a sense of marginalization they were attempting to overcome. The students possessed a wide variety of background experiences, but maintained a deep structure of internal values and expectations associated with their unique Indian heritage and experience. These combined over time with the patterns and meanings of the institution, creating situational arrhythmia which frustrated the students' expectations, aspirations, and life tasks. Significant issues that arose included: (1) The acquisition of meaningful experience; (2) a lack of a sense of a supportive environment; (3) preferred ways of learning, (4) conflicts between institutional and personal priorities and (5) negative and regressive effects of the "deficit model" in remedial education. Community colleges are unaware of the actual effects that they have on culturally diverse students. They should become "culturally literate" and adopt policies and practice policies which will allow them to extend beyond the inherent ethnocentrism they now embody. In matching equal access with equality of outcomes, this study suggests that community colleges must consider significant changes and innovations.

This is a study of the nature and extent of third grade Papago Indian children's use of personal experiences in their writing. It examines the reflection of their experiences as individuals with unique personalities and interests, their experiences as Papago Indians, their experiences as third grade school children, influenced by the curricular content of their conventional school experiences and such multi-media as books, newspapers, television and film, and finally, their experiences as young children with the ability to fantasize. The study examines the extent to which these children introduce personal experience into both assigned and unassigned writing, considering such variables as their control over the assignment, their knowledge of the content of the assignment. The study also investigates how developmental maturity and gender factors influence the reflection of real life experiences in the children's writing. The seventeen subjects, seven boys and ten girls, are Papago Indian students, either eight or nine years old, enrolled in a public elementary school on the reservation, and all members of the same third grade class. The main data base contains at least eight compositions from each subject for a total of two hundred and thirty-seven writing samples. It also includes retrospective interviews conducted by the researcher at the end of the school year with each subject providing evidence about how they developed their ideas for each piece they wrote, and the extent to which the people, places and events in their written compositions represent real-life experiences. The findings demonstrate that children do introduce personal experience into their writing, clearly revealing the many facets of their experiences such as the ethnic, the religious and the environmental. The extent to which the children's personal experience is reflected in their writing is not affected by the degree of control they exercise over the selection of the writing topic; rather, it is influenced by the function for which the children are writing and by the content of the topic they are writing about. The study raises questions about the relationship between developmental maturity and the ability to fantasize and reveals striking differences between male and female writers in the extent to which they utilize their real life experiences in their writing.