abstract: This study examines the contemporary school placement decisions of Navajo parents in the reservation community of Piñon, Arizona. School placement decisions are defined as the school where the parent chooses to enroll his/her child for schooling. Twelve Navajo parents participated in this qualitative study, which explored their past educational experiences in order to garner insight into the current school placement choices they have made for their children. Navajo parents who live within the community of Piñon, AZ who currently have school-aged children living in their household were recruited to participate in this study. Participants took part in 60- to 90-minute interviews that included questions related to their prior educational experiences and current school placement choices for their children. Parents were given an opportunity to reflect about the school placement decisions they have made for their children. The variety of schools Navajo parents are able to choose from were illuminated. These findings have implications for education decision makers by providing insight into which schools parents are choosing and why. The study will assist Navajo Nation policy makers in future educational planning, and may have more general implications for American Indian/Alaskan Native education. This may assist Navajo Education policy makers in making future decisions regarding the newly developed Navajo Department of Education and its education planning. Participants will also benefit from the study by being able to understand how the past has impacted the school placement choices they have made. In doing so parents may be better able to articulate the impetus behind the choices they make for their children, thereby becoming better advocates for themselves and their children. The results of this study impacts scholarly literature as a new viewpoint in the area of school choice. Navajo parents represent a distinct group who make educational choices within a specific context. This study is unique as the impact of historical Indian education policies is considered. Future studies can further expand on the topic creating a unique area of research in the field of Indian education. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2011
| Identifer | oai:union.ndltd.org:asu.edu/item:9131 |
| Date | January 2011 |
| Contributors | Lansing, Danielle Rae (Author), Mccarty, Teresa L. (Advisor), Romero-Little, Mary Eunice (Committee member), Frederick, Dale (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 205 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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