Framing Indigenous Identity Inclusion in Positive Youth Development: Proclaimed Ignorance, Partial Vacuum, and the Peoplehood Model
DOI:
https://doi.org/10.5195/jyd.2021.1059Keywords:
Indigenous thriving, identity inclusion, positive youth development, 4-H, youth development programmingAbstract
Indigenous youth are systemically underserved by 4-H and other positive youth development (PYD) organizations. Many underserved First Nation communities in the United States could greatly benefit from programs that foster youth thriving; however, these programs tend to be ineffective in creating culturally reflective spaces for Indigenous participants. In this article, we argue that the Peoplehood Model should serve as a unifying model for the inclusion of Indigenous identity in programming, and that cultural humility should be firmly integrated into program design and assessment. We also propose that, to support Indigenous youth thriving, PYD practitioners must intentionally create a “partial vacuum” that supports youth creating program context and thriving.
References
Access, Equity and Belonging Program Leaders Working Group. (2020a). Cultural Competency for 4-H Volunteers. National 4-H Council. https://campus.extension.org/
Access, Equity and Belonging Program Leaders Working Group. (2020b). Reviewing the 4-H Thriving Model with an equity lens [manuscript submitted for review]. National 4-H Council.
Aikenhead, G. (1997). Toward a First Nations cross-cultural science and technology curriculum. Science Education, 81(2), 217–237. https://doi.org/10.1002/(SICI)1098-237X(199704)81:2<217::AID-SCE6>3.0.CO;2-I
Arminio, J. L. (2006). [Review of the book Institutional Racism in Higher Education, by I. Law, D. Phillips, & L. Turney]. Journal of College Student Development, 47(1), 125-127. https://doi.org/10.1353/csd.2006.0001
Arnold, M. E. (2018). From context to outcomes: A thriving model for 4-H youth development programs. Journal of Human Sciences and Extension, 6(1), 141-160.
Arviso, M., & Holm, W. (2001). Tséhootsooídi olta’gi Diné bízaad bihoo’aah: A Navajo immersion program at Fort Defiance, Arizona. In L. Hinton, & K. Hale (Eds.), The green book of language revitalization in practice (pp. 203-215). BRILL. https://doi.org/10.1163/9789004261723_017
Barnhardt, R., & Kawagley, O. (2005). Indigenous knowledge systems and Alaska Native ways of knowing. Anthropology and Education Quarterly, 36(1), 8-23. https://doi.org/10.1525/aeq.2005.36.1.008
Basso, K. H. (1996). Wisdom sits in places. University of New Mexico Press.
Blair, H., Rice, S., Wood, V., & Janvier, J. (2002). Daghida: Cold Lake First Nation works towards Dene language revitalization. In Indigenous languages across the community. Proceedings of the Annual Conference on Stabilizing Indigenous Languages. pp. 90-98.
Blaisdell, B. (2015). Schools as racial spaces: Understanding and resisting structural racism. International Journal of Qualitative Studies in Education, 29(2), 248-272. https://doi.org/10.1080/09518398.2015.1023228
Brown-Rice, K. (2013). Examining the theory of historical trauma among Native Americans. The Professional Counselor, 3(3), 117-130. http://tpcjournal.nbcc.org
Castor M.L., Smyser M.S., & Taualii M. M., (2006). A nationwide population-based study identifying health disparities between American Indians/Alaska Natives and the general populations living in select urban areas. American Journal of Public Health, 96(8) 1478-1484.
Crawford, J. (1996). Seven hypotheses on language loss causes and cures (Publication No. ED395731). ERIC. https://eric.ed.gov/?id=ED395731
Danso, R. (2018). Cultural competence and cultural humility: A critical reflection on key cultural diversity concepts. Journal of Social Work, 18(4), 410-430. https://doi.org/10.1177/1468017316654341
Dart, F. E. (1972). Science and the worldview. Physics Today, 25(6), 48-54.
Deloria Jr., V. (1990). Traditional education in the modern world. Winds of Change, 5(10), 16–18.
Dauenhauer, N. M., & Dauenhauer, R. (1998). Technical, emotional, and ideological issues in reversing language shift: Examples from Southeast Alaska. In L. A. Grenoble & L. J. Whaley (Eds.), Endangered languages (pp. 57-98). Cambridge University Press. https://doi.org/10.1017/cbo9781139166959.004
Deardorff, D. K. (2009). The SAGE Handbook of Intercultural Competence. SAGE Publications.
Demmert, W. G. (1999). Indian education revisited: A personal experience. Journal of American Indian Education, 38(3), 5-13.
Deyhle, D. (2013). Listening to lives: Lessons learned from American Indian youth. In J. Reyhner, J, Martin, L. Lockard & W.S. Gilbert. (Eds.) Honoring our children: Culturally appropriate approaches for teaching Indigenous students, (pp. 1-10). Northern Arizona University.
Elliott-Engel, J. (2018). State administrators’ perceptions of the environmental challenges of cooperative extension and the 4-h program and their resulting adaptive leadership behaviors (Doctoral dissertation). Virginia Tech. https://vtechworks.lib.vt.edu/handle/10919/9800
Emm, S., & Breazeale, D. (2008). Determining the needs of American Indian audiences for cooperative extension programs. Journal of Extension, 46(1). https://archives.joe.org/joe/2008february/rb1.php
Farella, J. R. (1993). The wind in a jar. University of New Mexico Press.
Farella, J. R. (1990). The main stalk: A synthesis of Navajo philosophy. University of Arizona Press.
Farella, J., Hauser, M. W., Parrott, A. M., Moore, J. D., Penrod, M., & Elliott-Engel, J. (2020). Limitations, challenges, and opportunities for 4-H youth development programming in Tribal communities: A Critical literature review within cooperative extension. Journal of Extension, 59 (3). https://tigerprints.clemson.edu/joe/vol59/iss3/7/
Farella, J., Moore, J., & Arias, J. (2020). Applying the Peoplehood Model: A model for assessing Indigenous identity inclusion in extension programming. University of Arizona Cooperative Extension. https://extension.arizona.edu/pubs/4-h-applying-peoplehood-modelan-evaluation-tool-working-indigenous-communities
Fields, N. I. (2020). Literature review: Exploring 4-H thriving through an equity lens. National 4-H Council. https://access-equity-belonging.extension.org/wp-content/uploads/2020/02/Literature-Review-Thriving-Model-Equity-Lens-FINAL-4.pdf
Flanagan, J. (2015, April 27). Reservation to prison pipeline: Native Americans are the unseen victims of a broken US justice system. Quartz. https://qz.com/392342/native-americans-are-the-unseen-victims-of-a-broken-us-justicesystem
Fisher-Borne, M., Montana Cain, J., & Martin, S. L. (2015). From mastery to accountability: Cultural humility as an alternative to cultural competence. Social Work Education, 34(2), 165-181. https://doi.org/10.1080/02615479.2014.977244
Foronda, C., Baptiste, D. L., Reinholdt, M. M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing. 27(3), pp. 210-217. https://doi.org/10.1177/1043659615592677
HOnline. (2020). Enrollment data. Retrieved November 2020 from https://www.4honline.com/
Garbow, J., Jokela, R. H., Rudi, J., & Serido, J. (2019). Using American Indian legends to teach youths financial literacy: Innovative approaches to cultural adaptation. Journal of Extension, 57(1). https://archives.joe.org/joe/2019february/pdf/JOE_v57_1iw5.pdf
García, J. G., Axelrod, M., & Lachler, J. (2009). English is the dead language: Native perspectives on bilingualism. In P. V. Kroskrity & M. C. Fields (Eds.), Native American language ideologies (pp. 99-122). University of Arizona Press.
Godlewska, A. M. C., Schaefli, L. M., & Chaput, P. J. A. (2013). First Nations assimilation through neoliberal educational reform. Canadian Geographer, 57(3), 271-279. https://doi.org/10.1111/cag.12016
Hiller, J. G. (2005). Is 10% good enough? Cooperative extension work in Indian country. Journal of Extension, 43(6), 19-31. https://archives.joe.org/joe/2005december/a2.php
Himdag at TOCC. (n.d.). Retrieved October 2020 from https://tocc.edu/himdag/
Hinton, L. (2014). Language revitalization: An overview. In l. Hinton, & K. Hale (Eds.), The green book of language revitalization in practice (pp. 203-215). BRILL. https://doi.org/10.1163/9789004261723_017
Holm, T. (2005). The great confusion in Indian Affairs: Native Americans and whites in the progressive era. University of Texas Press. https://doi.org/10.1086/ahr.111.3.846
Holm, T., Pearson, J. D., & Chavis, B. (2003). Peoplehood: a model for the extension of sovereignty in American Indian studies. Wicazo Sa Review, 18(1), 7-24. https://doi.org/10.1353/wic.2003.0004
Hook, J. N., Davis, D. E., Owen, J., Worthington, E. L., & Utsey, S. O. (2013). Cultural humility: Measuring openness to culturally diverse clients. Journal of Counseling Psychology, 60(3), 353-366. https://doi.org/10.1037/a0032595
House, D. (2002). Language shift among the Navajos: Identity politics and cultural continuity. University of Arizona Press.
Huffman, T. (2001). Resistance theory and the transculturation hypothesis as explanations of college attrition and persistence among culturally traditional American Indian students. Journal of American Indian Education, 40(3).
Jegede, O. J. (1995). Collateral learning and the eco-cultural paradigm in science and mathematics education in Africa. Studies in Science Education, 25(1), 97-137. https://doi.org/10.1080/03057269508560051
Kawagley, A. O., & Barnhardt, R. (1998). Education indigenous to place: Western science meets native reality. University of Alaska, Fairbanks.
Kirkness, V., & Barnhardt, R. (2016). First nations and higher education: The four R’s—respect, relevance, reciprocity, responsibility. Journal of College and University Student Housing.
Kohli, R., Pizarro, M., & Nevárez, A. (2017). The “new racism” of K–12 schools: Centering critical research on racism. Review of Research in Education 41(1). https://doi.org/10.3102/0091732X16686949
Kuhn, T. S. (1962). The structure of scientific revolutions. University of Chicago Press.
Lee, R., & Ahtone, T. (March 30, 2020). Land-grab universities. High Country News. https://www.hcn.org/issues/52.4/indigenous-affairs-education-land-grab-universities
Lerner, J. V., Phelps, E., Forman, Y. E., & Bowers, E. P. (2009). Positive youth development. In R. Lerner & L. Steinberg (Eds.), Handbook of Adolescent Psychology (pp. 524–558). John Wiley & Sons. https://doi.org/10.1002/9780470479193.adlpsy001016
Lerner, R., & Lerner, J. (2013). The positive development of youth: Comprehensive findings from the 4-H study of positive youth development. National 4-H Council.
Lustic, M. W., Koester, J. K., (1993). Intercultural competence: Interpersonal communication across cultures. Harper Collins.
Maloney, W. (2017, February 21). Native American FFA members discuss the future of agriculture with USDA officials [Web log post]. Retrieved October 13, 2020, from https://www.usda.gov/media/blog/2013/07/23/native-american-ffa-members-discuss-future-agriculture-usda-officials
Morrill Act of 1862. United States Code, Public Law 37-108, July 2, 1862
National 4-H Council (n.d). 4-H strategic plan for 2025. https://4-h.org/wp-content/uploads/2016/10/4-H-2025-Vision.pdf
Nelson-Barber, S., & Estrin, E. T. (1995). Bringing Native American perspectives to mathematics and science teaching. Theory Into Practice, 34(3), 174-185.
Norman, M. N., & Jordan, J. C. (2016). Using an experiential model in 4-H. University of Florida.
Okamoto, D., Gast, M., Feldman, V. (2012, August). Managing diversity in youth-serving organizations [Paper presentation]. American Sociological Association Annual Meeting, Denver, CO.
Peterson, S., Berkowitz, G., Cart, C. U., & Brindis, C. (2002). Native American women in alcohol and substance abuse treatment. Journal of Health Care for the Poor and Underserved, 13(3), 360-378.
Richmond, A., Braughton, J., & Borden, L. M. (2018). Training youth program staff on the importance of cultural responsiveness and humility: Current status and future directions in professional development. Children and Youth Services Review, 93, 501-507. https://doi.org/10.1016/j.childyouth.2018.07.022
Rosenberg, G. N. (2015). The 4-H harvest: Sexuality and the state in rural America. University of Pennsylvania Press.
Schusky, E. (1975). The forgotten Sioux: An ethnohistory of the Lower Brule reservation. Taylor Trade Publications.
Semken, S. (2005). Sense of place and place-based introductory geoscience teaching for American Indian and Alaska Native undergraduates. Journal of Geoscience Education, 53(2), 149-157.
Simpkins, S. D., Riggs, N. R., Ngo, B., Vest Ettekal, A., & Okamoto, D. (2017). Designing culturally responsive organized after-school activities. Journal of Adolescent Research, 32(1), 11-36. https://doi.org/10.1177/0743558416666169
Spitzberg, B. H., & Changnon, G. (2009). Conceptualizing intercultural competence. In D. K. Deardorff (Ed.), The SAGE Handbook of Intercultural Competence (pp. 2-52). SAGE. https://www.sagepub.com/sites/default/files/upm-binaries/30482_1.pdf
Stiles, D. B. (1997). Four successful Indigenous language programs. In Teaching Indigenous languages (ED415079). ERIC. https://files.eric.ed.gov/fulltext/ED415079.pdf
Tervalon, M., Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117-125.
Thomas, R. K. (1969). Colonialism: Classic and internal. New University Thought, 4(4), 37-44.
U. S. Department of the Interior, Indian Affairs. (2020). Frequently asked questions: Why are American Indians and Alaska Natives also referred to as Native Americans. Retrieved October 15, 2020, from https://www.bia.gov/frequently-asked-questions
U.S. Census Bureau. (2020). Explore Data. Retrieved October 15, 2020, from https://www.census.gov/data.html
Van Tongeren, D. R., Davis, D. E., Hook, J. N., & Witvliet, C. van O. (2019). Humility. Current Directions in Psychological Science. https://doi.org/10.1177/0963721419850153
Vettern, R., & Flage, L. (2018). Assessing results of 4-H mentoring with Native American first generation 4-H youths. Journal of Extension, 56(3). https://archives.joe.org/joe/2018june/pdf/JOE_v56_3a8.pdf
Walsh, M. (2005). Will indigenous languages survive? In Annual Review of Anthropology, 34, 293-315. https://doi.org/10.1146/annurev.anthro.34.081804.120629
Warner, L. S. (2006). Native ways of knowing: Let me count the ways. Canadian Journal of Native Education, 29(2), 149-164.
Weaver, H. N. (2001). Indigenous identity: What is it, and who really has it?. American Indian Quarterly, 25(2), 240-255.
Woolsey Des Jarlais, C. L. (2009). Cultural characteristics of western educational structures and their effects on local ways of knowing [Unpublished doctoral dissertation]. The University of Montana.
Wyatt, L. C., Ung, T., Park, R., Kwon, S. C., & Trinh-Shevrin, C. (2015). Risk factors of suicide and depression among Asian American, Native Hawaiian, and Pacific Islander youth: A systematic literature review. Journal of Health Care for the Poor and Underserved, 26(2), 191-237. https://doi.org/10.1353/hpu.2015.0059
Yellow Bird, M. (1999). What we want to be called. The American Indian Quarterly, 23(2). https://doi.org/10.2307/1185964
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
- Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
- The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
- Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
- The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
- Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
- The Author represents and warrants that:
- the Work is the Author’s original work;
- the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
- the Work is not pending review or under consideration by another publisher;
- the Work has not previously been published;
- the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
- the Work contains no libel, invasion of privacy, or other unlawful matter.
- The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.
Revised 7/16/2018. Revision Description: Removed outdated link.
