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• 41. [Article] "The Chieftain's Weary Daughter": The Feminist Legacy and Mainstream Appropriation of Sarah Winnemucca

  113 pages. A thesis presented to the Department of Women's and Gender Studies and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor ...

  Citation × Citation Citation Abstract Copy Title: "The Chieftain's Weary Daughter": The Feminist Legacy and Mainstream Appropriation of Sarah Winnemucca Author: Albanis, Sophia Kendall Year: 2017 113 pages. A thesis presented to the Department of Women's and Gender Studies and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2017 Title: "The Chieftain's Weary Daughter": The Feminist Legacy and Mainstream Appropriation of Sarah Winnemucca Author: Albanis, Sophia Kendall Year: 2017 113 pages. A thesis presented to the Department of Women's and Gender Studies and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2017 Close

• 42. [Article] Bound by Blackness: African Migration, Black Identity, and Linked Fate in Post-Civil Rights America

  This dissertation explores the identity formation of Ethiopian and Nigerian immigrants, their second generation children, and native born African Americans who reside in the Seattle metropolitan area. ...

  Citation × Citation Citation Abstract Copy Title: Bound by Blackness: African Migration, Black Identity, and Linked Fate in Post-Civil Rights America Author: Abedi-Anim, MeCherri Year: 2017 This dissertation explores the identity formation of Ethiopian and Nigerian immigrants, their second generation children, and native born African Americans who reside in the Seattle metropolitan area. Using boundary formation theory, I argue that African immigrants and their second generation children are developing a shared sense of Black identity and racial solidarity (linked fate) with native born African Americans. This shared Black identity is illustrated through both Africans and African Americans’ recognition of one another as racial group members, the constraints on their Black identities, and their navigation of similar institutional and political contexts. I argue that this is highly suggestive of an expansion of the Black racial boundary, and the reconstitution of Black identity in the post-Civil Rights Era. Despite some boundary contraction within the Black racial category by some 1st generation Africans, the African 1.5 and second generation are engaging in boundary crossing particularly with African Americans through their bicultural identities. This process appears to be leading to the blurring of boundaries between the children of African immigrants and native born African Americans, especially through the 1.5 and second generations involvement and integration into African American social and professional organizations. Evidence presented in this dissertation suggests that there is a weakening of ethnic identity among the African 1.5 and second generation. This weakening of ethnic identity among the children of Ethiopians and Nigerians suggest subsequent generations of Africans born here in the United States will eventually be absorbed into an undifferentiated African American/Black category. Keywords: Ethiopians, Nigerians, African Americans, linked fate, Black identity, Africans Title: Bound by Blackness: African Migration, Black Identity, and Linked Fate in Post-Civil Rights America Author: Abedi-Anim, MeCherri Year: 2017 This dissertation explores the identity formation of Ethiopian and Nigerian immigrants, their second generation children, and native born African Americans who reside in the Seattle metropolitan area. Using boundary formation theory, I argue that African immigrants and their second generation children are developing a shared sense of Black identity and racial solidarity (linked fate) with native born African Americans. This shared Black identity is illustrated through both Africans and African Americans’ recognition of one another as racial group members, the constraints on their Black identities, and their navigation of similar institutional and political contexts. I argue that this is highly suggestive of an expansion of the Black racial boundary, and the reconstitution of Black identity in the post-Civil Rights Era. Despite some boundary contraction within the Black racial category by some 1st generation Africans, the African 1.5 and second generation are engaging in boundary crossing particularly with African Americans through their bicultural identities. This process appears to be leading to the blurring of boundaries between the children of African immigrants and native born African Americans, especially through the 1.5 and second generations involvement and integration into African American social and professional organizations. Evidence presented in this dissertation suggests that there is a weakening of ethnic identity among the African 1.5 and second generation. This weakening of ethnic identity among the children of Ethiopians and Nigerians suggest subsequent generations of Africans born here in the United States will eventually be absorbed into an undifferentiated African American/Black category. Keywords: Ethiopians, Nigerians, African Americans, linked fate, Black identity, Africans Close

• 43. [Article] Our Totem: A Multimedia Project Analyzing How the Cultural Appropriation of Totem Poles Has Affected Native and Non-Native Artists in Seattle, Washington

  54 pages. A thesis presented to the School of Journalism and Communication and Communication and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree ...

  Citation × Citation Citation Abstract Copy Title: Our Totem: A Multimedia Project Analyzing How the Cultural Appropriation of Totem Poles Has Affected Native and Non-Native Artists in Seattle, Washington Author: Cruze, Carolyn E. Year: 2017, 2016 54 pages. A thesis presented to the School of Journalism and Communication and Communication and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Fall 2016 Title: Our Totem: A Multimedia Project Analyzing How the Cultural Appropriation of Totem Poles Has Affected Native and Non-Native Artists in Seattle, Washington Author: Cruze, Carolyn E. Year: 2017, 2016 54 pages. A thesis presented to the School of Journalism and Communication and Communication and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Fall 2016 Close

• 44. [Article] Culturally Specific Bilingual Arts Integration

  Today's young people are a source of growing social and academic concern. Combined with economic, cultural and linguistic barriers, Latino students are an even greater concern. Studies have demonstrated ...

  Citation × Citation Citation Abstract Copy Title: Culturally Specific Bilingual Arts Integration Author: Malan, Danielle L. Year: 2016 Today's young people are a source of growing social and academic concern. Combined with economic, cultural and linguistic barriers, Latino students are an even greater concern. Studies have demonstrated qualitative improved learning with either arts integration or with bilingual education. After a literature review, there was no conclusive quantitative evidence done prior to this study in 2015, for the benefits of combining the two to use bilingual arts integration as a method for improved learning. Could bilingual arts education improve learning? The purpose of this study was to evaluate the effect of bilingual arts integration on learning, and the positive outcomes for the Latino students it serves. Several data collection methods were used in this study, including surveys, rubrics, videotaped interviews, observations, and evaluations, although pre and post-testing with a timed Curriculum Based Method (CBM) was the primary methodology used at all six schools to determine the percentage of growth. Test scores from the six participating schools seems to indicate that the Latino students gained the most in comprehension, due possibly to their cultural connection. Students of other races followed, which included African American, Asian American/Pacific Islander, Native American, Slavic and Arabic, suggesting than non-Eurocentric curriculum can be engaging for other cultures as well. Title: Culturally Specific Bilingual Arts Integration Author: Malan, Danielle L. Year: 2016 Today's young people are a source of growing social and academic concern. Combined with economic, cultural and linguistic barriers, Latino students are an even greater concern. Studies have demonstrated qualitative improved learning with either arts integration or with bilingual education. After a literature review, there was no conclusive quantitative evidence done prior to this study in 2015, for the benefits of combining the two to use bilingual arts integration as a method for improved learning. Could bilingual arts education improve learning? The purpose of this study was to evaluate the effect of bilingual arts integration on learning, and the positive outcomes for the Latino students it serves. Several data collection methods were used in this study, including surveys, rubrics, videotaped interviews, observations, and evaluations, although pre and post-testing with a timed Curriculum Based Method (CBM) was the primary methodology used at all six schools to determine the percentage of growth. Test scores from the six participating schools seems to indicate that the Latino students gained the most in comprehension, due possibly to their cultural connection. Students of other races followed, which included African American, Asian American/Pacific Islander, Native American, Slavic and Arabic, suggesting than non-Eurocentric curriculum can be engaging for other cultures as well. Close

• 45. [Article] Effects of Ethnicity and Gender on Sixth-Grade Students' Environmental Knowledge and Attitudes After Participation in a Year-Long Environmental Education Program

  The goal of environmental education (EE) has always been to increase knowledge about the environment and to foster positive environmental attitudes. Increasingly, as the call for integrating EE programs ...

  Citation × Citation Citation Abstract Copy Title: Effects of Ethnicity and Gender on Sixth-Grade Students' Environmental Knowledge and Attitudes After Participation in a Year-Long Environmental Education Program Author: Stagner, Rachel Year: 2014 The goal of environmental education (EE) has always been to increase knowledge about the environment and to foster positive environmental attitudes. Increasingly, as the call for integrating EE programs into mainstream science curriculum intensifies, it is important to continue to evaluate the effectiveness of these programs not only through measures of change in knowledge and attitudes, but through the additional criteria of meeting the needs of different gender and ethnic groups. The purpose of this research was to identify whether a watershed education program was meeting the needs of diverse learners within the context of a year-long, integrated, sixth-grade science curriculum. This study specifically sought to answer the following questions: 1) Do differences exist between genders and ethnic groups in regards to change in environmental knowledge after participation in an environmental education program? and 2) Do differences exist between genders and ethnic groups in regards to changes in environmental attitudes after participation in an environmental education program? A mixed-methods approach consisting of a pre/post-test survey, interviews, and observational data was used to evaluate these questions. The quantitative results of the survey data suggests that, overall, students had statistically significant (p < 0.01) gains in environmental knowledge, but no change in attitude towards the environment after participation in the program. When subpopulations are broken down into gender and ethnic groups, however, there is statistically significant support for the idea that ethnic groups--and, to a lesser extent, gender groups--were affected differently by the program. One important finding was that Hispanic and Native American students had significantly less gain in knowledge than their White, Asian and African-American peers. Qualitative interviews and observations shed light on these findings and illustrate the experiences of students during the year-long program. Other findings, trends, observations, and opportunities for future research are also discussed. Title: Effects of Ethnicity and Gender on Sixth-Grade Students' Environmental Knowledge and Attitudes After Participation in a Year-Long Environmental Education Program Author: Stagner, Rachel Year: 2014 The goal of environmental education (EE) has always been to increase knowledge about the environment and to foster positive environmental attitudes. Increasingly, as the call for integrating EE programs into mainstream science curriculum intensifies, it is important to continue to evaluate the effectiveness of these programs not only through measures of change in knowledge and attitudes, but through the additional criteria of meeting the needs of different gender and ethnic groups. The purpose of this research was to identify whether a watershed education program was meeting the needs of diverse learners within the context of a year-long, integrated, sixth-grade science curriculum. This study specifically sought to answer the following questions: 1) Do differences exist between genders and ethnic groups in regards to change in environmental knowledge after participation in an environmental education program? and 2) Do differences exist between genders and ethnic groups in regards to changes in environmental attitudes after participation in an environmental education program? A mixed-methods approach consisting of a pre/post-test survey, interviews, and observational data was used to evaluate these questions. The quantitative results of the survey data suggests that, overall, students had statistically significant (p < 0.01) gains in environmental knowledge, but no change in attitude towards the environment after participation in the program. When subpopulations are broken down into gender and ethnic groups, however, there is statistically significant support for the idea that ethnic groups--and, to a lesser extent, gender groups--were affected differently by the program. One important finding was that Hispanic and Native American students had significantly less gain in knowledge than their White, Asian and African-American peers. Qualitative interviews and observations shed light on these findings and illustrate the experiences of students during the year-long program. Other findings, trends, observations, and opportunities for future research are also discussed. Close

• 46. [Article] Chronic Absenteeism Report

  The Chief Education Office (CEdO) has commissioned this report on chronic absenteeism in Oregon schools to better understand this problem in general, to specifically hear from students and families most ...

  Citation × Citation Citation Abstract Copy Title: Chronic Absenteeism Report Author: Curry-Stevens, Ann, Kim-Gervey, Connie, Chief Education Office Research Team Year: 2016 The Chief Education Office (CEdO) has commissioned this report on chronic absenteeism in Oregon schools to better understand this problem in general, to specifically hear from students and families most likely to be chronically absent, and to present recommendations for the State and local communities. This report is a result of collaboration between CEdO, Portland State University (PSU), and the Coalition of Communities of Color (CCC). Researchers from PSU conducted all of the original research. This report builds on previous work in Oregon and around the country, but it is not a duplication of existing research. Instead, the research is a novel contribution because of its extensive use of focus groups, inclusion of culturally specific focus groups, detailed thematic analysis between and among stakeholder groups, and deep-dives in the areas of students with disabilities and Native American students. The report’s literature review gives the reader a comprehensive foundation that defines the terms and measures associated with school attendance, shows the connection between attendance and academic outcomes, provides statistics related to chronic absenteeism and achievement for Oregon, provides a framework for understanding the reasons for absenteeism, and details current practices that are considered the best for schools, districts, and states to increase attendance. The review shows that although chronic absenteeism affects students of all ages, it is particularly a problem for students of color, students with disabilities, and students living in poverty. Finally, the problem is complicated, and requires a range of interventions, tailored to specific communities that address every context of students’ lives. The review demonstrates that there is still a good deal to learn about chronic absenteeism and that conducting focus group research will paint a better picture of the Oregon context and identify benefits and drawbacks of specific practices for specific locales. Title: Chronic Absenteeism Report Author: Curry-Stevens, Ann, Kim-Gervey, Connie, Chief Education Office Research Team Year: 2016 The Chief Education Office (CEdO) has commissioned this report on chronic absenteeism in Oregon schools to better understand this problem in general, to specifically hear from students and families most likely to be chronically absent, and to present recommendations for the State and local communities. This report is a result of collaboration between CEdO, Portland State University (PSU), and the Coalition of Communities of Color (CCC). Researchers from PSU conducted all of the original research. This report builds on previous work in Oregon and around the country, but it is not a duplication of existing research. Instead, the research is a novel contribution because of its extensive use of focus groups, inclusion of culturally specific focus groups, detailed thematic analysis between and among stakeholder groups, and deep-dives in the areas of students with disabilities and Native American students. The report’s literature review gives the reader a comprehensive foundation that defines the terms and measures associated with school attendance, shows the connection between attendance and academic outcomes, provides statistics related to chronic absenteeism and achievement for Oregon, provides a framework for understanding the reasons for absenteeism, and details current practices that are considered the best for schools, districts, and states to increase attendance. The review shows that although chronic absenteeism affects students of all ages, it is particularly a problem for students of color, students with disabilities, and students living in poverty. Finally, the problem is complicated, and requires a range of interventions, tailored to specific communities that address every context of students’ lives. The review demonstrates that there is still a good deal to learn about chronic absenteeism and that conducting focus group research will paint a better picture of the Oregon context and identify benefits and drawbacks of specific practices for specific locales. Close

• 47. [Article] Who am I? Who do you think I am? Stability of Racial/Ethnic Self-Identification Among Youth in Foster Care and Concordance with Agency Categorization

  While it has been well documented that racial and ethnic disparities exist for children of color in child welfare, the accuracy of the race and ethnicity information collected by agencies has not been ...

  Citation × Citation Citation Abstract Copy Title: Who am I? Who do you think I am? Stability of Racial/Ethnic Self-Identification Among Youth in Foster Care and Concordance with Agency Categorization Author: Schmidt, Jessica, Dubey, Shanti, Dalton, Larry, Nelson, May, Lee, Junghee, Oberweiser Kennedy, Molly, Kim-Gervey, Connie, Powers, Laurie E., Geenen, Sarah, The Research Consortium to Increase the Success of Youth in Foster Care Year: 2015 While it has been well documented that racial and ethnic disparities exist for children of color in child welfare, the accuracy of the race and ethnicity information collected by agencies has not been examined, nor has the concordance of this information with youth self-report. This article addresses a major gap in the literature by examining 1) the racial and ethnic self-identification of youth in foster care, and the rate of agreement with child welfare and school categorizations; 2) the level of concordance between different agencies (school and child welfare); and 3) the stability of racial and ethnic self-identification among youth in foster care over time. Results reveal that almost 1 in 5 youth change their racial identification over a one-year period, high rates of discordance exist between the youth self-report of Native American, Hispanic and multiracial youth and how agencies categorize them, and a greater tendency for the child welfare system to classify a youth asWhite, as compared to school and youth themselves. Information fromthe study could be used to guide agencies towards amore youth-centered and flexible approach in regard to identifying, reporting and affirming youth's evolving racial and ethnic identity. Title: Who am I? Who do you think I am? Stability of Racial/Ethnic Self-Identification Among Youth in Foster Care and Concordance with Agency Categorization Author: Schmidt, Jessica, Dubey, Shanti, Dalton, Larry, Nelson, May, Lee, Junghee, Oberweiser Kennedy, Molly, Kim-Gervey, Connie, Powers, Laurie E., Geenen, Sarah, The Research Consortium to Increase the Success of Youth in Foster Care Year: 2015 While it has been well documented that racial and ethnic disparities exist for children of color in child welfare, the accuracy of the race and ethnicity information collected by agencies has not been examined, nor has the concordance of this information with youth self-report. This article addresses a major gap in the literature by examining 1) the racial and ethnic self-identification of youth in foster care, and the rate of agreement with child welfare and school categorizations; 2) the level of concordance between different agencies (school and child welfare); and 3) the stability of racial and ethnic self-identification among youth in foster care over time. Results reveal that almost 1 in 5 youth change their racial identification over a one-year period, high rates of discordance exist between the youth self-report of Native American, Hispanic and multiracial youth and how agencies categorize them, and a greater tendency for the child welfare system to classify a youth asWhite, as compared to school and youth themselves. Information fromthe study could be used to guide agencies towards amore youth-centered and flexible approach in regard to identifying, reporting and affirming youth's evolving racial and ethnic identity. Close

• 48. [Article] Assessing Reproducibility in Faunal Analysis Using Blind Tests: A case Study From Northwestern North America

  Zooarchaeologists have long recognized that assigning taxonomic identifications to animal remains is a subjective process, and recent studies have highlighted the need for data quality assurance standards ...

  Citation × Citation Citation Abstract Copy Title: Assessing Reproducibility in Faunal Analysis Using Blind Tests: A case Study From Northwestern North America Author: Nims, Reno, Butler, Virginia L. Year: 2017 Zooarchaeologists have long recognized that assigning taxonomic identifications to animal remains is a subjective process, and recent studies have highlighted the need for data quality assurance standards in archaeofaunal research. Our study contributes to this growing interest in quality assurance by presenting simple quantitative methods for assessing the reproducibility of analytic results through blind reanalysis of animal remains that we developed during analysis of fishbone from Čḯxwicən, a large Native American village on the coast of Washington State, U.S.A. Given the large scale of the Čḯxwicən project – over 112,000 fish remains were documented by five different analysts over three years – there was a real possibility that inconsistencies in laboratory practices affected analytic results (e.g., number of identified specimens, taxa present and relative abundance, elements identified, burning frequencies). To evaluate the reproducibility of the Čḯxwicən fishbone data, and the possibility of “protocol drift” – changes in how specimens and bone modifications were identified over the course of analysis – we reanalyzed samples of fish remains that were previously documented during three discrete stages (beginning, middle, and end) of the Čḯxwicən project. The original data and the reanalysis results show close agreement in each stage, with only minor differences in the numbers of recorded specimens, taxonomic representation at family- and finer taxonomic levels, and body part representation assessed for a single taxonomic order. Identifying burning on bone was not very reproducible. Reproducibility studies such as this are useful for highlighting ambiguous identification criteria (e.g., in taxonomic assignment, bone modification), and could stimulate dialog among researchers about ways to address such issues in future studies. Increasing the implementation of these, and other, widely applicable methods should improve zooarchaeological data quality and stimulate further research on quality assurance in archaeology overall. Title: Assessing Reproducibility in Faunal Analysis Using Blind Tests: A case Study From Northwestern North America Author: Nims, Reno, Butler, Virginia L. Year: 2017 Zooarchaeologists have long recognized that assigning taxonomic identifications to animal remains is a subjective process, and recent studies have highlighted the need for data quality assurance standards in archaeofaunal research. Our study contributes to this growing interest in quality assurance by presenting simple quantitative methods for assessing the reproducibility of analytic results through blind reanalysis of animal remains that we developed during analysis of fishbone from Čḯxwicən, a large Native American village on the coast of Washington State, U.S.A. Given the large scale of the Čḯxwicən project – over 112,000 fish remains were documented by five different analysts over three years – there was a real possibility that inconsistencies in laboratory practices affected analytic results (e.g., number of identified specimens, taxa present and relative abundance, elements identified, burning frequencies). To evaluate the reproducibility of the Čḯxwicən fishbone data, and the possibility of “protocol drift” – changes in how specimens and bone modifications were identified over the course of analysis – we reanalyzed samples of fish remains that were previously documented during three discrete stages (beginning, middle, and end) of the Čḯxwicən project. The original data and the reanalysis results show close agreement in each stage, with only minor differences in the numbers of recorded specimens, taxonomic representation at family- and finer taxonomic levels, and body part representation assessed for a single taxonomic order. Identifying burning on bone was not very reproducible. Reproducibility studies such as this are useful for highlighting ambiguous identification criteria (e.g., in taxonomic assignment, bone modification), and could stimulate dialog among researchers about ways to address such issues in future studies. Increasing the implementation of these, and other, widely applicable methods should improve zooarchaeological data quality and stimulate further research on quality assurance in archaeology overall. Close

• 49. [Article] "As Long as the Mighty Columbia River Flows": The Leadership and Legacy of Wilson Charley, a Yakama Indian Fisherman

  On March 10, 1957, the United States Army Corps of Engineers completed The Dalles Dam and inundated Celilo Falls, the oldest continuously inhabited site in North America and a cultural and economic hub ...

  Citation × Citation Citation Abstract Copy Title: "As Long as the Mighty Columbia River Flows": The Leadership and Legacy of Wilson Charley, a Yakama Indian Fisherman Author: Hedberg, David-Paul Brewster Year: 2017 On March 10, 1957, the United States Army Corps of Engineers completed The Dalles Dam and inundated Celilo Falls, the oldest continuously inhabited site in North America and a cultural and economic hub for Indigenous people. In the negotiation of treaties between the United States, nearly one hundred years earlier, Indigenous leaders reserved access to Columbia River fishing sites as they ceded territory and retained smaller reservations. In the years before the dam's completion, leaders, many of who were the descendants of earlier treaty signatories, attempted to stop the dam and protect both fishing sites from the encroachment of state and federal regulations and archaeological sites from destruction. This study traces the work of Wilson Charley, a Native fisherman, a member of the Yakama Nation's Tribal Council, and great-grandson of one of the 1855 treaty signatories. More broadly, this study places Indigenous actors on a twentieth-century Columbia River while demonstrating that they played active roles in the protest and management of areas affected by The Dalles Dam. Using previously untapped archival sources--a substantial cache of letters--my analysis illustrates that Charley articulated multiple strategies to fight The Dalles Dam and regulations to curtail Native's treaty fishing rights. Aiming to protect the 1855 treaty and stop The Dalles Dam, Charley created Native-centered regulatory agencies. He worked directly with politicians and supported political candidates, like Richard Neuberger, that favored Native concerns. He attempted to build partnerships with archaeologists and landscape preservationists concerned about losing the area's rich cultural sites. Even after the dam's completion, he conceptualized multiple tribal economic development plans that would allow for Natives' cultural and economic survival. Given the national rise of technological optimism and the willingness for the federal government to terminate its relationship with federally recognized tribes, Charley realized that taking the 1855 treaty to court was too risky for the political climate of the 1950s. Instead, he framed his strategies in the language of twentieth-century conservation, specifically to garner support from a national audience of non-natives interested in protecting landscapes from industrial development. While many of these non-native partners ultimately failed him, his strategies are noteworthy for three reasons. First, he cast the fight to uphold Native treaty rights in terms that were relevant to non-natives, demonstrating his complex understanding of the times in which he lived. Second, his strategies continued an ongoing struggle for Natives to fish at their treaty-protected sites, thereby documenting an overlooked period between the fishing rights cases of the turn of the twentieth century and the 1960s and 1970s. Charley left a lasting legacy that scholars have not recognized because many of his visionary ideas came to fruition decades later. Finally, my analysis of Charley's letters also documents personal details that afford readers the unique perspective of one Indigenous person navigated through a tumultuous period in the Pacific Northwest and Native American history. Title: "As Long as the Mighty Columbia River Flows": The Leadership and Legacy of Wilson Charley, a Yakama Indian Fisherman Author: Hedberg, David-Paul Brewster Year: 2017 On March 10, 1957, the United States Army Corps of Engineers completed The Dalles Dam and inundated Celilo Falls, the oldest continuously inhabited site in North America and a cultural and economic hub for Indigenous people. In the negotiation of treaties between the United States, nearly one hundred years earlier, Indigenous leaders reserved access to Columbia River fishing sites as they ceded territory and retained smaller reservations. In the years before the dam's completion, leaders, many of who were the descendants of earlier treaty signatories, attempted to stop the dam and protect both fishing sites from the encroachment of state and federal regulations and archaeological sites from destruction. This study traces the work of Wilson Charley, a Native fisherman, a member of the Yakama Nation's Tribal Council, and great-grandson of one of the 1855 treaty signatories. More broadly, this study places Indigenous actors on a twentieth-century Columbia River while demonstrating that they played active roles in the protest and management of areas affected by The Dalles Dam. Using previously untapped archival sources--a substantial cache of letters--my analysis illustrates that Charley articulated multiple strategies to fight The Dalles Dam and regulations to curtail Native's treaty fishing rights. Aiming to protect the 1855 treaty and stop The Dalles Dam, Charley created Native-centered regulatory agencies. He worked directly with politicians and supported political candidates, like Richard Neuberger, that favored Native concerns. He attempted to build partnerships with archaeologists and landscape preservationists concerned about losing the area's rich cultural sites. Even after the dam's completion, he conceptualized multiple tribal economic development plans that would allow for Natives' cultural and economic survival. Given the national rise of technological optimism and the willingness for the federal government to terminate its relationship with federally recognized tribes, Charley realized that taking the 1855 treaty to court was too risky for the political climate of the 1950s. Instead, he framed his strategies in the language of twentieth-century conservation, specifically to garner support from a national audience of non-natives interested in protecting landscapes from industrial development. While many of these non-native partners ultimately failed him, his strategies are noteworthy for three reasons. First, he cast the fight to uphold Native treaty rights in terms that were relevant to non-natives, demonstrating his complex understanding of the times in which he lived. Second, his strategies continued an ongoing struggle for Natives to fish at their treaty-protected sites, thereby documenting an overlooked period between the fishing rights cases of the turn of the twentieth century and the 1960s and 1970s. Charley left a lasting legacy that scholars have not recognized because many of his visionary ideas came to fruition decades later. Finally, my analysis of Charley's letters also documents personal details that afford readers the unique perspective of one Indigenous person navigated through a tumultuous period in the Pacific Northwest and Native American history. Close

• 50. [Article] Child and Maternal Health in the Slavic Community: Insights on Assets and Priorities

  The Slavic community’s health is impacted by race and ethnicity, and also by issues that flow from being a newcomer community, and also from their status as refugees. They also bring to the U.S.A. cultural ...

  Citation × Citation Citation Abstract Copy Title: Child and Maternal Health in the Slavic Community: Insights on Assets and Priorities Author: Reyes, Marie-Elena, Curry-Stevens, Ann Year: 2015 The Slavic community’s health is impacted by race and ethnicity, and also by issues that flow from being a newcomer community, and also from their status as refugees. They also bring to the U.S.A. cultural orientation that is collectivist, and shared experiences of persecution and deep distrust of the government. As is detailed in this report, these experiences have an impact on health and wellbeing, and simultaneously have a detrimental effect on the economic stature of the community. This Community Needs Assessment on the Health of Slavic Children (ages 0-5 years) was conducted to produce a “needs assessment” report outlining specific health concerns, needs and indicators of health disparities within the Slavic community, best practices from other Slavic communities, and recommendations for next steps to address disparities in a culturally competent change in policy or practices. The community opted to conduct two major data gathering processes: a maternal and child survey, and focus groups with mothers. We supplemented this information with a literature review to highlight both the larger social and economic issues that are well-tied to health (such as income, poverty, school engagement and English language skills), alongside studies that have identified health assets and challenges in both Slavic and immigrant communities. The core priority of the community are to establish a Slavic Health Center where providers will share their language, culture and history, and where health needs will be understood in their cultural context, and the distrust that typifies the relationships that many in the community have with formal health and social services will be eliminated. The need for this is strong, in evidence through the survey, the focus groups and in the literature. Specialized services are warranted to address the health issues tied to being newcomer communities, and in holding cultural identities and experiences that diverge significantly from that of mainstream (white) society. Additional priorities include rectifying the deep divide that exists on the issue of immunizations, with this being the highest priority health issue for mothers with young children. Second on the priority list is for parents to be well prepared for their children to arrive at school, and to help make this transition easier on both parents and children. Third is to address a wide range of issues tied to health promotion, including learning and responding to issues of child neglect and the conditions that will promote family stability. Fourth is oral health, and the importance of being able to see Slavic oral health providers. Across the spectrum is a need for information on services available, as well as making such services available, and making them culturally responsive. Taking action on two levels is key for the community: putting empowerment-based information into the hands of Slavic families, and catalyzing among service providers enhanced abilities to serve the Slavic community in respectful and culturally dignified ways. Health disparities faced by Slavic community members are inequitably measured, simply because their race/ethnicity is not separated out from “White” in the vast majority of research studies. Unfortunately, data cannot be separated by NWHF’s equity priorities like ethnicity overall, and cultural or linguistic background in particular. Culturally and linguistically specific services targeting this community’s needs are less likely than other disadvantaged communities of color such as African American and Native American, particularly due to inadequate gathering of data beyond the traditional racial and ethnic breakdown. Geography impacts this community’s health simply because of poverty-driven gentrification and the likelihood of Slavic families living in low-income diverse neighborhoods with greater risks of health disparities such as high obesity prevalence and chronic disease. Low-income neighborhoods where some of these families reside are less likely to have culturally and linguistically specific services targeting healthy choices and behaviors. Title: Child and Maternal Health in the Slavic Community: Insights on Assets and Priorities Author: Reyes, Marie-Elena, Curry-Stevens, Ann Year: 2015 The Slavic community’s health is impacted by race and ethnicity, and also by issues that flow from being a newcomer community, and also from their status as refugees. They also bring to the U.S.A. cultural orientation that is collectivist, and shared experiences of persecution and deep distrust of the government. As is detailed in this report, these experiences have an impact on health and wellbeing, and simultaneously have a detrimental effect on the economic stature of the community. This Community Needs Assessment on the Health of Slavic Children (ages 0-5 years) was conducted to produce a “needs assessment” report outlining specific health concerns, needs and indicators of health disparities within the Slavic community, best practices from other Slavic communities, and recommendations for next steps to address disparities in a culturally competent change in policy or practices. The community opted to conduct two major data gathering processes: a maternal and child survey, and focus groups with mothers. We supplemented this information with a literature review to highlight both the larger social and economic issues that are well-tied to health (such as income, poverty, school engagement and English language skills), alongside studies that have identified health assets and challenges in both Slavic and immigrant communities. The core priority of the community are to establish a Slavic Health Center where providers will share their language, culture and history, and where health needs will be understood in their cultural context, and the distrust that typifies the relationships that many in the community have with formal health and social services will be eliminated. The need for this is strong, in evidence through the survey, the focus groups and in the literature. Specialized services are warranted to address the health issues tied to being newcomer communities, and in holding cultural identities and experiences that diverge significantly from that of mainstream (white) society. Additional priorities include rectifying the deep divide that exists on the issue of immunizations, with this being the highest priority health issue for mothers with young children. Second on the priority list is for parents to be well prepared for their children to arrive at school, and to help make this transition easier on both parents and children. Third is to address a wide range of issues tied to health promotion, including learning and responding to issues of child neglect and the conditions that will promote family stability. Fourth is oral health, and the importance of being able to see Slavic oral health providers. Across the spectrum is a need for information on services available, as well as making such services available, and making them culturally responsive. Taking action on two levels is key for the community: putting empowerment-based information into the hands of Slavic families, and catalyzing among service providers enhanced abilities to serve the Slavic community in respectful and culturally dignified ways. Health disparities faced by Slavic community members are inequitably measured, simply because their race/ethnicity is not separated out from “White” in the vast majority of research studies. Unfortunately, data cannot be separated by NWHF’s equity priorities like ethnicity overall, and cultural or linguistic background in particular. Culturally and linguistically specific services targeting this community’s needs are less likely than other disadvantaged communities of color such as African American and Native American, particularly due to inadequate gathering of data beyond the traditional racial and ethnic breakdown. Geography impacts this community’s health simply because of poverty-driven gentrification and the likelihood of Slavic families living in low-income diverse neighborhoods with greater risks of health disparities such as high obesity prevalence and chronic disease. Low-income neighborhoods where some of these families reside are less likely to have culturally and linguistically specific services targeting healthy choices and behaviors. Close