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Ally Development: Preparing Student Affairs Professionals To Work With American Indian Students, Corynna B. Nelson
Electronic Theses and Dissertations
Previous literature on ally identity development for higher education professionals has been focused mostly on White identity development, with little to no suggestions for those working with American Indian student populations (Broido, 2000; Edwards, 2006; Evans & Wall, 1991; Reason, Millar, A, & Scales, 2005). A conceptual model written by Keith E. Edwards (2006) focused on three stages of aspiring ally identity development with each identity attached to frequently experienced behaviors and viewpoints. This relatable model created a way to offer autoethnographical examples of an aspiring ally’s development to suggest adaptations for non-Native student affairs professionals working with Native student populations. With added investigator triangulation of a Native student affairs professional’s interpretation, the considerations for aspiring allies working with Native populations include: thorough self-education focused on historical oppression perpetuated through contemporary incidents; cultural understanding of self-determination, future generations, and communication styles; the unique political status of tribal groups with the U.S. government as sovereign nations. Suggestions from Native higher education professionals and application are discussed, concluding with limitations and resources for further reading.