| This dissertation research study was conducted to better understand how federal, state, and tribal agencies interact with one another specific to Arizona American Indian students in higher education; to understand the levels of accountability that exist within each agency; and to identify cultural contexts of which agencies should be aware specific to Arizona American Indian students in higher education. A qualitative, case study approach was utilized to gain descriptive data on how agencies interact with one another. Data were generated from interviews with employees from select federal, state, and tribal agencies. To incorporate an American Indian lens, critical theory was applied to an existing framework that describes federal and state interactions specific to higher education. Findings indicate that interactions between federal, state, and tribal agencies participating in this study are shaped by the policy environment including sovereignty and self-determination; through federal delegation of responsibilities to the states; and through how agencies are structured. Fiscal policies are the primary drivers for interactions between agencies. The direction of the financial resources from the giving agency to the receiving agency also contributes to the level of agency interactions. Agency interactions are also driven by individual relationships and through interactions of organizations, councils, and commissions. Levels of accountability that exist within each agency are largely driven by fiscal policies, by greater public demand for accountability, and by accreditation. The existing framework does not have a cultural context component; however, findings suggest that culture plays an important role of which agencies should be aware specific to Arizona American Indian students in higher education. Participants describe the importance of education in American Indian culture, the value of respect as demonstrated through agency actions, and the importance of community. Additional cultural contexts include experiencing culture shock upon initial entry into college, having to bridge two cultural societies, the importance of academic preparation, the need for greater student financial responsibility, issues of persistence in higher education, and the importance of individual relationships. |
Indigenous Policy Journal