Perceptions of Disabilities Among Native Americans Within the State of Utah

Currently, little research exists on disabilities among Native American communities and no research exists on how Native Americans perceive disabilities, services currently available, and unmet needs. Understanding these key areas is essential to providing efficacious and culturally relevant care. To address this gap in the literature, we used Indigenous research methodology through sharing circles throughout the state of Utah to listen and amplify the voices of the Native communities. Participants shared how they conceptualize disability, what they thought of current services, and how they thought the needs of Native persons with disabilities should be addressed. Four major themes emerged in the data: a culturally-based conceptualization of disability, barriers to services, belonging, and needed actions. These themes highlight the cultural strengths among Native communities surrounding disabilities and bring attention to systematic change needed to better address the needs of Native Americans with disabilities

Culturally Disruptive Research: A Critical (Re)Engagement with Research Processes and Teaching Practices

Purpose As scholars, educators and policymakers recognize the impact of partnership-based research, there is a growing need for more in-depth understanding of how to conduct this work, especially with and in diverse project teams. The purpose of this paper is to provide a critical examination of adopting a culturally disruptive approach in a research–practice partnership (RPP) that includes Indigenous and non-Indigenous researchers, designers and educators who worked together to collaboratively design culturally situated experiences for sixth graders. Design/methodology/approach Following a design-based implementation research methodology, data from design and implementation are presented as two case studies to illustrate key findings. Findings Leveraging the frame of culturally disruptive pedagogy, key tensions, disruptions, self-discoveries and resulting pedagogical innovations are outlined. While the authors experienced multiple forms of disruptions as researchers, designers and educators, they focused on tracing two powerful cases of how culturally disruptive research directly and immediately resulted in pedagogical innovations. Together the cases illustrate a broader shift toward interdependence that the team experienced over the course of the school year. Research limitations/implications A new frame for conducting culturally disruptive research is presented. Both the theoretical application and practical implementation of this frame demonstrate its usefulness in conceptualizing culturally situated research through cultivating an uncomfortable yet generative interdependence. Practical implications Findings include examples and strategies for how to practically conduct multi-sector, interdisciplinary research and teaching. Scholars and educators share their stories which illustrate the practical impact of this work. Originality/value Critical insights presented in this paper build on and contribute to the growing body of work around RPPs, community-based research and other critical partnership methods

Culturally Responsive and Inclusive Teaching

Building on previous events in this series, this panel will explore how to bring diversity, equity, and inclusion theories and practices into our classroom teaching, both in face-to-face and online instructional settings. Drawing on their expertise in a range of teaching and learning contexts, panelists will share principles for culturally responsive and inclusive instruction. Together, we will reflect on why this work has always mattered – and why it especially matters now. Watch the video to see the discussion. Click on the download button for a list of readings and resources.https://digitalcommons.usu.edu/inter_inclusion/1003/thumbnail.jp

Intimate Partner Abuse within Hispanic Divorcing Parents

Little is known about intimate partner abuse (IPA) in divorcing Hispanic parents and how divorcing Hispanic parents utilize legal, social, or community services in regards to their experience of IPA. Research has identified many barriers for Hispanics attempting to access these services, including lack of knowledge of laws and services, lack of access, discrimination, and language barriers. This study aimed to understand the underlying dyadic structures of IPA and how such abuse affects the utilization of civil court processes in addition to social, community, and health services. Data sources included records from the civil court and mediation services, self-reports of intimate partner abuse, and law enforcement records. This paper focused on a subsample from a larger study and included 187 Hispanic couples and 467 non-Hispanic White couples. Results revealed differences between groups in terms of coercive controlling behaviors and their relationship with other forms of IPA. The strength of the relationship between coercive controlling behaviors and IPA victimization was equal for Hispanic husbands and wives, and also equal to White husbands' IPA perpetration, but had a weaker relationship between White wives' IPA perpetration. Overall Hispanic and Non-Hispanic White couples had similar interactions with the civil court system, ranging from time to complete the divorce and interactions with the court after divorce. Within the Hispanic group, couples with at least one partner preferring Spanish were significantly less likely to complete the divorce process, and had fewer contacts with the court after the divorce was finalized. Hispanic couples who were identified as experiencing IPA were significantly less likely to utilize certain helping services, but not others. Possible explanations, limitations, and future directions are explored

Promoting Cultural Integrity through Education: Indigenous Faces and Spaces as Expressions of Sovereignty

Brief discussion of the relationship between Native American students and education will transition to a Talking Circle where topics for increasing Native American student retention and engagement will be explored

Effects of Alcohol Use and Anti-American Indian Attitudes on Domestic-Violence Culpability Decisions for American Indian and Euro-American Actors

Self-rated anti-American Indian attitudes were examined for the influence on domestic violence culpability perceptions when the domestic violence actors’ race (American Indian or European American) and alcohol use (intoxicated or not) were varied. Those higher in anti-American Indian attitudes produced more negative culpability ratings concerning American Indian women involved in domestic violence than those low in American Indian bias. This has implications for health system treatment and legal interventions and processing. Education concerning American Indian cultural issues and biases against them is needed for those working with American Indian health and justice systems

Truth and Consequences

What do audience members think of the word “truth”? - From Whence Truth? Where does our “truth” come from? How do we develop our beliefs, values, and worldviews? Do these influence our perceptions and what we perceive as true? Once we have formed our beliefs, why is it so hard to shift these beliefs, even in the face of conflicting evidence? - Competing Truths: It is rare in a public controversy that all sides agree on a common “Truth.” Instead multiple “truths,” ones that resonate with certain groups, compete for media and audience attention. What can the study of communication tell us about where these multiple truths come from? How does one respond to an inaccurate claim in a way that is more effective than deeming it a “lie”? - Manufacturing Truth: As we move from the information age into the communication age, it is becoming more important to understand whose “truth” is being communicated in the information we consume. - Fake News: Fake news is not new—far from it. However, in today’s fast-paced, fragmented media environment, being able to identify it and think critically about it take on a new urgency