Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Spring 5-16-2025

Abstract

This study examined why Boys and Girls Clubs are not available in every tribal community and explored how culturally grounded youth programs support leadership, identity, and sovereignty. Using Tribal Critical Race Theory, Narrative Inquiry, and Indigenous Research Methods, the study centered the voices of Pueblo leaders, educators, policymakers, and alumni. Interviews identified barriers related to funding, transportation, facilities, and policy alignment. Participants described culture, mentorship, and safe spaces as essential for youth belonging and empowerment. The study introduced the Relational Sovereignty Model, which explains how cultural teachings, shared learning, resilience, and community care work together to support Indigenous youth. The findings show that culturally guided Boys and Girls Clubs strengthen sovereignty and require community partnerships and sustainable support.

Keywords

Native youth development, Tribal sovereignty, Indigenous education, Boys and Girls Clubs, Cultural preservation, Leadership development

Project Sponsors

None

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Dr. Shawn L. Secatero, Co-Chair

Second Committee Member

Dr. Allison M. Borden, Co-Chair

Third Committee Member

Dr. Tyson E.J. Marsh

Fourth Committee Member

Dr. Marsha Hubbell Espinosa

Comments

Dissertation approved with distinction.

Download

Share

COinS