Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Nicole Enzinger, PhD

Second Advisor

Ying Hu, PhD

Abstract

This study explored two questions related to BIPOC affinity groups for Native educators. The first research question explored “In what ways are BIPOC affinity spaces meaningful for Native educators?” The second research question this study explored “What are Native educators’ perspectives on best practices for BIPOC affinity spaces?” The problem addressed in this study explored how to support Native educators through BIPOC affinity groups by addressing the impact and value of BIPOC affinity groups from the experience and perspectives of Native educators. This study used Tribal Crit theory–developed by scholar Brayboy. Tribal Crit draws from fields and disciplines like anthropology, law, political science, American Indian studies, and education. Tribal Crit is used to center and highlight Native perspectives in this study, and is also used to examine Native perspectives related to BIPOC affinity spaces in a way that rethinks knowledge, power, and culture to gain insight on how these components can take on new meaning when examined through an Indigenous lens. The research methodology used for this study was an interpretive phenomenological methodology. Structured interviews were conducted with six Native educators who had experiences participating in BIPOC affinity groups. A thematic analysis process was used to analyze data and come up with the themes on the value and impact of affinity spaces for Native educators, while also gathering a set of best practices. The research questions explore two areas–the value and impact of BIPOC affinity spaces for Native educators and gathering suggestions for best practices for affinity groups.

The results of the study show that affinity groups are highly impactful and meaningful for Native educators. According to the results of this study, BIPOC affinity groups for Native educators help to support a sense of belonging and educator wellness by helping Native educators to feel validated, understood, represented, connected, and by having a stronger sense of identity. The results also show that cross cultural connections and cultural awareness is another important impact of affinity groups for Native educators. Professional growth which can lead to improvements in education is another important theme that emerged from this study, as affinity group spaces can be places for learning and growth. Finally, the impact of connecting with other BIPOC educators was highlighted as another important impact of affinity spaces for Native educators.

Also from the results of this study were the ten suggestions gathered on best practices for affinity spaces, which led to the recommendations for practice. The recommendations from this research include:

1. Make affinity groups present in schools and educational organizations.

2. Rethink how we approach how the groups are led, facilitated, and organized, providing opportunities for connection, collaboration, and learning.

3. Allow for self-identified BIPOC educators to participate in affinity groups, dedicating time, space, and resources such as funding to allow for sustainable implementation of affinity groups, consider providing affinity spaces supporting LGBTQIA+ and ability groups.

4. Provide resources for training the BIPOC educational leader(s) who will help to facilitate and lead the affinity groups.

5. Build roles in affinity groups organically, allowing for participants to be involved in the process of the group formation and facilitation process.

6. Consistent, regular meeting times, where schools/organizations support and recognize the time as professional development.

7. Utilize Land Acknowledgements to open group meetings and plan to share a meal to support the connections of individuals within the group.

8. Provide time in the meetings for participants to connect, openly share, and build the trust and safety of the community.

9. Participants set collective group intentions and center the group’s purpose with a collective vision, and shared agreements.

10. Build shared understandings by learning together.

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