Theresa Stewart-Ambo
Biographic Data
| ID | 935614 |
|---|---|
| NAME | Theresa Stewart-Ambo |
| GIVEN NAMES | Theresa |
| FAMILY NAME | Stewart-Ambo |
| SIGNATURE | STEWART-AMBO T |
| AFFILIATIONS | University of California San Diego |
| ORCID | 0000-0003-1328-8448 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Family science, land‐grant universities, and the daunting legacy of the land‐grab institution
This paper wrestles with the nexus of settler colonialism, the expropriation of Indigenous lands to establish the United States land‐grant system, and the field of Family Science. Family Science programs are embedded within the power structures of the universities to which they belong; certain characteristics of these academic units—especially their emphasis on engagement and professional credentialing—theoretically could produce an idiosyncratic…
Unsettling mission statements
A Coalition of Lineages
Reviewed by: A Coalition of Lineages: The Fernandeño Tataviam Band of Mission Indians by Duane Champagne and Carole Goldberg Theresa Stewart-Ambo (bio) A Coalition of Lineages: The Fernandeño Tataviam Band of Mission Indians by Duane Champagne and Carole Goldberg University of Arizona Press, 2021 a coalition of lineages: The Fernandeño Tataviam Band of Mission Indians is a timely narrative that weaves together the history of California with missi…
From Tovaangar to the University of California, Los Angeles
In 2019, the University of California, Los Angeles (UCLA) celebrated its centennial year with little public recognition of the Gabrieliño-Tongva and Tovaangar, the original inhabitants of the region known as the Los Angeles Basin. Reflecting on this occasion, this paper considers UCLA's relationship to the invasion and colonization of California, adding to the growing body of research examining the history of chattel slavery and Indigenous dispos…
Trans-Indigenous Education
Trans-Indigenous education encompasses spaces, practices, and programs that allow diverse histories, cultures, and experiences to be shared among diverse Indigenous students. Trans-Indigenous education attends to the interpersonal and spatial dimensions existing in higher education settings that center diverse Indigenous knowledges to build communities based on a shared consciousness. This article highlights the ways that American Indian/Alaska N…
We Can Do Better”
Wielding degrees of influence within educational organizations, university leaders are critical in determining how institutions enact their espoused missions and support severely marginalized campus communities. How do universities address and improve educational outcomes for the most severely underrepresented communities? This article presents emergent findings from an illustrative multiple-case study that examined the relationships between two …
The Future Is in the Past
The Future Is in the Past:How Land-Grab Universities Can Shape the Future of Higher Education Theresa Stewart-Ambo (bio) indigenous people and scholars have long contested the history of U.S. colleges and universities. The late educational historian Irvin Lee "Bobby" Wright was among the first to challenge the idyllic narrative of colonial colleges that profited from and aimed to assimilate Indigenous youth.1 In the last decade, the idyllic narra…
High School and College Choice Factors Associated with High-Achieving Low-Income Students’ College Degree Completion
Gaps in college degree completion between low-, middle-, and high-income college students are typically attributed to differences in academic preparation and ability. However, high-achieving, low-income students are still less likely to graduate from college than their high-achieving, high-income counterparts. This study explores completion rates at the end of the Great Recession, using a community cultural wealth framework to examine additional …
Commentary on the Recruitment and Retention of American Indian and Alaska Native Students in California Postsecondary Education Institutions
In this commentary, we engage and summarize existing practices for recruiting and retaining American Indian and Alaska Native students in postsecondary institutions in California. This commentary is the output of a two-day symposium, “Lighting a Path Forward: UC Land Grants, Public Memory, and Tovaangar,” held at the University of California, Los Angeles in October of 2019. The symposium brought together campus and community leaders from across C…
Higher Education for California Native Nation Building
The purpose of this study was to empirically investigate the symbiotic relationship between Native nation-building and higher education in California (CA)—an understudied topic in Indian education. The aim was two-fold: 1) understand how, and whether, educational achievement and nation-building are tied together, and 2) extend current literature on in-college experience by elevating the perspectives of CA Indian students. Working with a select sa…
Caregiving as refusal in the academy
Literature on American Indian student support in postsecondary education illustrates the importance of relationality in creating a positive college experience for Native students. That said, much of the literature examining ‘care relationships’ in Indian education focuses on student outcomes, with less attention given to the experiences of practitioners. Thus, the purpose of this paper is twofold. First, the author examines where and how American…
We Can Do Better”
Wielding degrees of influence within educational organizations, university leaders are critical in determining how institutions enact their espoused missions and support severely marginalized campus communities. How do universities address and improve educational outcomes for the most severely underrepresented communities? This article presents emergent findings from an illustrative multiple-case study that examined the relationships between two …
Higher Education for California Native Nation Building
The purpose of this study was to empirically investigate the symbiotic relationship between Native nation-building and higher education in California (CA)—an understudied topic in Indian education. The aim was two-fold: 1) understand how, and whether, educational achievement and nation-building are tied together, and 2) extend current literature on in-college experience by elevating the perspectives of CA Indian students. Working with a select sa…
Family science, land‐grant universities, and the daunting legacy of the land‐grab institution
This paper wrestles with the nexus of settler colonialism, the expropriation of Indigenous lands to establish the United States land‐grant system, and the field of Family Science. Family Science programs are embedded within the power structures of the universities to which they belong; certain characteristics of these academic units—especially their emphasis on engagement and professional credentialing—theoretically could produce an idiosyncratic…
Caregiving as refusal in the academy
Literature on American Indian student support in postsecondary education illustrates the importance of relationality in creating a positive college experience for Native students. That said, much of the literature examining ‘care relationships’ in Indian education focuses on student outcomes, with less attention given to the experiences of practitioners. Thus, the purpose of this paper is twofold. First, the author examines where and how American…
Caregiving as refusal in the academy
Literature on American Indian student support in postsecondary education illustrates the importance of relationality in creating a positive college experience for Native students. That said, much of the literature examining ‘care relationships’ in Indian education focuses on student outcomes, with less attention given to the experiences of practitioners. Thus, the purpose of this paper is twofold. First, the author examines where and how American…
High School and College Choice Factors Associated with High-Achieving Low-Income Students’ College Degree Completion
Gaps in college degree completion between low-, middle-, and high-income college students are typically attributed to differences in academic preparation and ability. However, high-achieving, low-income students are still less likely to graduate from college than their high-achieving, high-income counterparts. This study explores completion rates at the end of the Great Recession, using a community cultural wealth framework to examine additional …
Commentary on the Recruitment and Retention of American Indian and Alaska Native Students in California Postsecondary Education Institutions
In this commentary, we engage and summarize existing practices for recruiting and retaining American Indian and Alaska Native students in postsecondary institutions in California. This commentary is the output of a two-day symposium, “Lighting a Path Forward: UC Land Grants, Public Memory, and Tovaangar,” held at the University of California, Los Angeles in October of 2019. The symposium brought together campus and community leaders from across C…
Higher Education for California Native Nation Building
The purpose of this study was to empirically investigate the symbiotic relationship between Native nation-building and higher education in California (CA)—an understudied topic in Indian education. The aim was two-fold: 1) understand how, and whether, educational achievement and nation-building are tied together, and 2) extend current literature on in-college experience by elevating the perspectives of CA Indian students. Working with a select sa…
We Can Do Better”
Wielding degrees of influence within educational organizations, university leaders are critical in determining how institutions enact their espoused missions and support severely marginalized campus communities. How do universities address and improve educational outcomes for the most severely underrepresented communities? This article presents emergent findings from an illustrative multiple-case study that examined the relationships between two …
The Future Is in the Past
The Future Is in the Past:How Land-Grab Universities Can Shape the Future of Higher Education Theresa Stewart-Ambo (bio) indigenous people and scholars have long contested the history of U.S. colleges and universities. The late educational historian Irvin Lee "Bobby" Wright was among the first to challenge the idyllic narrative of colonial colleges that profited from and aimed to assimilate Indigenous youth.1 In the last decade, the idyllic narra…
Trans-Indigenous Education
Trans-Indigenous education encompasses spaces, practices, and programs that allow diverse histories, cultures, and experiences to be shared among diverse Indigenous students. Trans-Indigenous education attends to the interpersonal and spatial dimensions existing in higher education settings that center diverse Indigenous knowledges to build communities based on a shared consciousness. This article highlights the ways that American Indian/Alaska N…
Unsettling mission statements
A Coalition of Lineages
Reviewed by: A Coalition of Lineages: The Fernandeño Tataviam Band of Mission Indians by Duane Champagne and Carole Goldberg Theresa Stewart-Ambo (bio) A Coalition of Lineages: The Fernandeño Tataviam Band of Mission Indians by Duane Champagne and Carole Goldberg University of Arizona Press, 2021 a coalition of lineages: The Fernandeño Tataviam Band of Mission Indians is a timely narrative that weaves together the history of California with missi…
From Tovaangar to the University of California, Los Angeles
In 2019, the University of California, Los Angeles (UCLA) celebrated its centennial year with little public recognition of the Gabrieliño-Tongva and Tovaangar, the original inhabitants of the region known as the Los Angeles Basin. Reflecting on this occasion, this paper considers UCLA's relationship to the invasion and colonization of California, adding to the growing body of research examining the history of chattel slavery and Indigenous dispos…
Family science, land‐grant universities, and the daunting legacy of the land‐grab institution
This paper wrestles with the nexus of settler colonialism, the expropriation of Indigenous lands to establish the United States land‐grant system, and the field of Family Science. Family Science programs are embedded within the power structures of the universities to which they belong; certain characteristics of these academic units—especially their emphasis on engagement and professional credentialing—theoretically could produce an idiosyncratic…
Political science (10 works) · Sociology (9 works) · Higher education (8 works) · Law (7 works) · Psychology (7 works) · Indigenous (5 works) · Law (5 works) · Ethnology (4 works) · Higher Education Research Studies (4 works) · History (3 works)