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Closing the Native American employment gap: an evaluation of the influences impacting the Native American employment rate

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Closing the Native American employment gap: an evaluation of the influences impacting the Native American employment rate

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Content Running head: CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP

CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP:
AN EVALUATION OF THE INFLUENCES IMPACTING THE NATIVE AMERICAN
EMPLOYMENT RATE

by

Cammeron Hodson

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2018

Copyright 2018 Cammeron Hodson
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 2

ACKNOWLEDGEMENTS
Thank you to my Dissertation Chair, Dr. Anthony Maddox, for understanding my unique
situation and being patient. It was an honor to have you as my Dissertation Chair. Thank you to
my committee members Dr. Kathy Stowe and Dr. Steven Crum. Dr. Stowe, I will never forget
your caring concern and meaningful feedback, not only as a committee member, but also as my
professor. Dr. Crum, thank you for being on my committee, your presence and Native American
voice was truly priceless.
Thank you to the Organizational Change and Leadership (OCL) faculty and staff. The
OCL program exemplifies the very theories and concepts taught within the program. As a leader
in my organization, I was able to easily use and implement the theories and concepts I learned.
Thank you to my family, friends, and colleagues who have always been so supportive of
me and my endeavors. Heaven only knows how grateful I have been for each of you. And, a
special, thank you to my lovely wife Jacki and four children (Jaron, Brynlee, Duke, and Mace),
for your never-ending patience and love. Without you none of this would be worth it.

CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 3

Table of Contents
List of Tables .................................................................................................................................. 6
Abstract ........................................................................................................................................... 7
CHAPTER 1: THE INTRODUCTION .......................................................................................... 8
Organizational Context and Mission ........................................................................................ 10
Importance of Addressing the Problem .................................................................................... 11
Organizational Performance Goal ............................................................................................. 12
Description of Stakeholder Groups ........................................................................................... 12
Stakeholder Performance Goals ................................................................................................ 14
Stakeholder Group for the Study .............................................................................................. 15
Purpose of the Project and Questions ....................................................................................... 15
Conceptual and Methodological Framework ............................................................................ 16
Definition .................................................................................................................................. 16
Organization of the Project ....................................................................................................... 16
CHAPTER 2: THE LITERATURE REVIEW ............................................................................. 18
Brief Native American History ................................................................................................. 18
Knowledge Influences .............................................................................................................. 25
Declarative Knowledge ......................................................................................................... 27
Procedural Knowledge .......................................................................................................... 28
Motivation Influences ............................................................................................................... 30
Self-Efficacy. ........................................................................................................................ 31
Goal Orientation.................................................................................................................... 32
Organization Influences ............................................................................................................ 34
Cultural Model Influence 1 ................................................................................................... 35
Cultural Model Influence 2 ................................................................................................... 36
Cultural Setting Influence 1 .................................................................................................. 37
Cultural Setting Influence 2 .................................................................................................. 38
Conceptual Framework ............................................................................................................. 40
Conclusion ................................................................................................................................ 42

CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 4

CHAPTER 3: METHODS ............................................................................................................ 44
Participating Stakeholders ........................................................................................................ 44
Selection Criterion for the Interviewees ................................................................................... 44
Interview Strategy and Rationale .............................................................................................. 45
Data Collection and Instrumentation ........................................................................................ 46
Data Analysis ............................................................................................................................ 47
Credibility and Trustworthiness ................................................................................................ 48
Validity and Reliability ............................................................................................................. 48
Ethics......................................................................................................................................... 48
Safeguarding of Data ................................................................................................................ 49
Limitations and Delimitations .................................................................................................. 49
Conclusion ................................................................................................................................ 50
CHAPTER 4: RESULTS AND FINDINGS................................................................................. 51
Participating Stakeholders ........................................................................................................ 51
Stakeholder Confidentiality ...................................................................................................... 52
Demographic Findings. ............................................................................................................. 52
Findings for Knowledge Influences .......................................................................................... 54
Knowledge: Declarative........................................................................................................ 54
Knowledge: Procedure .......................................................................................................... 56
Findings for Motivation Influences .......................................................................................... 58
Motivation: Self-Efficacy ..................................................................................................... 58
Motivation: Goal Orientation ................................................................................................ 59
Findings for Organizational Influences. ................................................................................... 61
Cultural Model Influences. ................................................................................................... 62
Cultural Setting Influences. .................................................................................................. 63
Conclusion ................................................................................................................................ 67

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CHAPTER 5: EVALUATION ..................................................................................................... 68
Purpose of the Project and Questions ....................................................................................... 68
Knowledge Recommendations ................................................................................................. 69
Declarative Knowledge Solutions......................................................................................... 70
Procedural Knowledge Solutions .......................................................................................... 70
Motivation Recommendations. ................................................................................................. 71
Self-Efficacy. ........................................................................................................................ 72
Goal Orientation.................................................................................................................... 72
Organization Recommendations ............................................................................................... 73
Cultural Model. ..................................................................................................................... 74
Cultural Setting. .................................................................................................................... 75
Implementation and Evaluation Framework ............................................................................. 75
Organizational Purpose, Need and Expectations ...................................................................... 76
Level 4: Results and Leading Indicators. .................................................................................. 77
Level 3: Behavior ...................................................................................................................... 78
Level 2: Learning ...................................................................................................................... 79
Level 1: Reaction ...................................................................................................................... 81
Evaluation Tools ....................................................................................................................... 82
Data Analysis and Reporting .................................................................................................... 82
Summary ................................................................................................................................... 83
Strengths and Weaknesses of Approach ....................................................................................... 83
Limitations .................................................................................................................................... 84
Future Research ............................................................................................................................ 84
Conclusion .................................................................................................................................... 85
References ..................................................................................................................................... 87
APPENDIX A: Inform Consent/Information Sheet ..................................................................... 97
APPENDIX B: Interview Protocol/Questions .............................................................................. 98
APPENIDX C: Career Fair (template) ....................................................................................... 100
APPENDIX D: Survey (likert scale) .......................................................................................... 107
APPENDIX E: Survey (questionnaire) ....................................................................................... 108

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List of Tables
Table 1. 2003-2016, US Bureau of Labor Statistics Unemployment Rates, ................................ 9
Table 2. Organizational Mission, Global Goal, and Stakeholder Performance Goals ............... 14
Table 3. Summary of Knowledge Influences. ............................................................................ 29
Table 4. Summary of Motivational Influences ........................................................................... 34
Table 5. Summary of Organization Influences ........................................................................... 39
Table 6. Summary of Demographic Results ............................................................................... 53
Table 7. Summary of Knowledge Influence Results .................................................................. 57
Table 8. Summary of Motivation Influence Results ................................................................... 60
Table 9. Summary of Organization Influence Results ................................................................ 65
Table 10. Summary of Knowledge Recommendations and Influences ........................................ 69
Table 11. Summary of Motivation Influences and Recommendations......................................... 71
Table 12. Summary of Organization Influences and Recommendations ..................................... 73
Table 13. Outcomes, Metrics, and Methods for External and Internal Outcomes ........................ 77
Table 14. Critical Behaviors, Metrics, Methods, and Timing for Evaluation .............................. 78
Table 15. Required Drivers to Support Critical Behaviors ........................................................... 79
Table 16. Components of Learning for the Program. ................................................................... 81
Table 17. Components to Measure Reactions to the Program. ..................................................... 81

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Abstract
Native American communities need to have a comparable employment rate to non-Native
communities. This study used the Clark and Estes’ gap analysis framework to examine the
knowledge, motivation, and organizational (KMO) influences among Native American
communities with low employment rates and what they need to do to effectively begin the
process of improving their rates to comparable rates of non-Native communities. Analysis of
evidence from one-on-one interviews discovered that Native Americans had gaps in declarative
and procedural knowledge needed to qualify for desired jobs. Furthermore, a lack in self-efficacy
and goal orientation prevented Native Americans from obtaining jobs they desired. Lastly,
inadequate organizational resources created a barrier preventing Native Americans from proper
preparation for their employment endeavors. The resulting recommendation to address the
lacking KMO is to hold, a comprehensive career fair that includes training, procedural
mentoring, and role model engagement.

CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 8

CHAPTER 1: THE INTRODUCTION
The extremely low Native American employment rates are alarming. The US Bureau of
Labor Statistics’ reports for labor force characteristics by race and ethnicity showed Native
Americans having the lowest labor force participation rates and the highest unemployment rates
of any race or ethnicity in 2014, 2015, and 2016 (Bureau of Labor Statistics, 2017; Bureau of
Labor Statistics, 2016; Bureau Labor Statistics, 2015). The US Bureau of Labor Statistics started
tracking Native American unemployment rates as its own category in 2003. Since that time
Native American and African American unemployment rates have ranked among the highest in
the United States (Bureau of Labor Statistics, 2016).
The overall unemployment rate in California during the first quarter of 2017 was 5.0%,
Asian 3.3%, White 4.1%, Hispanic 6.3%, and Black 7.5% (California Demographic Labor Force,
2017; Jones, 2017). California does not track Native Americans’ unemployment rates as an
individual race category even though there are more than 100 federally recognized Tribes and
over 720,000 persons who self-identify as American Indian or Alaska Native (US Census
Bureau, 2010; US Department of the Interior: Indian Affairs, 2017). In California there are 110
of the 567 federally recognized Tribes (US Department of the Interior: Indian Affairs, 2017) and
roughly another 77 non-federally recognized tribes petitioning for federal recognition (California
Courts, 2017). Of the 110 federally recognized Tribes, 60 have a gaming facility (California
Gambling Control Commission, 2017). The populations of these Tribes vary from less than 10
members to a few thousand members. The Tribes are located in diverse geographic and
populated areas with differing economic opportunities. Depending on a Tribe’s location and
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 9

economic income, the unemployment rate could be as high as 90% or as low as 5% (Native
American Times, 2005; Schilling, 2013).
The US Bureau of Labor Statistics’ historical trend for Native American and Black or
African American unemployment rates has been similar since 2003.
Table 1
2003-2016, US Bureau of Labor Statistics Unemployment Rates,
Year American Indian and Alaska Native Black or African American
2003 10.5 10.8
2004 9.6 10.4
2005 9.3 10
2006 7.9 8.9
2007 8.1 8.3
2008 9.9 10.1
2009 13.3 14.8
2010 15.1 16.0
2011 14.6 15.8
2012 12.3 13.8
2013 12.8 13.1
2014 11.3 11.3
2015 9.9 9.6
2016 8.9 8.4

Because of the similar trends between Native American and Black or African Americans in the
2003-2016 US Bureau of Labor Statistics’ historical trend – the assumption is that the Native
American unemployment rate in California is similar to the Black or African American
unemployment rate, around 7.4% (Bureau of Labor Statistics, 2017; California Demographic
Labor Force, 2017). Based on this assumption, there is a consistent gap between Native
American unemployment rates and Asian, White, and the overall average unemployment rates.
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 10

This research examined one federally recognized tribe in California whose
unemployment rate is estimated at 60% (Barlowe, 2017). The purpose of this research was to
understand why the gap between the national average unemployment rate and Native American
unemployment rate of this Tribe exists and provide remedies to close the gap.
Organizational Context and Mission
The Tribe selected for this research is located in a California suburban-metropolitan area,
near its ancestral homeland that the Tribe’s forebears possessed since time immemorial. The US
Government reserved land for this Tribe but in 1958 the United States terminated its relationship
with the Tribe through the California Rancheria Termination Act (Public Law 85-671, 1958).
This Tribe was a landless Tribe for many years but after the Tribe regained federal recognition
from the United States in 2009, the Tribe was able to regain trust land to use for its own
purposes. Currently, the Tribe runs most of its operations through major grants from the federal
government and has a shared revenue trust fund with the state of California.
The Tribe contains a very diverse group of people given its history and coercion to
assimilation into the dominate culture. The assimilation policies of the federal and state
governments in the late 1800’s and early 1900’s compelled this Tribe to comingle with
individuals and groups outside the Tribe, which was amplified by the location of the Tribe and
the 1849 Gold Rush.
The Tribe is currently working to increase its sovereignty and revitalize its cultural
traditions. As a people, they were very close to extermination and they have worked hard to
maintain cultural practices and native ways. The mission of this Tribe, and its government, is to
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 11

form a more perfect government for its people, and secure their rights as a tribal band, advance
their general welfare, safeguard their interests, sustain and enrich their culture, promote their
traditions and perpetuate their existence, achieve and maintain prosperity, and secure the natural
and self-evident right to govern themselves (Tribal Constitution, 2010). The Tribe currently
offers a variety of services to its members, which include: housing, education, health, cultural
and language, family welfare, elder’s assistance, and some other social services. Although the
Tribe has a very progressive and generous education program, it offers limited services for
employment and career assistance.
Importance of Addressing the Problem
Increasing the employment rates will help native tribes maintain their cultural identity
and allow for tribal nations to exercise more sovereign authority in their communities (Jordan,
2012). In the past, tribes were socially excluded, meaning the dominant society pushed them out
and compelled them to change their norms to be accepted (Biddle, Taylor, & Yap, 2009).
Because of social exclusion tribes struggled maintaining their cultural identity. Decreasing
native unemployment rates may minimizing the negative effects of social exclusion and the
negative effects the dominate culture has on native communities by connecting Native
Americans with non-native communities through the workforce and lessening assimilating
influences (Biddle et al., 2009). Hunter (2000) highlights the importance for non-native
communities to understand the cultural capital which native communities bring to the broader
community. Native Americans can maintain their traditional cultural identity and have a
professional career in a non-native environment (Brown, 2014; Fryberg & Leavitt, 2013;
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 12

Harrington, Liebert, Wilkins-Turner, & Ellien, 2012). Helping native communities sustain a high
employment rate supports Native American people becoming leaders in their respective
communities and draws awareness of Native American issues in the greater society. Successful
Native Americans also need to be educated on the diverse perspectives and theories in a society
in order for tribes to advance economically and to serve the people (Brown, 2014). If tribes learn
how to maintain their cultural identity while working in non-native communities, they will be
able to exercise more sovereign authority in their communities and be more self-sustaining.
Organizational Performance Goal
The organizational performance goals for this Tribe include: by August 2018, the Tribe
will hold an annual career fair with employment support services; by March 2019, the data for
2018 will show a 10% decrease in the unemployment rate from 60% to below 54%. The career
fair and employment services will offer tribal members resources to learn how to apply for
desired jobs and a network connection to start expanding their respective career paths. When the
career fair and employment services are fully implemented, the Tribe’s employment rates will
improve. The employment rate will be tracked through an internal annual census.
Description of Stakeholder Groups
In order to successfully create and implement the career fair and employment services,
several stakeholders need to be involved when creating and implementing these events. There are
four main stakeholders of this Tribe: tribal members, Tribal Council, executive officials, and
government employees. Each of these groups play an integral part in fulfilling the goals and
mission of this Tribe.
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The tribal members are the most important stakeholder. They are the Tribe’s population
upon which the unemployment rate is determined and the population that must implement
changes in order to see the growth and development needed to raise the employment rates. Tribal
members are all lineal decedents of individuals who received a distribution of land from the
federal government when the United States terminated its government-to-government
relationship with the Tribe in 1958 (Public Law 85-671, 1958). The tribal members enacted a
constitution that established the laws and organizations of its government. The tribal government
consists of a Chairperson, Vice Chairperson, Tribal Council, and Tribal Court. The tribal
government, except for the Tribal Court, is elected by the tribal members.
The second stakeholder is the Tribal Council. The Tribal Council consists of seven
elected tribal members. The Tribal Council’s main role is to create laws and oversee all financial
matters. The laws and decisions made by the Tribal Council perpetuate the tribe’s mission. The
Tribal Council provides direction and guidance to the Chairperson and they can veto or override
a decision of the Chairperson.
The third stakeholder is the executive officials consisting of a Chairperson and a Vice
Chairperson. These officials are individually elected by the tribal members. The Chairperson
executes and enforces the laws and administers the government departments. The Vice
Chairperson maintains the minutes and records of the government, sits with the Tribal Council,
participates in tiebreaking votes, fills in for the Chairperson when needed, and fulfills any
responsibility delegated by the Chairperson. These officials create policy to administer the
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services to the members within the laws created by the Tribal Council in order to achieve the
Tribe’s mission.
The fourth stakeholder group is the government employees. The government departments
each have a director who oversees the operations of the department and reports to the elected
officials. Additionally, the departments have office staff that supports the directors in the
execution of programs and policies. The government departments provide services within the
parameters of the laws and policy created by the tribal government. The staff each uniquely
fulfills the Tribe’s mission and lends to the success of the Tribe.
Stakeholder Performance Goals
Table 2
Organizational Mission, Global Goal, and Stakeholder Performance Goals
Organizational Mission
The mission of this Tribe is to form a more perfect government for its people and secure their
rights as a tribal band, advance their general welfare, safeguard their interests, sustain and enrich
their culture, promote their traditions and perpetuate their existence, achieve and maintain
prosperity, and secure the natural and self-evident right to govern themselves (Tribal Constitution,
2010).
Organizational Performance Goal
By August 2018, the Tribe will hold an annual career fair with employment support services. By
March 2019, the data for 2018 will show a 10% decrease in the Tribe’s unemployment rate
bringing it to below 54%.
Stakeholder 1 Goal Stakeholder 2 Goal Stakeholder 3 Goal Stakeholder 4 Goal
Chairmanship
By September 2017,
the executive officials
Tribal Council
By January 2018,
the Tribal Council
Government Employees
By August 2018,
government employees
Tribal Members
By March 2019, the
2018 data will show a
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propose funds to be
allocated for career
programs.
approves funds for
career programs.
will offer career services
and support to the Tribal
members.
10% decrease in the
Tribe’s unemployment
rate bringing it below
54%.

Stakeholder Group for the Study
The stakeholder group of focus was the tribal members. The tribal members are all lineal
descendants of the individuals who were tribal members at the time the federal government
terminated its relationship with the Tribe. These descendants form a diverse group that has, to a
large percent, assimilated into the dominate culture and includes many different subcultures.
Each member has a story that connects them to their forebears.
For the purpose of this study, a tribal member is at least 18 years of age and officially
enrolled in the Tribe in order to be considered as part of this stakeholder group. The tribal
members must also have access to the resources offered by the Tribe.
Purpose of the Project and Questions
The gap analysis examined the knowledge, motivation and organization influences that
contribute to the Tribe’s high unemployment rate. The gap analysis generated a list of possible or
assumed contributing influences and then, by examining these systematically, focused on actual
or validated contributing influences. While a complete gap analysis would focus on all
stakeholders, for practical purposes, this limited gap analysis focused only on the tribal members
outlined previously.
As such, the questions that guided this study are as follows:
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1. What are the knowledge, motivation, and organizational influences that will lower the
Tribe’s unemployment rate from roughly 60% to below 54% by March 2019?
2. What are the recommended knowledge, motivation, and organizational solutions?
Conceptual and Methodological Framework
Clark and Estes (2008) gap analysis is an organized, logical method that helps to
illuminate organizational goals and recognize the gap between the actual performance level and
the chosen performance level within an organization. This study implemented the gap analysis
method as the conceptual framework. The methodological framework is a qualitative case study
with explanatory information. Assumed knowledge, motivation and organizational influences
that interfere with the organizational goal achievement were generated based on personal
knowledge and related literature. The gap analysis assessed the influences using interviews,
literature review and content analysis. Research-based solutions were recommended and
evaluated in a comprehensive manner.
Definition
Native American – a member of any of the indigenous peoples of the western
hemisphere; especially: A Native American of North America and especially the U.S
(Native American, 2017).
Organization of the Project
There are five chapters in this research paper. Chapter One provides the reader with the
key concepts and terminology commonly found in a discussion about indigenous governments.
Chapter One also lays out a convincing argument that a problem exists and needs to be
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 17

addressed. Also introduced are the organization’s mission, goals, and stakeholders as well as the
initial concepts of gap analysis.
Chapter Two provides a review of the current literature surrounding the scope of the
study. It begins with a brief history of Native Americans in California and then leads into the
KMO influencers. Topics addressed are social exclusion, discrimination, insufficient education
funds, lack of cultural self-efficacy and role models. Chapter Two addresses current academic
work and explores additional questions that still need to be addressed.
Chapter Three details the assumed inferring knowledge, motivation, and organizational
influences and methodology when it comes to choice of participants, data collection and
analysis. Chapter Three specifies how additional data will be gathered and the integrity of the
process used to gather the data.
Chapter Four presents the results and findings.
Chapter Five provides solutions for closing the perceived gaps based on the data and
literature as well as recommendations for an implementation and evaluation plan for the
solutions.
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CHAPTER 2: THE LITERATURE REVIEW
This literature review addresses current research of workforce and employment in Native
American and Indigenous communities. The first section of the literature review gives an
overview of the history of indigenous people in California. The next three sections examine the
current literature regarding knowledge influences, motivation influences, and organization
influences, respectively in that order. The last section gives a conceptual framework for this
study.
Brief Native American History
This study focused on a small Native American Tribe in California. The ancestors of this
Tribe lived in California for millennia and survived by hunting and fishing in the vast California
central valley and mountain regions (Hitchcock, 2018). The first contact this Tribe had with non-
natives was with the Spanish and Mexican governments (Castillo, 1978). These governments
supported the Catholic Church who used the government militias to compel many of the natives
to convert to Christianity (Milliken, 2002). The Catholic Church set up twenty-one missions all
over California (Castillo, 1978). Milliken (2002) detailed three main effects missions had on
native communities. First, the missions were used to convert native people to Christianity.
Second, the missions where used to acculturate and assimilate native people to western culture.
And third, missions used native people as labor to support their economy.
In 1839, entrepreneurs like John Sutter settled into the Northern California area and
commandeered the natives into a labor force (Hurtado, 2006). As more and more European
entrepreneurs and gold seekers immigrated to California, native communities were displaced and
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lost their traditional lands (Cook, 1955; Schenck, 1926). The transfer of land from Spanish
control to Mexican governance in the 1820’s accelerated the displacement of native
communities.
Prior to non-natives controlling the land, the non-native population was only a few
thousand (Pinkerton, 2000). In the early 1840’s the Mexican government petitioned for nine land
grants exclusively given to Catholic Mexicans, Catholic citizens, or converts to Catholicism
(Pinkerton, 2000). The non-native population soared as the Catholic settlers arrived. The diseases
brought by the settlers and invasion decimated the native population (Cook, 1955). Furthermore,
the gold rush in the late 1840’s and 1850’s drastically accelerated the devastation of native
communities, especially in Northern California. The gold rush lasted for roughly ten years and
brought tens of thousands of non-natives to the region (Holliday, 1981). These gold seekers were
not traditional pioneers seeking westward migration, but exploiters of land, resources, and people
(Holiday, 1981). It was easy for them to forsake social norms while seeking fortune as there was
little government oversight (Holliday, 1981). The estimated 1846 native population in California
was roughly 100,000, a significant decrease from the estimated 350,000 in 1769 (Heizer, 1978).
The United States initiated 17 government-to-government treaty discussions in 1846 with
many native tribes in California. In the treaties, the United States compelled the native tribes to
cede some of their most valuable land in exchange for a smaller, and less valuable, well-defined
territory and protection (Heizer, 1978; Hitchcock 2018). The Native tribes agreed to the terms of
the treaties, but the treaties were never ratified by the U.S. Senate, mainly due to objections by a
few in the California Legislature and U.S. Senators (Heizer, 1978). Some historians argue that
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this single event led to the commencement of the systematic genocide of native people in
California from 1846-1873 (Heizer, 1978; Madley, 2016).
The California native population during 1850-1870 decreased from roughly 100,000 to
20,000 due to the U.S. and state government’s failure to protect Native tribes from non-native
groups, leaving the tribes vulnerable to malicious attacks and near extinction (Heizer, 1978.
Hitchcock, 2018). During the late 19
th
century and into the early 20
th
century these native
populations continued to dwindle and the groups began to inter-marry with other native
communities and non-natives (Kelsey, 1906). Additionally, many of the native tribes during this
time were isolated and were in severe distress and starving (Kelsey, 1906). Hitchcock (2018)
details that many of his people who survived these excruciating circumstances where eventually
forced to abandon their culture and language in boarding schools and many were forced to work
as servants by anyone who claimed them.
Well into the 1920’s the shrinking California native population continued to suffer from
disease, social degradation, and removal from their traditional homelands (Dutschke, 1982). In
1906, Congress authorized the purchase of small parcels of trust land for Native American
groups, which restored federal protection of Native American land and federal acknowledgement
of non-reservation communities (Schneider, 2010). From 1906-1928 the federal government
established rancherias for the displaced and landless natives in California. In 1927, the Tribe
considered in this study had 38.77 acres of land in Sacramento County set aside by the federal
government as trust reservation land (Hitchcock, 2018). The rancherias were lands where natives
could try to maintain their traditional ways but also get needed assistance through the federal
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 21

government (Collier & Thalman, 1991). In 1948, the federal government shifted its policy and
changed rancherias from trust land to fee land in order for the land to be taxed (Castillo, 1978).
The change in terminology essentially began the process of terminating the government-to-
government relationships with many California tribes and the federal government. The policy
shift lead to the 1958 Rancheria Act and the 1964 Termination Act that divided the rancherias
into land parcels for individual ownership. (Castillo, 1978).
Since the 1960s, many native communities fought to regain their federal recognition as a
sovereign entity. In 1972, the federal government paid approximately 70,000 California Native
Americans $668.51 each as restitution for the land taken as part of the failed treaties the tribes
signed (Stewart, 1978). Over time, many of the California tribes whose federal recognition was
terminated have had their federal recognition restored and are reestablishing their sovereignty as
native people.
Hitchcock (2018) details that many of his tribal ancestors fought to be recognized by the
federal government, post termination. In 2009, this Tribe became the 108th tribe to have its
federal recognition restored, and in 2011 the Tribe ratified its new constitution (Hitchcock,
2018). The western expansion of non-native settlers and the federal termination left the members
of this Tribe with over 60% unemployment, an average annual income for a family of four of
$20,000, and a college graduation rate of 14% (Hitchcock, 2018). In 2017, the federal
government granted the Tribe its first parcel of trust land since termination in 1958. On July 19,
2017, Governor Brown of California approved a gaming compact with the Tribe. The California
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 22

State Senate and Assembly unanimously ratified the compact on October 3, 2017 (Hitchcock,
2018). Although there is much work ahead, the Tribe’s economic future looks promising.
Arguably the greatest challenge for this Tribe, and many other tribes, is the ability to
establish and build a workforce that can take care of its own community needs and kindle its own
economic development. Native communities have had a hard time transitioning to the western
style economic system. Since the collision of these two societies, the Native American and
western economic systems have clashed (Robbins, 1999). The native communities were isolated
and excluded from economic opportunities for a time (Hunter, 2000). As native communities
tried to join the dominant society and culture, they have been met with much resistance.
To better understand the history of Native American unemployment, it’s also important
to understand the historical barriers that influenced early native employment. The two main
economic barriers that Native American communities have had to work through are seasonal
employment and underemployment. Seasonal employment is employment that is not continuous
throughout the year but recurs, usually on an annual basis. Underemployment is a condition
where people are not adequately employed to meet their economic needs (Underemployment,
2017). Each of these barriers attributed to the citizenry struggles and economic poverty across
Native American country (Henson, 2008).
Since the arrival of non-natives to California, the first economic opportunities Native
American’s had were within labor and seasonal work. In the early decades of the 20
th
century,
Native American’s had to seek employment to survive because they could not adequately sustain
the people who resided on the reservation or rancheria (Castillo, 1978). Natives would leave their
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 23

ancestral land for seasonal employment by large agricultural and ranching operations (King,
1978). Specific examples include dairying, logging, milling, tan bark peeling and other agrarian
types of employment (Kelsey, 1906). These operations were not designed to help natives
advance economically, instead natives were treated more like indentured servants. Native labor
was essential, at the time, for Whites to achieve their economic goals. More often than not the
Natives were forced into labor and controlled by cannons and dogs (Thompson & West, 1881).
In 1850 a law was passed which authorized the allocation of funds to “suppress Indian
hostilities,” which tolerated a culture of hate for native people. In 1860, that the same law was
amended to allow Native American children and any vagrant Native American to be put under
the custody of Whites for the purposes of employment and training (Dutschke, 1982). These
laws and early economic practices built a foundation for an underserving workforce that has been
difficult to overcome. Although Natives found employment outside the reservations and
rancherias, it never was enough to meet the needs of their community and many Natives found
themselves underemployed. Natives continue to find employment within seasonal and labor
vocations and continue to pass these types of employment traditions down from generation to
generation as is common in native communities.
Herring (1992) stated underemployment, unemployment, drug related deaths, and
suicides, etc. are all results of western expansion disrupting Native American families. This
disruption is a concurrent variable in native communities, meaning those disruptive influences
are still affecting many native families today (Herring, 1992). The impact of these disruptive
influences vary across native communities, but may negatively impact rural tribes to a greater
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 24

degree because they lack the necessary resources to remedy the negative effects (Letiecq, Bailey,
& Kurtz, 2008). Turner and Lapan (2003) found that Native Americans are far more likely to be
underemployed than their non-native counterpart. As of 2000 the Native American median
household income was $24,027 compared to $41,994 for an average American (Henson, 2008).
The current data, from the Tribe being researched, is an average annual income for a family of
four at $20,000 (Hitchcock, 2018). Knack and Littlefield (1998) explain that the drama between
Western Culture and Native Americans turned Native Americans into lower-class wage workers
as they lost control of their land. Underemployment of Native families is still a major concern,
but hope came to Indian country in 1987 when the U.S. Supreme Court paved the way for tribes
to have gaming centers on their lands (Rossum, 2011).
In the 1970’s and 80’s there was a movement to improve Native American economic
development by opening Las Vegas style gaming operations on tribal land. On February 25
th
,
1987 the Supreme Court ruled in California v. Cabazon Band of Mission Indians that states are
barred from interfering with tribal gaming in any Indian reservation under the jurisdiction of the
US Government (Rossum, 2011). Across the country there are more than 300 gaming operations
by more than 200 different native communities (Topoleski & Evans, 2002). Of the 110 federally
recognized tribes in California, 60 of them own and operate a gambling facility (California
Gambling Control Commission, 2017). A national gaming impact study showed that
employment rates for some tribes located in populated areas have seen their unemployment rates
significantly decrease (National Gaming Impact Study Commission Report, 1999). The effects of
tribal gaming is not equal for all tribes. Tribes in rural areas have not seen the same positive
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 25

effects (Henson, 2008; Letiecq et al., 2008). In general, tribal gaming facilities have had a
positive effect on the economic well-being of Native American communities, but tribal gaming
endeavors alone will not close the employment gap that exists between Native Americans and
other non-native groups. Henson (2008) concurs that the tribal gaming facilities have been a step
in the right direction. For the greatest positive impact, those tribes that have been successful with
gaming facilities should invest in philanthropic endeavors that benefit all Native Americans such
as education, workforce development, revitalization of language and culture, and tribal
sovereignty (Henson, 2008).
Many Native American communities, when compared to non-native communities, are
often underprepared for employment (Hunter, Kalb, & Motu, 2014), lack equal access to
educational resources (Bissel, 2004), are often discriminated against (Altman, 2000), and don’t
understand or know the laws that allow them to maintain their cultural traditions while
successfully maintaining a career (Brown, 2014). Research shows this is a well understood
problem with limited proven solutions. This literature review is further broken down into four
sections: knowledge influences, motivational influences, organizational influences, and the
conceptual framework.
Knowledge Influences
Knowledge types and influences are important to understand when breaking down a
problem of practice to determine the underlying reasons why unemployment rates are high in a
certain population. Understanding knowledge types and influences will help when trying to
transfer and use this data to improve Native American unemployment rates.
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 26

Krathwohl (2002) identifies and defines three main knowledge types. First, declarative
knowledge that breaks down into two parts: factual and conceptual. Factual knowledge is basic
elements that must be known in order to be familiar with a discipline, such as terminology and
specific content. Conceptual knowledge is the interrelationships among the basic elements within
a larger scope that allow them to interact and function together. Examples of conceptual
knowledge are classifications, categories, principles, generalizations, theories, models and
structures. Factual and conceptual knowledge limitations in respect to native communities will
be discussed below.
The second main knowledge type is procedural knowledge, which is the basis of how to
do something. Examples of procedural knowledge are subject specific skills, algorithms, subject
specific techniques and methods, and knowledge of criteria of deciding when to use appropriate
procedures.
The third main knowledge type is metacognitive knowledge, which is knowledge of
cognition in general, and knowing of one’s own cognition. Examples of metacognition are
strategies, cognitive tasks, and self-knowledge. Metacognition is generally thought of as
awareness and knowledge of one’s cognition or what someone is thinking about when they are
thinking (Baker, 2006; Krathwohl, 2002). Understanding this type of knowledge in Native
Americans will help researchers plan and strategize ways to improve their employment rates.
Metacognition is also interconnected with Bloom’s taxonomy.
Bloom’s taxonomy is essentially a hierarchy that demonstrates the depth and process of
cognitive knowledge. Bloom’s taxonomy has six levels that define thinking: remember,
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 27

understand, apply, analyze, evaluate and create. Krathwohl (2002) beautifully interconnects the
knowledge types with Bloom’s cognitive processes. The understanding of this structure will be
important as we break down the knowledge gaps that negatively affect native communities and
their ability to maintain employment and a career.
Declarative Knowledge
Native American applicants often do not meet the basic qualifications for their desired
job because they are not being adequately prepared to compete for jobs (Altman, 2000; Biddle,
2010; Biddle, Hunter 2014; Hunter et al., 2014). Biddle et al., (2009) posit there are usually
plenty of jobs available within native communities, but most natives are not qualified to fulfill
the jobs because they lack the specific skillsets and qualifications. One of the greatest barriers for
entry into the workforce for native applicants is having the basic factual and conceptual
knowledge to perform the job duties (Biddle, 2010). Similarly, Harrington et al., (2012) found
education level is very closely correlated with levels of employment and many native
communities have inadequate education as show by low levels of high school graduation rates or
insufficient training to create a resume or letter of interest.
According to Schraw and McCrudden (2006) in order for humans to acquire competent
skills they need to be able to practice and apply them in a context setting. Many Natives
Americans have had a difficult time meeting the basic qualifications of entry level jobs because
their communities have been underserved and unprepared to meet the job market needs
(Harrington et al., 2012).
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 28

Native American applicants need training to properly identify discrimination and cultural
insensitivity by prospective employers. One of the biggest deterrents for Native Americans
entering the workforce is the fear of having to assimilate into a culture that disparages their own
culture (Altman, 2000; Brown, 2014; Harrington et al., 2012; Jordan, 2012). Altman (2000),
explains that Native Americans do not want to work in a place where they will lose their Native
identity. They fear workplace and business policies that do not allow for their cultural needs
(Brown, 2014). Harrington et al., (2012), explains that Native Americans need to learn they can
maintain their cultural identity, work in the dominant society, and be informed of the laws that
protect them.
Procedural Knowledge
Native Americans who are seeking employment often do not know the process of how to
acquire a desired job. One way to improve the unemployment rate among native communities is
establishing employment finding programs that help teach job searching skills, how to apply for
a job, and interviewing skills (Altman, 2000; Biddle et al., 2009; Daly & Gebremedhim, 2015;
Hunter & Taylor, 2001). Native Americans can learn the process for acquiring a job as they
integrate into the mainstream job market, create networks, and gain real world experience
(Biddle et al., 2009; Hunter, 2000).
Employment programs can educate Native Americans about the requisite skills necessary
to acquire jobs and potential challenges in the hiring process. One challenge that many Native
Americans face is being deemed unqualified for jobs because they have a criminal record that
includes time in prison (Hunter, 2000). Native communities need to circulate information with
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 29

each other about the difficulty getting a job when an applicant served time in prison and how to
overcome that challenge (Hunter, 2000). As tribal employment programs begin sharing vital
procedural information with their respective members, and their members are hired for jobs, they
can also share information on how to keep a job and how to seek for promotion opportunities.
From this data, there are three major knowledge influences that need to be addressed in
order to help close the employment gap in Indian country. The first influence, derived from the
conceptual knowledge deficiency, is that Native Americans must take their knowledge and
connect it with job skills they can utilize in a specific job. The second influence, derived from a
factual knowledge deficiency, is that Native Americans need to know how to handle
discrimination and cultural insensitivity in the workplace. The third influence, derived from a
procedural knowledge deficiency, is that native communities need to educate and prepare their
members to acquire a job. See table below summarizing the knowledge influences.
Table 3
Summary of Knowledge Influences.
Organizational Mission
The mission of this Tribe is to form a more perfect government for its people, secure their
rights as a tribal band, advance their general welfare, safeguard their interests, sustain and
enrich their culture, promote their traditions and perpetuate their existence, achieve and
maintain prosperity, and secure the natural and self-evident right to govern themselves (Tribal
Constitution (2010).

CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 30

Stakeholder Goal
By March 2019, the data will show the Tribe’s unemployment rate for its members has
dropped by 10% to below 54%.
Knowledge Influence Knowledge Type Knowledge Influence Assessment
Native American applicants often
do not meet the basic
qualifications for their desired job.

Declarative
(Factual)

Can you share with me a time
when you found a job opening but
you did not meet the requirements
as described in the application?
Native American applicants need
to be trained to properly identify
discrimination and cultural
insensitivity.

Declarative
(Conceptual)
Can you share with me an
experience when you think you
were discriminated against
because you are Native American?
Can you share with me a time
when someone was culturally
insensitive to you about your
native culture?
Native American applicants often
do not know the process of how to
acquire a desired job.

Procedural Are there any major barriers and
challenges that prevented you
from being employed or accepting
employment? Can you share an
experience of when you met the
requirements for a job but failed to
complete the application process?

Motivation Influences
Motivation related influences are important to achieve implementation of a
comprehensive employment program in a native community. There are four main motivational
influences: utility value, attribution, self-efficacy, and goal orientation (Anderman & Anderman,
2009; Eccles, 2006; Pajares, 2009).
Each of the four motivational influences have their own unique value. Eccles (2006),
defines utility value as determined by how closely a job aligns with an individual's personal and
future goals. For utility value to have the greatest effect, the task needs to be necessary for some
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 31

future assignment (Eccles, 2006). The second motivational influence is attribution. Eccles
(2006), defines attribution as a task’s or individual’s own identities and preferences.
Self-Efficacy.
Self-efficacy is defined as a person’s capabilities to learn or perform a task at a certain
level (Pajares, 2009). There are three best practices to implementing self-efficacy. First,
determining how self-efficacy is managed pertains to making a learning experience positive,
beneficial, or destructive (Pajares, 2009). Second, it is important to apply strategies that build
positive self-efficacy and avoid inefficacy by improperly using misleading strategies to motivate
(Pajares, 2009). Third, it is important to group and associate with people who are at the same
level and who can work together to be successful (Bandura, 2000). Pintrich (2003), found that it
is important to link rewards with real progress and regularly point out that practicing meaningful
tasks will be useful in transferring knowledge to action.
Another way to build self-efficacy is by increasing people's interest. Schraw and
McCrudden (2006) explained that people need to be interested in things that are personal and not
spontaneous in order to build self-efficacy. Interest that is spontaneous is sufficient for the short-
term but as time goes on, people lose interest. Whereas, interest that is personal is self-sustaining
and has long-term engagement (Schraw & Lehman, 2009). Schraw and Lehman (2009) list five
positive effects of personal interest: positive affect, greater intrinsic motivation, extensive
knowledge about the domain, a high level of procedural expertise, and an ability to self-regulate
one’s future development in the domain. The best way to improve interest is by having
enthusiastic leaders who have mastered and can model the desired behavior (Schraw and
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 32

Lehman, 2009). Native Americans who build a positive self-efficacy will have the motivational
influences in place to succeed in the employment process.
Member Self-Efficacy. Native Americans want to have a career and maintain their
cultural identity (Altman, 2000; Biddle et al., 2009; Hunter & Taylor, 2001; Harrington et al.,
2012). They have the desire to work but they lack the confidence and knowledge to see it
through to acquiring employment (Biddle, 2010; Hunter & Taylor, 2001). It is important that
education and employment programs build confidence in individuals so they can perform tasks
expected of them in their prospective careers (Hunter & Taylor, 2001). Also, by helping
businesses implement policies that are helpful to tribes and meet their needs, Native Americans’
confidence is increased as they are able to maintain their culture (Brown, 2014). Native
Americans need to find careers that meet their interests and allow them to maintain their cultural
identity while they are in the workforce.
Goal Orientation.
The fourth motivational influence is goal orientation that Anderman (2015) breaks into
two parts: mastery goals and performance goals. Mastery goals are goals focused on learning or
task mastery, and are either mastery approach or mastery avoid (Anderman, 2015). Mastery
approach goals are goals set to truly master an academic task, and mastery avoid goals are set to
avoid misunderstanding (Anderman, 2015). The second part of goal orientation is performance
goals. Anderman (2015) defines performance goals as goals focused on short-term objectives
usually for a specific position or job. Pintrich (2003) found three ways to implement goal
orientation. The first is by focusing the discourse on mastery, comprehension, and learning. The
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 33

second is by using evaluation structures that promote mastery. And the third way to implement
goal orientation is by creating management structures that promote personal and social
responsibilities.
Yough & Anderman (2006) found that it is best to design tasks that are novel, varied,
diverse, interesting, and reasonably challenging. One way to help people have a positive
experience is to give quality feedback in a timely manner that properly attributes their success
(Anderman & Anderman, 2006). People need to attribute their success to luck, effort, ability, or
task difficulty (Anderman & Anderman, 2006). In order for native communities to truly close
the employment gap they will need to implement the best practices of goal orientation into their
community and programs.
Member Goal Orientation. Tribal members should have a vision and a goal of being
employed and sharing their cultural perspective with others in their non-native communities
(Altman, 2000; Daly & Gebremedhin, 2015; Hunter & Taylor, 2001). Native communities need
employment and education programs that work very hard to make the content useful and
applicable (Hunter, 2000). They will need to implement employment programs that help their
members compete in mainstream job markets (Biddle et al., 2009). In order to close the gap of
employment between native communities and non-native communities, native communities must
be properly motivated to achieve their potential. See table below summarizing the motivation
influences.
Table 4
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 34

Summary of Motivational Influences
Organizational Mission
The mission of this Tribe is to form a more perfect government for its people, secure their rights
as a tribal band, advance their general welfare, safeguard their interests, sustain and enrich their
culture, promote their traditions and perpetuate their existence, achieve and maintain prosperity,
and secure the natural and self-evident right to govern themselves (Tribal Constitution (2010).

Stakeholder Goal
By March 2019, data will show the Tribal unemployment rate of the members has dropped by
10% to below 54%.

Assumed Motivation Influences Motivational Influence Assessment
Self-Efficacy – Native Americans need to feel
confident that they are capable of qualifying and
fulfilling a job while maintaining their
traditional and cultural identity.
Do you feel confident that you are able,
given enough time and resources, to acquire
any job that you desire? Would you feel
confident in identifying yourself as a Native
American?
Goal Orientation – Native Americans needs to
have a vision and goal of being employed and
maintaining a career while simultaneously
preserving their cultural identity.

Do you have a desire to be employed? Do
you have a desire to maintain a life time
career? Do you have a plan for your
employment future? Have you ever thought,
“I want to be this …” and then started
planning for it?
Organization Influences
The organizational structure of a tribal government greatly affects the efficiency and
success of a tribe. A government that lacks systemic checks and balances of power lends to the
inefficiency and corruption of the government. In tribal governments, it is not uncommon for
one family or group within the tribe to take advantage and control of the government if there are
no systemic checks and balances in place. Tribal members who are not affiliated with the
governing group rarely are able to bring about systemic change to the tribal government or its
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 35

constitutional laws because the established laws do not afford them that remedy. Restructuring or
reforming a government is nearly impossible without a major event as a catalyst.
Inefficient or corrupt leadership has led some native communities to believe that their
only source of income and prosperity is through federal government subsidies or gaming
facilities. There are a few reasons for this. Studies show that there is a correlation between a
lack of income and a lack of education in native communities. (Altman, 2000). Native
Americans often do not value public education and tie it directly to western civilizations or
“white culture” (Hunter et al., 2014). The lack of education among Native Americans greatly
effects their ability to obtain and hold good paying jobs to support their families (Daly &
Gabremedhin, 2015). Additionally, many natives do not have many role models in their
community who have mastered the competitive world and maintained their native culture
identity (Daly & Gabremedhin, 2015). Native Americans may revert back to the idea that
government subsidies and gaming facilities are their main source for income.
Organizational influencers play a key role in addressing the Native American
employment gap. There are two types of organizational influencers: cultural models and cultural
settings. Cultural models are principles like organizational beliefs and values. Cultural settings
are tangible like policies, plans, and resources.
Cultural Model Influence 1
Tribal members may have a general expectation that their tribal government will
meet their needs. Given the assimilative practices of the dominant culture, some Native
American communities may have lost their historical cultural traditions and governing practices.
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 36

Some modern tribal nations may seek after federal assistance and gaming projects as their main
means of revenue. Reviving and reinstituting those historical cultural traditions and governing
practices may lead to self-sufficiently, economic independence, and increased sovereignty for
tribal nations.
The tribal officials need to be adequately trained to understand how an efficient
organization functions (Aguinis & Kraiger, 2009). Fryberg and Leavitt (2013) state that it is
important for members of the tribe, especially leaders, to be trained and taught the realities of
their histories. They emphasize the importance of maintaining a culture where each tribal
member feels valued and can make a meaningful contribution to the growth of the tribe.
Langley, Moen, Nolan, K., Nolan, T., Norman, and Provost (2009) explained that tribal leaders
have to be self-reflective in their path going forward. They need to be able to see their own
strengths and weaknesses and look at their peers as bench markers. The organizational structure
needs to support the development of “change” leadership. As “change” leaders, it is important to
be actively engaged in the policy decisions from the federal government down to local
committees (Wood, 1999).
Cultural Model Influence 2
It is a dilemma for some tribal members to be employed and no longer rely upon
social services for their needs. Some tribal members currently on social services may generally
resist getting a job because they would work harder and their income would be less than what
they currently receive on the social programs. One way to help eliminate this economic burden is
by offering native preference programs in native owned business and governments (Construction
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 37

Bulletin, 2008). Along with native preference programs, it is important to make sure that those
that are hired are adequately prepared for success and to lead effectively (Korsgaard, Whitener,
& Brodt, 2002). Leaders need to change their communities’ perspectives about employment and
prepare the next generation to compete in the job market. As perspectives change and with the
aid of preference hiring and on the job training, a tribe can start making valuable connections in
the community. Creating networks for tribal members is a way to create a pipeline from
academic training to career opportunities. Setting up these types of organizational structures will
help create a long term positive change in their communities (Ramasamy, 1996). As the
organizational structure changes members will start to see the positive things that come with
being self-sufficient.
Cultural Setting Influence 1
Tribal communities distanced themselves from public education because of the
cultural and historical disconnect. Most tribal members come from homes where the
educational system was a nightmare (Hunter, 2000). To them, school was a waste of time and it
was far more negative than a positive experience (Hunter et al., 2014). If a tribe is going to curb
the unemployment rate they must also change the perceptions about education and its
institutions. It is not enough to simply offer a structure organization when the individual tribal
members’ perspectives on the matter are not aligned. Aguinis and Kraiger (2009) reinforced the
idea that tribal members need training of what a successful home is, regardless of cultural
background. Parents need the right tools to teach their children to be successful in school and
work and still maintain their cultural identity and traditions (Bissel, 2004). Additionally, tribal
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 38

members need to understand and be educated in their own history in order for parents to teach
their children coping strategies when contradictory or conflicting topics arise (Fryberg & Leavitt,
2013).
Tribal leaders need to learn how to motivate their students intrinsically with solid
justifications that make sense as to why they should do well in school rather than trying to
extrinsically motivate them, which has been done in the past (Hansen, Smith, & Hansen, 2002).
Along with proper motivation, a tribe needs to implement best practices of learning theory and
make sure they are maximizing all the energy of their members (Hendry, 1996). Along with
implementing proper motivation structures, Weatherburn and Snowball (2008) described that
native families and communities should implement alcohol and drug free communities, offices,
schools, homes, etc. There is significant research that shows the negative impacts of alcohol and
related to native unemployment (Weatherman & Snowball, 2008).
Cultural Setting Influence 2
There is a need for native communities to have role models who have completed an
education and maintained a career. Tribal members have a low number of employed role
models who can share their experience about how they got employed. Native communities can
provide additional resources to their members by connecting role models with those who are
seeking employment. Tribal leaders need to make a concerted effort to help their communities to
find role models (Hunter, 2014). The change needs to come through systematic changes from
organizational restructuring. It is important for youth in the tribal communities to associate with
native role models as a way to reinforce that the rising generation can also achieve success (Daly
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 39

& Gebremedhin, 2015). We know that it is important to make sure members are adequately
trained and supported when they take chances (Hunter, 2014). Members need to be adequately
trained but they need to return back to the tribe with their skills and trainings to provide services
and help to others. Often times, the tribal members do not return to the reservation or native
land, but they stay where they go to school or where they can get a job easier. This is especially
true and troubling for tribe in rural areas (Biddle et al., 2009).
In order to lower their employment rates, the highest level of modeling needed for Native
American communities is entrepreneurialism (Erickson, 2015). The quickest way to get tribal
members into the workforce is to create jobs, i.e., tribal members creating their own employment
opportunities (Altman, 2000). In order to get Native American unemployment rates to be the
same as non-native rates, the tribal communities need role models in positions of leadership,
governance, and business. See the table below summarizing the organizational influences.
Table 5
Summary of Organization Influences
Organizational Mission
The mission of this Tribe is to form a more perfect government for its people, secure their rights as
a tribal band, advance their general welfare, safeguard their interests, sustain and enrich their
culture, promote their traditions and perpetuate their existence, achieve and maintain prosperity,
and secure the natural and self-evident right to govern themselves (Tribal Constitution (2010).

Stakeholder Goal
By March 2019, the data will show the Tribe’s unemployment rate of the members has dropped by
10% to below 54%.
Cultural Model Influence 1: Tribal members may
have a general expectation that their tribal
government will meet their needs.
What assistances have you used when seeking
employment? What services do you expect
the tribal government office to provide?
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 40

Cultural Model Influence 2: It is a dilemma for
some tribal members to be employed and no
longer rely upon social services for their needs.
Do you currently get any social services from
any organization? Will getting a job hurt your
eligibility to receive those services?
Cultural Setting Influence 1: tribal communities
distanced themselves from public education
because of the cultural and historical disconnect.
When growing up did your family support the
education that came from public schools?
Does your home currently support the
education that comes from public schools?
Do you believe the education you received at
public schools prepared you for your current
employment desires? Do you believe your
native community prepared you for your
current employment desires?
Cultural Setting Influence 2: there is a need for
native communities to have role models who have
completed an education and maintained a career.

Who or what was most helpful when you
sought after employment? Can you talk about
a native community member who is in an
established career and is someone you
admire?

Conceptual Framework
The Interaction of Stakeholders’ knowledge, motivation, and the organizational context.
The conceptual framework used for this study is from Clark and Estes (2008), Turning Research
into Results. A conceptual framework is the underlying structure or scaffolding of a study
(Merriam & Tisdell, 2016). Clark and Estes (2008), essentially states that any organizational gap
or problem can be remedied by analyzing the influencers of knowledge, motivation, and
organizational resources. In order to improve the employment rate of this Tribe, the unique
knowledge, motivation and organizational influencers need to be discovered so they can be
remedied. The figure below is a visual representation of the conceptual framework for this study.
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 41

The above figure represents the conceptual framework. In order for the Native American
employment gap to be closed, some significant challenges need to be remedied. The literature
review derived these challenges as: negative consequences of social exclusion, a long history of
discrimination, dependence on welfare, lack of academic and career preparation, lost traditions,
limited role models, and minimal established networks. These challenges can be categorized
between influencers of knowledge, motivation, or organizational resources. The knowledge gaps
are lack of academic and career preparation. The motivation gaps are social exclusion,
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 42

discrimination, and welfare dependence. The Organization gaps are lost traditions, limited role
models, and minimal established networks. The current research suggests that these challenges
are the reason for the current gap in employment rates between Native Americans and non-
natives.
Current research gives some possible remedies for each of the challenges. The plausible
remedies for the knowledge gaps would be helping the native community transfer the knowledge
taught in schools to marketable and useful skills and creating education centers that help prepare
for employment opportunities (Altman, 2000; Bajada & Trayler, 2014). The motivation gaps can
be addressed by educating communities about their rights (Fryberg & Leavitt, 2013), and
reinstituting what it means to be truly sovereign in their families and communities (Bissel, 2004;
Harrington et al., 2012). The organizational gaps need a supporting institution that creates strong
networks, promotes role models, holds high expectations in school, and has a career readiness
program (Biddle et al., 2009; Hunter et al., 2014). The data gathering process will be built from
this conceptual framework.
Conclusion
The current literature clearly shows that there is a need for further research. There are
knowledge gaps that need to be addressed, and there needs to be a better way to prepare tribal
members for employment. Tribal members need to be taught how to adequately compete for
jobs, and be engrained with positive self-efficacy. They need to be thinking about their own
respective futures from a young age and be properly oriented with goals. There are organization
gaps that need to be addressed. The organization needs to help the members compete in the
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 43

market place for jobs and address the value of education in the homes. Furthermore, the
organization needs to find or develop role models that can lead and inspire the next generation of
native leaders. In order to find solutions to these gaps we need to gather data. The data gathered
will help the native tribes see the genuine reason for their members’ inability to be employed and
other related needs. The data will then be used to create solutions that can be implemented in our
employment and career program.

CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 44

CHAPTER 3: METHODS
Native American communities have many barriers to overcome before their employment
rates equal some non-native groups. Many Native Americans are at a disadvantage in the
workforce before they even apply for a job or show up to an interview. The research clearly
shows that native communities need to increase their institutional support, improve their
education system, help families make academic content applicable, regain confidence in their
cultural identity, and produce more role models (Biddle et al., 2009; Henson, 2008; Hunter,
2001). The following questions guided this study:
 What are the knowledge, motivation, and organizational influences that will lower the
Tribe’s unemployment from 60% to below 54% by March 2019?
 What are the recommended knowledge, motivation, and organizational solutions?
This chapter reviews the participating stakeholders, site selection, instrumentation, data
collection, analysis, and integrity of the process.
Participating Stakeholders
The stakeholder population of focus was the Tribe’s members. The tribal members who
participated in the study were at least 18 years of age. The participants were actively seeking a
job, unemployed and not seeking employment, or had recently been hired.
Selection Criterion for the Interviewees
Criterion 1. Must be a member of the Tribe and be at least 18 years of age.
Criterion 2. Must work or reside near to the Tribe’s ancestral homeland.
Criterion 3. Must be between the ages of 24-35.
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 45

Criterion 4. Must be unemployed or was seeking new employment within in the last month.
Interview Strategy and Rationale
The only data collection method used was interviews gathered by the researcher. The
interviewees were selected using snowball sampling (Merriam & Tisdell, 2016). Interviews were
the chosen research method because it presented a safe environment where the interviewees
could honestly share their perspective (Merriam & Tisdell, 2016; Wilson, 2008). Gathering data
through a group setting or a questionnaire were not used because, under these specific
circumstances, they would not produce as rich of data as a personal interview. Conducting
interviews was the appropriate strategy for this experience because this research is mostly
drawing on past events (Merriam & Tisdell, 2016). Discussing employment failures or hardships
can be very personal, and through an interview a researcher can better assess the core of the
employment issues involved. In native communities it is culturally proper to use storytelling as a
means to share dialog (Kovach, 2009; Wilson, 2008). Interviews created a storytelling
environment that was safe for the interviewees.
The interviews were semi-structured with questions and opportunities for further
explanation. Semi-structured interviews allowed the interview to have some structure but also
allowed for the discussion to explore different challenges the member encountered when trying
to get employment (Merriam & Tisdell, 2016). The interviews took place at the convenience of
the interviewee and each participant was given a $10 gift card as a token of appreciation for their
participation.
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Data Collection and Instrumentation
There were five interviews conducted and each followed the same protocol. Initially,
Tribal members familiar with the study were asked if they knew anyone who was unemployed or
recently employed who may want to participate. The researcher contacted the individuals
identified and asked them to participate in the study.
The researcher and an interviewee arranged a time and location for the interview. At the
beginning of each meeting, the interviewee read a consent form and the protocols of the meeting
were discussed, including that the interviews would be recorded. Appendix A is a copy of the
informed consent and information sheet.
The questions asked to each of the participants during the interview derived from the
literature review and were peer reviewed. Appendix B is the interview protocol and questions.
The questions were categorized into two groups: demographics and knowledge, motivation, and
organization (KMO). The demographic questions verified that each of the interviewees met the
criteria for the study. The KMO questions addressed their current status in the employment
process with respect to these characteristics.
The interview data was captured in three ways. First, each interview was recorded, which
Merriam & Tisdell (2016) said was the most effective way of gathering the data. Second, notes
were taken during each of the interviews by the researcher to record significant comments.
Finally, once the interview was complete the researcher wrote down a summary of the
conversation to the best of his memory (Merriam & Tisdell, 2016).
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 47

The researcher kept the data on his computer in his home while the data was analyzed.
The audio recordings were transcribed by a voice recognition software to speed up time and
accuracy (Merriam & Tisdell, 2016). Each transcription, interview notes, and summaries were
stored in a folder specific for each interviewee. The folders are secure and will remain so until
the study is complete, which will be no longer than 6 months. Once the final research is complete
the data will be destroyed.
Data Analysis
The data was analyzed both during and after the data collection (Merriam & Tisdell,
2016) and completed in phases. The first form of analysis was the interviews. During each
interview, the researcher wrote down main points and themes discussed and created a summary
for each interview. The interview recordings were transcribed in a piece wise manner allowing
for the analysis to happen on a continuum (Merriam & Tisdell, 2016).
The researcher categorized the information, analyzed it and later derived sub-categories
for further analysis. Once all the data had been recorded and analyzed, the initial findings were
revised and reconfigured (Merriam & Tisdell, 2016). In addition to writing a summary for each
interview, the researcher wrote an analytical memo. Each memo was used to find themes and
patterns to code and organize the data in an excel spreadsheet.
The spreadsheet was designed to maximize the analysis. The spreadsheet columns were
the questions asked to the interviewees and the rows were the interviewees summarized
responses. A completed analysis chart showed clear patterns in the data. Based on the data and
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 48

analysis, the researcher created a summarizing table for each of the influencers and drafted the
narrative to detail each of the responses.
Credibility and Trustworthiness
This study’s data collection maintained credibility and trustworthiness by using evidence
based methods. The interviewed participants were selected from the described Tribe. The
interviews were recorded and professionally transcribed by an independent source (Creswell,
2014). The transcripts were categorized by coding and all conclusions derived from the data is
credible and transferable (Merriam & Tisdell, 2016; Maxwell, 2013).
Validity and Reliability
The research is valid and reliable because the following three principals were observed.
First, leading questions were eliminated, respondents’ verification was observed, and
conclusions were data verified. Although it may be impossible to eliminate leading questions, the
questions were peer reviewed to decrease the frequency and partiality of leading questions
(Maxwell, 2013). Secondly, the recollected data was verified by the interviewees (Merriam &
Tisdell, 2016; Maxwell, 2013). Lastly, any claims from the research could be connected back to
the data trends and a majority of the respondents gathered from the research (Maxwell, 2013).
Ethics
Every effort was made to complete the research in accordance with ethical guidelines. All
possible harm to the participants was considered and steps were taken to mitigate those issues.
Participants were treated respectfully and they were not compelled or pressured to participate
(Merriam & Tisdell, 2016). The participant’s understood that at any time they could exit the
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 49

process with no penalty or repercussion. Finally, the participants’ information was held in the
highest level of confidentiality (Creswell, 2014).
Safeguarding of Data
The data gathered was kept in a secure location and all interviewees’ names remain
confidential. Once the research was complete and accepted by the committee, all the data was
destroyed. This research maintained to the highest regard of doing no harm to the participants
and assuring their well-being (Merriam & Tisdell, 2016).
Limitations and Delimitations
There are two main limitations to this study: sample size and time. There are 567
federally recognized tribes in the United States of which 110 of them are in the state of
California and many non-federally recognized tribes across the nation. This study focused on
one small tribe in California. To provide valid research for all Native Americans in California or
nationally, the research would need to be performed on a much bigger scale and contain data
from multiple tribes. The second limitation of this study is time. If time allowed, the scale of the
study should widened and include a variety of sub-groups such as elders, men, women, married,
single parents, ages18-24, ages 16-18, etc. These limitations can be remedied in the future.
One delimitation of this study is breaking up the research into sub-categories such as: age
groups of 18-25, 25-40, and 40-60. This would have given the research more detailed data on
how to help individuals in the target stakeholder group during different phases of life. The reason
the study is not going into sub–categories of age is because of difficulties between the role of the
researcher and the organization.
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Another delimitation is the use of mixed methods. The researcher chose not to use
surveys or focus groups because of the role of the researcher to the organization and in creating a
safe environment to share their story. The most reasonable manner of gathering the data and not
having conflicts with the researcher’s role with the tribe was by using the snow balling
methodology and interviews.
Conclusion
Performing the research and properly gathering the data was done with the highest level
of integrity and professionalism. The conclusions derived from this research will directly affect
current policy and may be used to close the employment gap of native communities across
California and the nation. Doing interviews was the best methodological approach to gaining the
richest data for this community at this time and the interviews were completed with the utmost
confidentiality. An environment of trust was built throughout the process so the interviewees
would open up and share their experience.
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CHAPTER 4: RESULTS AND FINDINGS
The purpose of this study is to determine why there is a gap in the unemployment rates
for native communities and the general population. The current unemployment rate for Native
Americans across the nation is just under 9%, whereas the overall unemployment rate is below
5%. This study specifically focuses on the general membership of a small Tribe whose
unemployment rate is over 60%.
The study focuses on reasons for the problem of practice with respect to gaps of
stakeholder knowledge, motivation, and organizational influences. The study consisted of a
qualitative method approach with a focused sample of general members of the Tribe. Each of the
participants where asked roughly 21 questions. The questions were divided into demographic,
knowledge, motivation, and organization categories. The questions that guided the study are as
follows:
1. What are the knowledge, motivation, and organizational influences that will lower the
Tribe’s unemployment from roughly 60% to below 54% by March 2019?
2. What are the recommended knowledge, motivation, and organizational solutions?
Participating Stakeholders
The participating stakeholder group was the general members of the small Tribe in
California. The Tribe consisted of over 400 adult members. The data for this research comes
from five substantial interviews of individuals from the general membership of the Tribe who
were seeking employment.
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It seemed most reasonable to choose the general membership as the stakeholder group
since it was their needs that needed to be identified and remedied in order for the Tribe’s
unemployment rate to decrease. The five interviews took place during the months of October and
November 2017, and each interview lasted around 20-30 minutes. Each of the interviewees were
gracious in their answers and willing to share their circumstances.
Stakeholder Confidentiality
The data is presented in a manner that protects the interviewees. The task of researchers
is to share data with the public in the form that meets the approval of the lives it represents
(Kovach, 2010). This Tribe has just over 400 members. If the researcher were to share specific
stories or share too much detail, the confidentiality of the interviewees would be compromised.
Kovach (2010) states that trust needs to be earned internally. Each of these interviewees has a
trusting relationship with the researcher that was built over time. Not everyone who was asked to
give an interview participated in the study. The participating interviewees were figuratively
willing to take down a wall and discuss inner feelings and experiences that could be portrayed as
failures. As a researcher, it is my duty to show guardianship over this sacred knowledge
(Kovach, 2010).
Demographic Findings.
As an introduction to the interviewees, the first few questions addressed were basic
statistical questions. Three of the five interviewees were male and two were female, with ages
ranging between 26-32 years old. Each of them had reported some level of education which
varied from high school to a bachelor’s degree. The prior jobs they held seemed sporadic without
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a goal or a career in mind. Their jobs were more of a means to provide income to meet their
respective current financial circumstances.
All five interviewees were actively seeking a new job at the time of the interview. Three
interviewees were currently unemployed but looking for work; one was employed full-time but
actively looking to change jobs; and one was a part-time worker but actively looking to change
employment. This research does not break the data down into employed or unemployed. It
synthesizes the data into one group. This study has found general barriers and influences that
exist for Native Americans in this Tribe who have a desire to improve their employment.
Table 6
Summary of Demographic Results
Demographic Questions Demographic Results
Male or Female?
Of the 5 interviewees, 3 where male and 2 where female.
Age?
The ages of the interviewees ranged from 26-32.
Level of Education?
Education range of the interviewees ranged from some high
school to holding a bachelor’s degree.
Jobs history?
Here is an example of jobs the interviewees held in the past: tribal
monitor, customer service, fast food, surveillance, notary,
janitorial, part-time construction, health care provider, data
analysis, overnight support manager, resident summer program,
limo company, stock shelves, human resources, running sports
camps, working on computers, printing, and mail company.
Currently employed?
3 not working; 2 working but actively seek better employment

The subset of these five tribal members offered a succinct perspective on the needs of
native people in this community. The demographic data helps identify the market group and
understand their needs, in preparation to propose remedies to help their organization improve
their employment rates.
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 54

Findings for Knowledge Influences
Knowledge influences were very important to determine because people are often
unaware they lack the knowledge before it is too late (Clark & Estes, 2008). Many Native
Americans are losing out on jobs because they are unprepared at the onset of seeking a job. The
two different types of knowledge are declarative and procedure. Declarative knowledge has to do
with facts of knowledge, and procedural knowledge has to do with understanding the process to
completing an objective. The following are the findings of the knowledge influencers.
Knowledge: Declarative
Native American applicants often do not meet the basic qualifications for their
desired job. The data collected showed that each of the interviewees had missed out on an
opportunity because they lacked entry-level certificates or knowledge. One of the interviewees
explained it best in this statement, “I applied for a position at the state and they require to know
so much math, which I didn’t know. Like, I could comprehend, I could write, but the math part,
it was stopping me and it was one of the requirements.” This same interviewee met the same
barrier at the county office as well. It seemed that once the interviewees encountered a barrier to
an entry-level position it ended their application process. Conceptually, they did not think, “I can
go and acquire the needed knowledge and reapply.”
In another example, the stakeholders were limited by not having the necessary licenses to
perform the job duty. The interviewees had lots of experience but lacked the licenses needed to
meet the basic requirements. They reflected similar attitudes in this regard as was stated above
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from the interviews. Additionally, the interviewees expressed little resilience in getting the
needed licenses and reapplying.
The findings supported the theory that being prepared with the right knowledge and skills
for a desired job is very helpful. These interviewees had a desire to be employed but they lacked
adequate preparation of basic entry skills and knowledge.
Native American applicants need to be trained to properly identify discrimination
and cultural insensitivity. One main influence discussed in the literature review was the idea
Native Americans can maintain their cultural identity and still be successful in a chosen career.
However, when Native Americans enter the workplace and try to maintain their cultural heritage
they are often met with cultural insensitivity and discrimination.
The data from the interviews indicated that cultural insensitivity and discrimination
where expressed in various forms. One interviewee stated that they were “spoken down to” when
trying to protect a sacred site. Another said colleagues would share insensitive jokes about the
interviewee’s native heritage. When one of the interviewees tried to initiate a Native American
Education program at their school, they felt like the system tried to make it very difficult for
them to succeed and put several barriers in their way. In another experience, an interviewee said
when they first tried to explain the necessity for the protection of sacred native sites they were
met with disrespect and condescension, but as the project continued the disrespect changed to
understanding and support.
One of the most disturbing responses relating to discrimination was based on physical
appearances. The interviewees stated that their employers did not want “their kind” working for
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 56

them. Although the employers did not mention any specific race, the understanding was clear.
The interviewees went to get a job but were met with discrimination because of their appearance.
The data strongly showed that each of the interviewees met cultural insensitivity and
discrimination in their own unique way during the employment process. Cultural insensitivity
and discrimination are a real problem and native communities need to educate their members on
the right way to address these issues when they arise in workplace environments.
Knowledge: Procedure
Native American applicants often do not understand the process of how to acquire a
desired job. The literature review showed that many Natives Americans have a difficult time
completing the application process for a desired job. The research showed it was common for
individuals to quit applying for the job after encountering one or two challenges in the process,
or submit a weak application if the application was too difficult to complete.
There is similar data of this finding in this study. One interviewee started completing a
job application to be a plumber, but after finding that the job required a GED, they quickly
finished the application and submitted it knowing they would not get the job. Another
interviewee stated that it was too difficult to understand the application process and didn’t know
if they were filling out the application appropriately.
This study found several reasons why the interviewees stopped the application process.
The reasons included no babysitter, no car, lack of merit or certificate, single parent with no
assistance, and no license or poor driving record. During the interviews for this study, the
researcher perceived that the interviewees desired to learn and gain knowledge about the
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application process, but to the interviewees the challenges of the application process were still
too difficult to overcome. They didn’t know how to move forward and complete the application.
To summarize this knowledge data, the most limiting factors for our stakeholders were
the challenges to complete the job application process and discrimination in the workplace. It
was clear that these individuals wanted a job but they were ill prepared in completing the process
needed in order to obtain the desired employment. The data further suggested that once they
obtained a job they then needed to know how to properly handle cultural insensitivity and
discrimination in a constructive way. The table below gives a summary of the knowledge
influence results.
Table 7
Summary of Knowledge Influence Results
Knowledge
Influences
Knowledge Type Knowledge Results
Native American
applicants often do
not meet the basic
qualifications for
their desired job.
Declarative
(Factual)

The interviewees frequently did not have the factual
knowledge that was needed for a desired job.
Examples of this lack of knowledge included
insufficient prior experience, not having a needed
license, not enough education, and not knowing math
well enough to pass a qualifying math exam.
Native American
applicants need to
be trained to
properly identify
discrimination and
cultural
insensitivity.
Declarative
(Conceptual)
Interviewees described experiencing different forms
of discrimination and cultural insensitivity because of
their Native American heritage. The different forms
include spoken to condescendingly, systemic
discrimination, misclassified ethnicity, organization
wanted “own kind,” did not want “their kind”
watching over a family member, side jokes, general
ignorance towards cultural heritage.
Native American
applicants often did
not know the
Procedural
Major challenges that prevented the interviewees
from acquiring a desired job include the application
process, no babysitter/single parent, transportation,
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 58

process of how to
acquire a desired
job.
lack education, DUI, revoked license, poor driving
history, no GED, scared.
All five interviewees lacked confidence in applying
for a job because of some type of challenge.

Findings for Motivation Influences
The literature review defined motivation as a psychological process that gets humans
going to complete an objective (Clark & Estes, 2008). We classified motivation into 3 categories:
choosing to work towards a goal, staying with it until it is accomplished, and the level of mental
effort used to get the job done (Clark and Estes, 2008). This study focused on two categories of
effective motivation qualities: self-efficacy and goal orientation. Self-efficacy was defined as
one’s capabilities to learn or perform a task at certain level (Pajares, 2009). Goal orientation was
defined as one’s ability to master a skill or perform an objective (Anderman, 2015). The
following are the results for the motivation influencers.
Motivation: Self-Efficacy
Native Americans need to feel confident that they can qualify for and fulfill a job
while maintaining their traditional and cultural identity. When acquiring a job, it is
important to have confidence in yourself and in your ability to perform the job duties, but Native
Americans require an additional level of confidence. They must have confidence not only in
their skill, but also in their ability to maintain their traditions and cultural identity.
When the applicants were asked if they felt confident that they could acquire a job they
desired, given enough time and resources, they each replied affirmatively. Although, one
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interviewee added, “As far as labor work, yes. As for schooling, I don’t know.” Another
interviewee added, “Confident to apply but not sure I would get the job.”
The interviewees were also confident about identifying themselves as Native Americans.
When asked if, at their work of choice, they would identify themselves a Native American they
each said yes quickly and without hesitation. One interviewee said, “Yes 100%.” Another
interviewee said, “I always do.”
For Native people it is important that they feel confident in who they are and about their
cultural heritage while simultaneously striving to reach their individual goals and dreams. The
results clearly show that the interviewees have confidence in their cultural heritage and have a
desire to have a career.
Motivation: Goal Orientation
Native Americans need to have a vision and goal of being employed and maintaining
a career while simultaneously preserving their cultural identity. The desire to be employed
needs to occur at a young age and it needs to be viewed as an achievable goal. Many Native
people worry about losing their cultural identity through their employment, and for good reason.
Assimilation of the Native Americans was one of the main policies of the federal and state
governments; to have them lose their cultural and tribal heritage and accept the new western
standards. The effects of assimilation led Native Americans to persistently guard against these
efforts and maintain a protective posture even when pursuing a professional career. That being
said, all the interviewees had a desire to be employed, had a desire to maintain a lifetime career,
and a desire to provide for their family in a stable way.
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When each of the interviewees were asked if they had a plan for their future employment,
two answered yes, two answered no, and one answered unconfidently yes. This was troubling
because in order for native people to be prepared for their future careers they need to have
mastery and performance goals so they are prepared to meet the requirements of their chosen
career. When asked, “Have you ever thought I want to be this…and then started to plan for it,”
three of the interviewees said yes and two said no. One interviewee added, “In my younger days
I did, but now I try to live one day at a time.” Another interviewee said, “No, cause it ain’t that
easy.”
The interviewees’ responses supported the finding suggested in the literature review that
motivation is very important when it comes to maintaining a career. Also, it is important for
native people to have positive self-efficacy and confidence to take on hard tasks and objectives.
The responses also showed how important it is for native people to properly plan and set mastery
and performance goals so they have a path to follow.
In a plan to help close the Native American employment gap, Native Americans must
have positive self-efficacy in their cultural identity and set realistic mastery and performance
goals that will help them reach their desired career ambitions. The table below gives a summary
of the motivation influence findings.
Table 8
Summary of Motivation Influence Results
Motivation Questions Motivation Type Motivation Results
Do you feel confident
that you are able, given
enough time and
Self-Efficacy
All the interviewees replied to this question
affirmatively. Two of the respondents added
further insight. The first respondent said only
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resources, to acquire any
job that you desire?
if it was in a labor job with no school
requirement. The second said that they would
apply but not sure they would get the job.
Would you feel
confident in identifying
yourself as a Native
American?
Each of the respondents answered this question
quickly and with confidence: always, I always
do, yeah 100%, and 2 yes.
Do you have a desire to
be employed?

Goal Orientation
Each of the interviewees has a desire to be
employed.
Do you have a desire to
maintain a lifetime
career?

Each of the interviewees has a desire to
maintain a career. One interviewee stated “yes,
if possible. If I find a career out there.”
Another stated “yes…something that will
bring stable income.”
Do you have a plan for
your employment
future?

Not all the interviewees had a plan for future
employment but they each had a desire to
create a plan.
Have you ever thought,
I want to be this …, and
then started planning for
it?
Not all the interviewees had a thought of
preparing for a future employment
opportunity. Each one would welcome the
opportunity to sit with someone who they felt
comfortable with and begin the process.

Findings for Organizational Influences.
Organizational barriers are often related to missing tools, inadequate facilities, poor
processes, and inadequate resources (Clark & Estes, 2008). Organizational barriers are broken
down into two types: cultural model influencers and cultural setting influencers. Cultural models
are invisible such as the beliefs and values. Cultural setting influencers are things that are
tangible like policies, plans, and resources. The following section outlines the results for the
organization influencers.
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Cultural Model Influences.
A general expectation of tribal members is their tribal government will meet their
expected needs. Often the only place where native people can get assistance for things like
employment or education is through their tribal government. In some native cultures it is the duty
of the tribal government to take care of its members. Although tribal governments may be able
to take care of the needs of the members to a point, tribal members need to learn to become self-
sufficient and independent.
When the interviewees were asked what they expected their tribal government to provide
them they answered a career center, counseling, resume assistance, interview assistance, daycare,
transportation, assistance with applications, rental assistance, financial assistance, and ways to
talk about one’s self without gloating. Most of these are practical services tribal governments can
offer their members.
Tribal governments should strive to meet the needs of their respective members, but tribal
member must also work to become independent of the services of the tribe and support
themselves. When the interviewees were asked what services they expect the tribal government
to provide them they each answered with constructive ideas that would help build themselves up
rather than just take the assistance from the tribe. One interviewee said, “They don’t think there
needs to be services offered…but are grateful for services that are available.” Another
interviewee said, “A place to have discussions and reflect.”
The belief that a tribal government should take care of its members is supportive of the
tribe but only insofar as it leads to members becoming self-sufficient. It may raise concerns when
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the members want to be given unlimited or unrestricted handouts. Each of the interviewees
shared needs that the government office could assist with helping them accomplish their
employment desires.
It is a dilemma for some tribal community members who receive social services to
be employed. There is sometimes an income gap created when families move off of social
services. When the family income goes up, the social service may go down. This creates an
incentive for the family household to be unemployed and not bring in extra funds.
Of the five interviewees, three said they are not on any social services and two said they
were. Of the two who said they were they each said that getting additional income would affect
their social services. One of the interviewees said, “Yeah, it will make it go down, but that’s the
benefit of having a higher paying job. Dump the assistance and be able to live off the higher
paying job.” Another is quoted saying, “There was a time where I did the math and I’m like crap
I would only be bringing home $20 more…I am not going to be away from my kids for $20.”
The interviewees generally knew they had income limitations but each of them were
trying very hard to maximize their time and income. Helping native people eliminate the belief
that they need social services would be helpful and that they can prepare and qualify for quality
jobs.
Cultural Setting Influences.
Tribal communities have distanced themselves from public education because of the
cultural and historical disconnect. Native Americans generally dislike public education. With
the history of boarding schools and assimilation policies, Native Americans are hesitant about
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the positive impact of public education in their communities. In public schools, the history is
taught primarily from a western perspective and the native voice is lost and underrepresented.
When the interviewees were questioned if their families supported public education when
they grew up, four said yes and one was on the fence responding, “They did but they really
didn’t.” One of the interviewees said, “My mom wasn’t there. She was always at work and there
was no other choice.” And another interviewee said, “My parents worked and there was no one
to help. My sister is the first one to go to college in my family.”
When the interviewees were asked does your current family support the education that
comes from public schools they all said yes. One of the interviewees said, “Yes, but it is new to
us; it is kinda hard.”
When the interviewees were asked do you believe the education you received at the
public schools prepared you for your current employment desires, four said no and one
responded, “Yeah, more or less.” Four of the interviewees mentioned that their parents each
worked long rotating hours, which made it difficult to get any help from them.
When asked if their native community prepared them for their current employment
desires, two said yes and three said no. These findings are significant and suggest that tribal
communities need to have additional resources that can help families prepare their kids for their
future career desires.
There is need for tribal communities to have role models who have completed an
education and maintained a career. Kids need to have more positive and quality role models in
their communities. When the interviewees were asked who or what was most helpful when they
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looked for a job they each named family and friends. One interviewee said “Family and then also
people in my Native community.” Another said “The Tribe and then my family.”
When the interviewees were asked who was an admired tribal community member with
an established career, they each stated a family member. One interviewee stated the role model’s
name and said they “Always pushed me…and took me to dance and ceremony.” Another named
employees who worked in the Tribe’s government office.
The data clearly shows there is need for organizational support to tribal members in order
for them to more quickly advance along to their desired employment goals. The organizational
structure of tribal governments, and the services they provide, are needed and help close the
employment gap in native communities. Below is a table that summarizes the organizational
findings.
Table 9

Summary of Organization Influence Results
Organizational
Questions
Organizational
Type and
Influences
Organizational Results
What assistances have
you used when seeking
employment?
Cultural Model
Influence 1: a
general expectation
by tribal
communities is their
tribal government
will meet their
expected needs.
The respondents suggestions were a career
center, counseling, networking of friends and
family, nothing, California Jobs Corp., online
searches.
What services do you
expect the tribal
government to
provide?
The respondent’s suggestions were resume
assistance, interview assistance, mock interviews
with feedback, daycare, housing assistance,
presentation of experience in resume, assistance
with the application process, counseling and
follow-ups, career events to meet different
employers, career planning, and education
planning.
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 66

Do you currently get
any social services
from any organization?
Cultural Model
Influence 2: it is a
dilemma for some
tribal community
members who
receive social
services to be
employed.
Two of the interviewees currently receive social
services.
Will getting a job hurt
your eligibility to
receive those services?
Of the two interviewees who replied that they
receive social services, both agreed getting
higher income would affect their social services.
When you were
growing up did your
family support the
education that came
from public schools?
Cultural Setting
Influence 1: tribal
communities have
distanced
themselves from
public education
because of the
cultural and
historical
disconnect.
All five of the interviewees said yes their
families did support the education that came
from public schools. Often their parents usually
worked at nights, which made it difficult for
them to get assistance with their homework.
Does your home
currently support the
education that comes
from public schools?
All five of the interviewees said yes their current
homes support the education that comes from
public education. One interviewee summed it up
great when they said “yes, but it was new to us,
it was kinda hard.”
Do you believe the
education you received
at public schools
prepared you for your
current employment
desires?
Of the five interviewees, one said more or less
and four said no. One interviewee shared they
“probably weren’t prepared because they messed
around lots.”
Do you believe your
Native community
prepared you for your
current employment
desires?
Not all the interviewees believed their native
community prepared them for current
employment desires. One interviewee stated it
wasn’t the Tribes job to help get employment
and the other stated it would be nice if the Tribe
gave its members more opportunities.
Who or what was most
helpful when you have
sought after
employment?
Cultural Setting
Influence 2: there is
a need for tribal
communities to have
role models who
have completed an
education and
maintained a career.
Here is a list of options that were shared by the
interviewees: family, people in the community
who knew them and their interests, jobs postings
on the internet and in the tribal office, friends
who knew them and their interests, tribal
community, and one never asked for help.
Can you talk about a
native community
member who is in an
established career and
is someone you look
up to?
All five respondents said a family member who
showed some type of interest in them to help
them advance themselves.
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 67

Conclusion
The findings from the interviews show clear needs that can be addressed to help this
Tribe improve their employment rate. The interviews show a need for a comprehensive
employment services that can change the trajectory of the employment rates and set a new
foundation from which current and future members can build their careers. The next chapter will
address possible remedies that can be implemented to begin to close the gap between the national
average employment rate and the rate of this small Tribe.
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 68

CHAPTER 5: EVALUATION
The data presented in Chapter 4 showed a clear need for additional resources and services
to help Native Americans close the unemployment gap. Fully validated influences include the
need of employment declarative and procedural knowledge. Some of the motivational
influencers were validated. The organizational influencers were validated and will be the main
focus of the remedies offered by the tribal organization. Chapter 5 explores how Native
American nations can improve their employment rates. A comprehensive career fair template is
presented along with an evaluation plan to monitor the effectiveness of the application of the
recommended interventions, based on the New World Kirkpatrick Model (Kirkpatrick &
Kirkpatrick, 2016). It is expected that the implementation of the career fair template will begin
lowering the unemployment rate of Native Americans as compared with that of non-native
groups.
Purpose of the Project and Questions
The gap analysis will examine the knowledge, motivation and organization influences
that contribute to the Tribe’s high unemployment rate. The gap analysis will generate a list of
possible or assumed contributing influences and then by examining these systematically, focus
on actual or validated contributing influences. While a complete gap analysis would focus on all
stakeholders, for practical purposes, this limited gap analysis will focus only on the tribal
members as described previously.
As such, the questions that guide this study are the following:
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 69

1. What are the knowledge, motivation, and organizational influences that will lower the
Tribe’s unemployment from roughly 60% to below 54% by March 2019?
2. What are the recommended knowledge, motivation, and organizational solutions?
Knowledge Recommendations
The possible knowledge influences from the case study are declarative and procedural.
Declarative influences include factual knowledge of basic requirements to be eligible for a
desired job and conceptual knowledge of what is considered discrimination and cultural
insensitivity. Each of the knowledge influences are highly probable of being validated by the
data. The influences that have higher quantitative justification are the ones that have a higher
priority (Clark et al., 2008). In the knowledge table below, each of the knowledge influences are
described with their principle and contextual recommendation.
Table 11

Summary of Knowledge Recommendations and Influences
Assumed
Knowledge
Influence: Cause,
Need, or Asset*

Validated
Yes, High
Probability,
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Native American
applicants often do
not meet the basic
qualifications for
their desired job.
(Declarative
knowledge)
V Y Need guided
practice of new
knowledge and
skill support
with corrective
feedback (Clark
et al., 2008).
Provide a training to
parents, youth, and adult
members about the skills
needed to acquire a job
and the best practices of
meeting each
requirement.
Native Americans
applicants need to
be trained to
properly identify
V Y Need guided
practice of new
knowledge and
skill support
Provide training to
parents, youth, and adult
members about
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 70

discrimination and
cultural
insensitivity.
(Declarative
knowledge)
with corrective
feedback (Clark
et al., 2008).
discrimination and
cultural insensitivity.
Native American
applicants often do
not know the
process of how to
acquire a desired
job. (Procedural
knowledge)
V Y Something that
is novel or
unexpected
must be taught
(Clark et al.,
2008).
Teach the theory and
strategy of what are the
best practices of earning
a desired career.

Declarative Knowledge Solutions
The first knowledge influence is the tribal members’ lack of basic factual knowledge of
acquiring a job. In order to remedy this type of knowledge influence Clark et al., (2008)
recommends that guided practice of a new knowledge and skill support with corrective feedback
is necessary. The most efficient method of closing this gap is having members attend trainings
which will teach the needed factual knowledge (Clark et al., 2008).
The second knowledge influence is the lack of proper identification of discrimination and
cultural insensitivity. Clark et al., (2008) states that a remedy for this type of knowledge needs to
have guided practice of the new knowledge and skill with corrective feedback. The best way to
close the learning gap is through trainings (Clark et al., 2008).
Procedural Knowledge Solutions
The procedural knowledge influence is members need to know the process of acquiring a
desired job. In order to remedy this knowledge influence Clark et al., (2008) recommends that an
individual must learn something that is novel or unanticipated. The most efficient method of
closing this gap is educating the members about the best theory and practices of acquiring a
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 71

desired job (Clark et al., 2008). Clark and Estes (2008) infers that a gap cannot be closed in a
short amount of time but will take multiple iterations to properly close the gap.
Motivation Recommendations.
Some of the major motivational influences are value, interest, goal, attribution, emotions,
and self-efficacy. The two motivational influences discovered in this study relate to self-efficacy
and goal orientation. Each of the motivation influences are highly probable of being validated by
the data. The influences that have higher quantitative justification are the ones that have a higher
priority (Clark et al., 2008). In the motivation table below, each of the motivation influences are
described with their principle and context recommendation.
Table 12

Summary of Motivation Influences and Recommendations
Assumed
Motivation
Influence: Cause,
Need, or Asset*

Validated
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Native Americans
need to feel
confident that they
are capable of
qualifying and
fulfilling a job
while maintaining
their traditional
and cultural
identity. (Self-
Efficacy)
V Y Modeling the
proper behavior
through
observation,
vicariously, and
practicing the
new behavior
(Denler, Wolter,
& Benzon, 2009)
Office staff will provide
job aids and trainings
with clear procedural
advice in respect to
dealing with
discrimination in the
workplace.
Native Americans
need to have a
vision and goal of
being employed
V Y Treat each
member as an
individual and
track their
The office staff will
provide trainings where
members will be
educated that success is
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 72

and maintaining a
career while
simultaneously
preserving their
cultural identity.
(Goal Orientation)
improvements,
learning, and
progress (Yough
& Anderman,
2006).
attributed to ability and
will provide optimal
procedural advice in
preparing them to
prepare for their career
while maintaining their
cultural identity of
Native Americans.

Self-Efficacy.
The self-efficacy motivation influence for some members is the need to feel confident
that they are able to successfully maintain a career while also maintaining their cultural identity.
In order to address the concerns associated with the motivational influence Denler, Wolter, and
Benzon (2009) recommend modeling the proper behavior through observation and then
practicing the new behavior. The most efficient method of closing this gap is hosting training
meetings to teach members the legal procedures that support their ability to maintain their
cultural identity and have a successful career (Clark et al., 2008). A good way to begin is hosting
quarterly meetings whereby members can come and learn about their rights and meet others in
their community who have successfully maintained a career while holding true to their culture.
The trainings need to be held regularly over a long period of time in order for the information to
penetrate the community and close the self-efficacy gap.
Goal Orientation.
The motivation influence for some members is the need to have a vision and goal of
having a career while simultaneously maintaining their culture and identity. In order to remedy
this motivational influence Yough and Anderman (2006) recommend that each member be
treated as an individual with unique goals that need to be tracked for improvements, learning and
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 73

progress. The most efficient method of closing this gap is educating the members and their
families over a long period of time about the best practices of goal achievement (Clark et al.,
2008). Properly motivating families that real benefits are achievable will increase the likelihood
of closing the gaps.
Organization Recommendations
Organizational influences have two main groups: cultural model influences and cultural
setting influences. Cultural model influences are the values and beliefs of an organization.
Cultural setting influences are the organization’s policies, plans, and resources. Each of these
organizational influences are highly probable of being validated by the data. The influences that
have higher quantitative justification are the ones that have a higher priority (Clark et al., 2008).
In the Organizational Table below, each of the organizational influences are described with their
principle and context recommendation.
Table 13

Summary of Organization Influences and Recommendations
Assumed
Organization
Influence:
Cause, Need, or
Asset*

Validated
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation

Context-Specific
Recommendation
A general
expectation by
tribal
communities is
their tribal office
will meet their
expected needs.
(Cultural Model)
V Y Effective change
begins by
addressing
motivation
influencers; it
ensures the group
knows why it needs
to change. It then
The remedy for this
influencer is to have
leadership that ensures
members of the
organization have the
resources and adequate
assistance to support
those that must learn that
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 74

addresses
organizational
barriers and then
knowledge and
skills needed (Clark
and Estes, 2008).
being dependent on
social services is no
longer needed.
It is a dilemma
for some tribal
community
members who
receive social
services to be
employed.
(Cultural Model)
V Y Effective change
efforts use evidence
based solutions and
adapt them, where
necessary, to the
organization’s
culture (Clark &
Estes, 2008).
The remedy for this
influencer is having
leadership that is
knowledgeable about the
members and the
available resources the
organization can offer as
assistance in transition.
Tribal
communities
have distanced
themselves from
public education
because of the
cultural and
historical
disconnect.
(Cultural Setting)
N N
There is a need
for tribal
communities to
have role models
who have
completed an
education and
maintained a
career. (Cultural
Setting)
V Y Align the structures
and the processes of
the organization
with goals and top
management must
be continually
involved in the
improvement
process (Clark &
Estes, 2008).
The remedy for this
influencer is having
office wide goals of
brining in community
role models to the
Tribe’s gatherings and
retaining positive
member role models in
key government
positions and
employment.

Cultural Model.
The cultural model influencer is the general resistance by some members to find
employment because they would be required to work harder and get paid less than the social
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 75

services they currently receive. The general principle that needs to be addressed is best stated by
Clark and Estes (2008), effective change begins by addressing the motivation influencers and
then address the organizational barriers with the necessary knowledge and skills needed. To
remedy this influencer, leadership needs to reassure the members that there are better, more
lasting ways to provide for their families and the tribal government has the means to assist in this
transition.
Cultural Setting.
The cultural setting influencer is some tribal members generally do not value institutional
education in their homes or at institutions. Many times the education taught is not reflective of
the members’ history or cultural. The general principle that needs to be addressed is best stated
by Clark and Estes (2008), that effective change efforts use evidence based solutions and adapt
them, where necessary, to the organization’s culture. In order to implement this theoretical
practice the leadership will need to really know the needs of the members and staff in order to
implement programs that motivate the members to get educated.
Implementation and Evaluation Framework
The framework that will be used during the designing of the implementation and
evaluation plan is the New World Kirkpatrick Model. The Kirkpatrick Model has four levels.
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 76

Level 4-four is a culmination of many little milestones that happen along the way to the
end goal. The third level is transfer, which is to think about the end result and the behavioral
changes needed in order for that result to become a reality. The second level is learning. This
level deals with what is needed to be learned in order to properly change the behavior in order to
get the result that is desired. The first level of this pyramid is reaction, which is the
implementation that engages and excites those being trained. To effectively use the Kirkpatrick
model each level needs to be appropriately designed and implemented.
Organizational Purpose, Need and Expectations
The mission of the Tribe is “to form a more perfect government, secure our rights,
advance the general welfare, safeguard our interests, sustain and enrich our culture, promote our
traditions and perpetuate our existence, achieve and maintain a desirable measure of prosperity,
and secure the natural and self-evident right to govern ourselves” (Tribal Constitution, 2010). In
general, Native Americans have the highest unemployment rate of any racial group in the United
States. The goal of this research has been to lower the unemployment rate in the native
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 77

community and create an employment program that empowers this community to pursue careers
of their choice.
The unemployment rate of the stakeholder group will decrease by 10%, from roughly
60% to at or below 54% by March 2019. This goal relates to the mission of the organization by
helping the native community increase its sovereignty and independence by having more of its
tribal members pursuing self-sufficiency. This research will help commence a new beginning for
the Tribe by helping the tribal members to fulfill their respective desires and enter into a career
that most effectively uses their talents while still proudly maintaining their cultural identity.
Level 4: Results and Leading Indicators.
Table 14 shows the proposed level 4 of the Kirkpatrick model: Results and Leading
Indicators for the outcomes, metrics, and methods for both the external and internal outcomes for
the native community. If the internal outcomes are implemented then the external outcomes
should be accomplished.
Table 14
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Improve member employment
rate.
A decrease in the
unemployment rate of the
organization.
Using the annual census
data.
Improve members’ confidence in
acquiring a job of choice.
An increase of employment
and professional
development funds.
Comparison of funding
levels for annual budget
for 2015-2018.
Internal Outcomes
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 78

Improve program strategies for
assisting members who are
unemployed.
Increased number of
members gaining
employment.
Comparison of numbers
for 2015-2018.
Improving efficiency of services
of members who need assistance
gaining employment.
Exit tickets discussing
quality of services and
expected outputs.
Systematic review of
policy and procedure at
the end of the year.

Level 3: Behavior
Critical behaviors. In order to get the internal outcomes to fruition we need to
appropriately change these critical behaviors. The following table presents the critical behaviors,
metrics, methods, and timings. These critical behaviors need to be properly implemented to reach
the desired internal outcomes.
Table 15
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
Review current
research of proven
employment
programs.
The number of
reviewed
programs.
The staff member shall make
recommendations of
improvements.
Prior to the annual
review.
Review policy and
compare it to other
successful programs.
The number of
reviewed
policies.
The staff member shall make
recommendations of
improvements.
Prior to the annual
review.
Review procedures in
the policy to assure
processes are most
efficient.
The number of
reviewed
processes.
The staff member shall make
recommendations of
improvements.
Prior to the annual
review.
Creating an
environment where
members freely speak
of concerns and
needs.
The number of
members
using the
program.
Staff members shall know the
best practices for creating a
safe environment for members
to express their need.
At the
commencement of
the new year.

Required drivers. Members of the native community need to have the resources and
knowledge available to them to help prepare them for employment. The reward mechanisms
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 79

should motivate the members of the community with positive self-efficacy to want to become
their desired and chosen profession. The following table describes the recommended drivers that
support the critical behaviors of the native community members.
Table 16
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Job Aid: About successful pathways to employment. Ongoing 1, 2, 3
1-1 Consultation: Provide training to parents, youth, and
adult members about discrimination and cultural
insensitivity.
By
appointment
1, 2, 3
Encouraging
Talking Circles: Teach the theory and strategy of what
are the best practices of earning a desired career.
Semiannually 1, 2, 3
Rewarding
Financial Support: Organization has the resources and
can offer adequate assistance.
Ongoing 1, 2, 3
Experienced Leadership: leadership that is
knowledgeable about the members and the organization.
Ongoing 1, 2, 3
Monitoring
Follow Up: Office staff will follow up on all trainings
dealing with discrimination in the workplace.
As needed 1, 2, 3

Organizational support. The organization will provide the space to hold the trainings,
the material for the job aids, the resources to assist with education programs, and it will provide
the location to hold the talking circles.
Level 2: Learning
The following are the learning goals.
1. Members will define what it means to discriminate.
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 80

2. Members will know how to choose a successful career.
3. Members will know how to have confidence in maintaining their cultural identity.
4. Members will know what resources are available to them.
5. Members will know how to access the available resources.
6. Members will know how to get help when they get in a bind or need support.
Career Fair. The Tribe will provide a Career Fair for its members on an annual basis.
The Career Fair will accomplish the learning goals set forth in the prior section and provide food
for the attendees. The Career Fair will be broken into three parts: learning, brainstorming, and
strategic planning. During the learning section members will learn the definitions and theories of
maintaining a successful career. During the brainstorming section members will learn how to
find different options and to analyze the pros and cons of each pathway. During the strategic
planning section, members will learn how to derive a pathway to success. For an example of a
Career Fair please see Appendix C.
Components of learning. In order for this Career Fair to be successful it must properly
illustrate the information in a declarative and procedural manner. The staff will need to be
prepared to share the best strategies for career success and the tribal members must feel that they
have the skills to accomplish the required tasks. The members must have a positive attitude,
confidence, and be committed for this to be successful. The following table lists the different
methods and timing of each component.
Table 17
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 81

Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks using “take 5” During the Career Fair instructional
sections.
Knowledge understanding using “think pair share” During the Career Fair instructional
sections.
Procedural Skills “I can do it right now.”
Procedural understanding during “think pair share” During the Career Fair
Shows comprehension of their rights. During the Career Fair
Attitude “I believe this is worthwhile.”
Identification of discrimination. During the Career Fair
Identification of work time cultural insensitivity. During the Career Fair
Confidence “I think I can do it on the job.”
Can apply for assistance through online application. During the Career Fair
Knows how to go about asking questions when they
hit a barrier.
During the Career Fair
Commitment “I will do it on the job.”
Can create a personalized strategic action plan. During the Career Fair
Feels confident they can fill out applications they
desire.
During the Career Fair

Level 1: Reaction
The table below shows the components to measure tribal member reactions to the Career
Fair. The methods and tools represent the outcomes that are expected and how they will be
measured. The timing column tells when the method will be used. Having a social event that is
very engaging is pertinent to hitting the detailed major goals of this dissertation.
Table 18
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Honest attempt to create strategic plan. During the Career Fair
Answers the “take 5s” accurately During the Career Fair
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 82

Relevance
Measure of questions and member discussion participation. During the Career Fair
Post Career Fair evaluation Post Career Fair
Customer Satisfaction
Pre expectation survey. During the Career Fair
Post satisfaction survey. During the Career Fair

Evaluation Tools
All participants of the Career Fair fill out a survey (see Appendix D). The questions
came from the second phase of the Kirkpatrick Model. The survey consists of 9 Likert questions
and 3 open ended questions. The Likert scale is a 5 point scale with 1 being “strongly disagree”
and 5 being “strongly agree.” The first open ending question explores if the participant had any
motivation transfer into action. The other two open ended questions explore customer
satisfaction and improving the Career Fair for the future (Kirkpatrick & Kirkpatrick, 2016).
One week after the Career Fair participants will be asked to fill out a survey of 5
questions administered through Survey Monkey or a similar platform, see Appendix E for the
questions. The first question deals with motivation and asks the participant if the Career Fair
gave the individual hope. The next three questions ask if the participant initiated and transferred
into action any of the services that they were shown at the Career Fair. And the last question
deals with customer satisfaction and if the participant plans to come to another Career Fair. The
answers from both of the surveys will be gathered and analyzed.
Data Analysis and Reporting
The data will be gathered and input into a formal electronic form, or if Survey Monkey is
used the report will be printed out. The data will be organized into the graphs and charts to best
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 83

help explain the data. The data will be shared with staff, management, and the Tribal Council. The
data will be used to make the next Career Fair better and more useful.
The data from Appendix D will be presented in the following format. Questions 1-9 will
be in bar graphs. The three open ended questions will be grouped by similar response. The
responses will be categorized and placed in a table. The questions from Appendix E will each be
categorized by question. The responses will be put into groups by similar response and the final
presentation will be a table with general summaries of the general trends.
Summary
Native communities need to be able to motivate and prepare their members for career
opportunities. Lowering the employment rate of Native communities to equal levels of other
non-native groups will not simply go away overnight. It is an issue that will take generations to
change. The Kirkpatrick Model is a great model to initiate the change. It is a model that allows
for change over time with an effective manner of getting results and forcing reflection on the
practices and outcomes. As Tribal communities use Career Fairs and this model to implement
employment change overtime it is expected that Tribal communities will increase their
sovereignty and reestablish long traditions of self-sufficiency.
Strengths and Weaknesses of Approach
When used together, the Clark and Estes (2008) gap analysis and the Kirkpatrick and
Kirkpatrick (2016) New World Kirkpatrick Model offers a comprehensive framework. The Clark
and Estes (2008) gap analysis is a great framework to determine the influencers that are limiting
the performance gap. The Kirkpatrick and Kirkpatrick (2016) New World Kirkpatrick Model is a
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 84

distinguished evaluation framework that allows leaders to determine if there implementation is
successful. Combining the two frameworks offers a theoretical sound approach to change a
community. The weaknesses of the approach is overthinking and overworking a problem.
Sometimes the complexities of theoretical frameworks can clutter the simplicity of a needed
solution.
Limitations
The research in general could be labeled as bias because it was not done by an
independent third party. Anytime the researcher is part of the organization being studied there is
a level of bias that exists (Merriam & Tisdale, 2016). The researcher was an elected official of
the Tribe and could want the output to be more positive than the data confirms, which would
improve the researcher’s image. A way the researcher could have eliminated this bias would
have been through triangulation of the date sources (Maxwell, 2013; Merriam & Tisdale, 2016).
Triangulation was not an option because of limited resources from which to pull data. After
much deliberation, it was determined to only use interviews because it was the appropriate
culturally sensitive method of gathering data (Kovach, 2009). The sample size of the data pool
could be observed as a limitation to the study and the generalizability of the data to the Tribe
itself and to the greater Native American population.
Future Research
This research is the tip of the iceberg of work that needs to be done for Native American
communities. Improving the employment rate is a comprehensive problem that will take a
comprehensive solution to lower the unemployment rates to levels of other non-native groups.
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 85

Future topics that could be researched include appropriate adolescent apprentice programs; how
to gain meaningful employment after incarceration; helping adult members to gain meaningful
and appropriate employment; researching an appropriate education policy and procedure
program that changes the culture of employment for generations; and how to educate those
members who are in a career to excel up an organization ladder to become leaders of the their
organizations and communities.
An important part of future research is who is conducting it. There is a saying, “it is time
to end the Native experts and start to have more expert Natives.” The vast majority of future
research should be conducted by Native Americans in institutions that value their native ways of
knowing. Currently there are 34 tribal colleges in the United States. These institutions should be
leading the way in improving Native American communities.
Conclusion
In 2009, the federal government recognized again this small Tribe located in the beautiful
valley and mountains of California where their ancestors have lived since time immemorial.
Since 1958 until 2017 they were a landless tribe because of federal laws that determined to
hinder their progress and even wipe them out of existence. Land was put into trust for this Tribe
by the U.S. government, which can be used for gaming purposes. If the Tribe is governed
appropriately, there is a very good chance they could quickly close many of the statistical gaps
that exist between Native Americans and non-natives because of historical injustices. The Tribe
is now a very diverse group of people having gone through a very rough history of assimilation
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 86

and acculturation, and are now trying to reintegrate the lost culture and language amongst its
members.
As this small Tribe begins to grow and increase its sovereignty, having a high
employment rate is essential to their success. Implementing a career fair can begin to remedy the
influencers found through the literature review and validated in the findings of this study. To
effectively increase the employment rates, there will need to be a comprehensive organizational
push from the Tribal Council down through the executive officials and the government staff. A
career fair is a good initial step that can grow in many different areas as the organization
matures.
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 87

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CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 97

APPENDIX A: Inform Consent/Information Sheet
Informed Consent/Information Sheet

You are being asked to participate in a study by USC. Your participation in this study is
purely voluntary. Please read or listen to the information on this sheet and decide if you are
willing to participate.
This study is being completed to better understand why native communities have low
employment rates. You have been asked to participate in the study because you are either
seeking employment or you have just received a job and the memories of the employment
process are fresh in your mind. If you agree to participate in the study you will be interviewed
for approximately 20-30 minutes. Your confidentiality will be maintained and your name will
never be revealed. You will be assigned a number to represent you for the duration of the data
gathering and analysis period. Once the data is analyzed and no longer needed, all the records of
your interview will be destroyed.
This research is purely voluntary. If at any point you don’t feel comfortable continuing
please feel free to end the interview and your information will not be used in the research, and
your responses will be destroyed immediately. There is a chance that your confidentiality can be
compromised but all possible means will be used to protect your confidentiality and privacy. The
researcher will be the only person who knows that you are participating in the study. This study
is a way for you to share your experiences of the employment process. As interviews of many
native members are gathered, patterns and themes will be derived and those patterns and themes
will be used to create new programs that will help your tribal members get good quality jobs in
the future.
This study is being financed by the researcher and not the organization in anyway. As a
gift of gratitude, a gift card will be given to those who finish the interview and participate in the
study. Once the interview is complete and the $10 gift card is accepted by the participant the
information cannot be taken back.
This is a unique opportunity for you to help California natives on a very personal level.
The researcher’s goal is to create a system where members are adequately prepared to qualify for
the jobs they desire. If you plan to participate, please answer the questions with as much honesty
as possible so the conclusion gathered from this data can be translated into new policies and
procedures that will improve the careers of our members for many years to come.
I have read or listened to the above consent form and desire with my own free will and
choice to participate in this study.

_________________________________________ ______________
Please Print Name (Wilton Rancheria Member) Date

_________________________________________ ______________
Please Sign Name (Wilton Rancheria Member) Date
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 98

APPENDIX B: Interview Protocol/Questions
Interview Protocol/Questions

Hello and thank you for participating in this study! My name is Cammeron and I am
doing some research on our community. There is a data verified need for an employment
program within our tribe because many of our members struggle getting employed. I would like
to assure you that this research is not funded by the tribe in any way. I am a student at USC and
am doing my dissertation on Native employment. I want to discover the needs of our people so I
can derive some recommendations for a program that can remedy the high unemployment rates
in our community.
During this interview process there are no right or wrong answers, and I want you to feel
comfortable as we discuss different questions. This interview will be recorded and transcribed,
but your name will not be associated with the recording or the transcription. You will be known
as interviewee # _____. After the interview has been transcribed, the recording will be destroyed.
After the transcriptions have been analyzed, and are no longer needed, they will also be
destroyed. The only information that will be seen in the final write-up are the collective needs of
all interviewees as a whole.
1. Are you a male or a female?

2. What is your age?

3. What is your highest level of education?

4. Please tell me about your job history, what are some jobs you have held in the past?

5. Do you have a desire to be employed?

6. Do you have a desire to maintain a lifetime career?

7. Are there any major barriers and challenges that have prevented you from being
employed or accepting employment?

8. What assistances have you used when seeking employment?

9. Who or what was most helpful when you have sought after employment?

10. Are you currently employed looking to find another job or are you unemployed and
seeking to find a job?

11. Can you share with me a time when you found a job opening but you didn’t meet the
requirements as described in the application?
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 99

12. Can you share with me an experience of when you think you were discriminated against
because of being Native American?

13. Can you share with me a time when someone was culturally insensitive to you about your
Native culture?

14. Can you share an experience of when you met the requirements for a job but failed to
complete the application process?

15. Do you feel confident that you are able, given enough time and resources, to acquire any
job that you desire?

a. Would you feel confident in identifying yourself as a Native American?

16. Do you have a plan for your employment future?

17. Have you ever thought, I want to be this….and then started planning for it?

18. What services do you expect the tribal government office to provide?

19. Do you currently get any social services from any organization?

a. Will getting a job hurt your eligibility to receive those services?

20. When you were growing up did your family support the education that came from public
schools?

a. Does your home currently support the education that comes from public schools?

b. Do you believe the education you received at public schools prepared you for
your current employment desires?

c. Do you believe your Native community prepared you for your current
employment desires?

21. Can you talk about a native community member who is in an established career and is
someone you look up to?

I want to thank you for your time! The discussion went very well. I also want to reaffirm
to you that the information given during this interview is absolutely confidential and will be
destroyed when the research is complete. Do you have any questions for me?
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 100

APPENIDX C: Career Fair (template)
Planning for the Career Fair

Estimated
Time to
Prepare
Important Activities to Consider when Planning a Tribal Career Fair
Step 1
18-24 months
Tribal governments should conduct a needs assessment to evaluate the
specific employment needs within the tribe. We recommend tribal
governments to establish an annual census that addresses both general and
specific data that can be used by the departments within the government.
One of the sections in the census should include employment questions that
can provide enough data to address the employments needs of the tribal
population. Getting rich data from the census or other questionnaires will
help build the foundation for the Career Fair and outline the clear needs of
the members and their employment situations.
Step 2
15 months
Create a budget for the Career Fair and perform a cost benefit analysis to
verify that the Career Fair is needed and will benefit the tribal organization.
These are important deliverables to present to Councils and departments
when requesting funds.
Step 3
12 months
Obtain approval on annual funding for the Career Fair and see that funds are
allocated within the Tribal budget. This process should be started at least 1
year before you plan to host a Career Fair. Most Tribal governments’
budgets are issued from January 1
st
– December 31
st
and must be approved
several months before the start of the fiscal year. Keep in mind that having
a budget and a plan for the Career Fair will increase your chances of getting
funding from the Tribal Council.
12 months
Seek funding from regional tribal organizations. Most major gaming tribes
have a philanthropic division who distributes funds for the tribal
government. In order to receive funding and approval, this process should
be started at least 1 year before hosting a Career Fair. Remember that
having a budget and a plan for the Career Fair will increase your chances of
getting funding from other tribal governments and organizations.
Step 4
6-8 months
Know the capacity and limitations of the staff you intend to use for the
Career Fair. What amount of assistance will be available in the preparation,
implementation, clean up, and evaluation? Plan the right sized Career Fair
that meets your staffing capabilities and create a staff organization chart
with specific duties for each staff member.
6-8 months
Create a committee of volunteers that are willing to help plan the Career
Fair. Be strategic in who is invited to sit on the committee. Try to get a
variety of representatives from different stakeholder groups: Tribal Council
members, staff members, persons from local businesses, general members
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 101

outside of the Tribal Council, tribal organization representatives, local
education representatives, etc. Think of people who could benefit from
participating in your event but also have something to contribute.
Step 5
6 months
Establish a venue well in advance and try to select a date that can be
consistently used each year. For example, the first Saturday in any given
month.
6 months

Once a venue has been chosen think about the logistics of tables, signs,
chairs, booths, food, etc. Prepare a map of where the booths, tables, guest
speakers, staff, will be located.
6 months

Depending on the size of the career fair, plan on promoting it with a variety
of media outlets: newsletters, email lists, social media, and other similar
methods. Start marketing the Career Fair at least 6 months in advance to
allow guest to commit to attend and make any accommodations necessary.
6 months

Begin inviting guest speakers and community leaders/role models to
participate in the Career Fair at least 6 months before the event. Have them
schedule the Career Fair into their calendars and follow up with them on a
periodic basis to inform them of updates and progress on the Career Fair.
Make sure they know what message you’d like them to bring to the event. It
is important to share your goals, vision statement, and mission statement
with them. Having the right guest speakers and community role models in
place is vitally important to the success of the Career Fair.
Step 6
2-3 months
Prepare appropriate evaluation forms that can be used during and after the
event. Plan how you will collect feedback from speakers, presenters and
guests who attend the Career Fair. This information can make planning and
implementing next year’s Career Fair much easier and more meaningful.
0-3 months
Plan final details that will help the event run smoothly. Determine the exact
signage location at the venue, make name tags for all participants, prepare
the agenda and speaker schedules, make sure the staff knows their roles and
responsibilities, discuss what to do if there is an emergency, etc. Call all
guest speakers, participants, community leaders and role models and verify
they will be in attendance.

Implementation of the Career Fair

Activities Deliverable KMO Influencer
Guest Speaker #1– should be a respected tribal member
or someone well respected in the tribal community who
has gone through the job application process and can
relate to members of the tribe. They should address how
to research and apply for basic jobs by sharing personal
experiences. The staff and the guest speaker should work
together to prepare a guided PowerPoint presentation
PowerPoint
Presentation

Handouts

Declarative
Procedural
Self-Efficacy
Cultural Model 1
Cultural Setting 2
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 102

about how to qualify for entry level jobs. The presenter
should also discuss how they were able to maintain a
career while simultaneously holding onto their culture and
traditional identity.
Entry Level Job Booth – should contain information and
resources that support the themes discussed by Guest
Speaker #1. The members should have an opportunity to
sit down with the staff stationed at this booth to go over
sample applications and address questions they have
about entry level jobs. The staff should also begin to
create a goal chart for each member they work with. If
the member is not sure what type of employment they are
interested in, they should be given some aptitude tests to
discover any possible job interests. If members need
more time with the staff, they should be able to set up an
appointment to receive additional assistance.
Handouts

Hands on
Training

Long term
Training and
Mentoring
Declarative
Procedural
Self-Efficacy
Goal Orientation
Cultural Model 1
Cultural Setting 2

Guest Speak #2 –should also be a tribal member, or a
respected person in the community, who can share their
experience of being on social services and working their
way off because they found better employment. The
speaker should be asked to discuss and define how to
handle discrimination, cultural insensitivity etc. in
bureaucratic systems.
PowerPoint
Presentation

Handouts

Declarative
Procedural
Self-Efficacy
Cultural Model 1
Cultural Model 2
Cultural Setting 2
Social Services Booth – should provide information and
resources that support the ideas presented by Guest
Speaker #2. Staff members stationed at this booth should
sit down with members and discuss how to maximize
their current social services in order to alleviate their
unmet needs and open up time for members to find
employment that fulfills the social service subsidies. The
staff should also be prepared to provide accurate
information on how to start replacing their social services
with income. This will begin by members creating a goal
chart and timeline at the Career Fair and then continue to
work with the staff by appointment until they are off the
social services and into suitable employment.
Handouts

Hands on
Training

Long term
Training and
Mentoring
Declarative
Procedural
Self-Efficacy
Goal Orientation
Cultural Model 1
Cultural Model 2
Cultural Setting 2
Guest Speaker #3 – should be a tribal member, or a
respected person in the community, who can share their
experience about getting educated and finding
employment. It would be helpful if this speaker shared
some of the difficulties they ran into and how they
overcame them. The speaker should also address how
PowerPoint
Presentation

Handouts

Declarative
Procedural
Self-Efficacy
Cultural Model 1
Cultural Setting 1
Cultural Setting 2
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 103

education has benefited them personally and how it has
led to greater employment opportunities. Lastly, this
speaker should be asked to discuss and define how to
handle discrimination or cultural insensitivity in an
educational setting and their workplace. The audience
would benefit on hearing how they handle maintaining a
career while simultaneously holding onto their culture and
traditional identity.
Education Booths – should support and supplement the
ideas presented by Guest Speaker #3. Local education
representatives should be available for members to sit and
discuss the educational opportunities available to them.
The staff can assist by helping members create a goal
chart and timeline outlining the education requirements
and application deadlines. Information about financial aid
and tribal scholarships should also be discussed. As
members pursue their education endeavors, they should be
able to set up appointments with the staff to receive
guidance and assistance until they have completed their
education and have found suitable employment.
Handouts

Hands on
Training

Long term
Training and
Mentoring
Declarative
Procedural
Self-Efficacy
Goal Orientation
Cultural Model 1
Cultural Setting 1
Cultural Setting 2
Guest Speaker #4 – should be a tribal member, or
someone well respected in the tribal community, who has
owned and operated a successful business. They should be
willing to share their personal experience of becoming a
business manager and owner. The speakers should also
address the following questions: What are the pros and
cons of owning a business? What do you wish you would
have known when you were starting your business? What
are the most rewarding benefits of owning your own
business? What advice do you have for people wanting to
start their own business? The speaker can also address
how they handle discrimination and cultural insensitivity
in the workplace and what they do to prevent it.
PowerPoint
Presentation

Handouts

Declarative
Procedural
Self-Efficacy
Cultural Model 1
Cultural Setting 2
Business Booths – should provide information about
employment opportunities at specific businesses that the
tribal government has positive relationships with.
Representatives from these businesses should be available
to answer questions and discuss job expectations and
related information. This booth should also have
representatives from seasonal businesses to learn about
upcoming employment opportunities, application dates,
and job requirements. This booth should display charts
Handouts

Hands on
Training
Declarative
Procedural
Self-Efficacy
Goal Orientation
Cultural Model 1
Cultural Setting 2
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 104

outlining the types of industries and the local businesses
that serve those needs in the community. Staff members
stationed at this booth should be qualified to answer
questions about job opportunities and assist members in
applying for any of the available jobs. At least 1 staff
member should be prepared to answer questions about
starting your own business. If needed, the members will
be able to set up appointments with the staff for continued
guidance and assistance until they were employed.
Available Tribal Resources Booth – should be provided
to educate members on all the services available in the
tribal organization. Charts and handouts outlining tribal
programs and resources should be displayed in the booth.
The staff member hosting this booth should be able to
answer questions about tribal services and direct members
to appropriate booths within the Career Fair for more
information. If there is not a booth set up for a particular
service, the staff will do their best to answer the question
and then set up an appointment with the appropriate
program coordinator if needed.
Handouts

Hands on
Training
Declarative
Procedural
Self-Efficacy
Cultural Model 1
Cultural Setting 2
Raffle Prize Booth – helps build excitement and
enthusiasm to for the Career Fair. Having raffles that
complement the businesses, education institutions, and the
guest speakers will help validate the goal of helping the
members find employment.
Handouts

Cultural Model 1
Food Tables – will offer healthy snacks and lunches for
those attending the fair. This prevents people from
leaving or going off site during the Career Fair and allows
the staff to address how living a healthy balanced lifestyle
will prepare them as they transition to the desired goals
they have set today.
Handouts

Cultural Model 1
On Site Child Care – The government organization
should prepare child care services during the Career Fair
so parents can get the assistance they need without the
distractions.
Handouts

Cultural Model 1
Transportation – Members should be provided with
transportation assistance if needed so they can participate
in the Career Fair.
Handouts

Cultural Model 1

After the Career Fair

Follow up Tasks after the Career Fair KMO Influencer
CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 105

Use Appendices D and E as templates for your evaluation forms.
The staff will be required keep the appointments set up during the Career
Fair and follow-up with members. The relationships of trust built at the
Career Fair are one of the most important factors to increasing the
employment rate over time. This not only adds value to the Career Fair,
but makes a difference in the lives and families of the tribal community.
Declarative
Procedural
Self-Efficacy
Goal Orientation
Cultural Model 1
Cultural Setting 2
Send thank you letters to guests, speakers, education and business
representatives, volunteers, staff, funding organizations, and the venue
used to host the Career Fair.
Cultural Model 1
Prepare a report of the event for your committee, Tribal Council, and
other funders.
Cultural Model 1
Cultural Setting 1
Cultural Setting 2
Have a closing out meeting with your committee and gather feedback. Cultural Model 1
Cultural Setting 1
Cultural Setting 2
Continue to build networks with a variety of stakeholders within the city,
county, state, businesses, educational institutions, and tribal organizations.
Having good relationships within your community helps the success of
the Career Fair and increases the chances of landing members with good
employment opportunities.
Cultural Model 1
Cultural Setting 1
Cultural Setting 2

CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 106

Reference
Daly, J. (2007). Job Fair Toolkit: A Practical Guide and Best Practices for Organizing,
Conducting, and Attending Job Fairs. Retrieved from
http://pdf.usaid.gov/pdf_docs/Pnadq008.pdf.
Mullatahiri, V. & Limani, G. (2016). Job Fair Guideline: a step-by-step guide on how to organize
a Job Fair. Retrieved from http://www.youmatch.global/wp-content/uploads/2017/08/Job-
Fair-Guideline_ENG.pdf.
NACE Staff. (2016). A Career Service Fundraising Model Built On Strong Relationships.
Retrieved from http://www.naceweb.org/career-development/organizational-structure/a-
career-services-fundraising-model-built-on-strong-relationships/.
Sehlke, C., & Luna, R. (2013). Organizing a Successful Career Fair. Retrieved from
www.aag.org/careertips.

CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 107

APPENDIX D: Survey (likert scale)

Please circle the number that best expresses your satisfaction.
Strongly
Disagree
Strongly
Agree
1. The guest speakers motivated me to begin to pursue my
career choice?
1 2 3 4 5
2. The booths were effective at assisting me in beginning
the process of pursuing my career choice?
1 2 3 4 5
3. I can see myself developing my goal chart with office
staff until I meet my desired career choice?
1 2 3 4 5
4. I have a better understanding of the process of applying
for a job?
1 2 3 4 5
5. I feel confident in knowing how to stand up for my rights
as a Native American?
1 2 3 4 5
6. I am better at identifying discrimination? 1 2 3 4 5
7. I feel confident applying for assistance online? 1 2 3 4 5
8. I feel more confident asking questions when I don’t
understand something?
1 2 3 4 5
9. I feel confident I can pursue a career of my choice? 1 2 3 4 5

What part of your goal chart are you going to implement within the week?

How can we make this Career Fair more successful?

Will you come again (why/why not)?

CLOSING THE NATIVE AMERICAN EMPLOYMENT GAP 108

APPENDIX E: Survey (questionnaire)
Using survey monkey or a similar platform the following will be administered.

1. Did the Career Fair motivate you to work toward obtaining a career you desire?

2. Have you applied for a job if not when do you plan to apply?

3. Have you applied for any additional financial or social service assistance?

4. Have you contacted a government employee with a questions or concerns?

5. How can we improve the next Career Fair?

Abstract (if available)

Abstract Native American communities need to have a comparable employment rate to non‐Native communities. This study used the Clark and Estes’ gap analysis framework to examine the knowledge, motivation, and organizational (KMO) influences among Native American communities with low employment rates and what they need to do to effectively begin the process of improving their rates to comparable rates of non‐Native communities. Analysis of evidence from one‐on‐one interviews discovered that Native Americans had gaps in declarative and procedural knowledge needed to qualify for desired jobs. Furthermore, a lack in self‐efficacy and goal orientation prevented Native Americans from obtaining jobs they desired. Lastly, inadequate organizational resources created a barrier preventing Native Americans from proper preparation for their employment endeavors. The resulting recommendation to address the lacking KMO is to hold, a comprehensive career fair that includes training, procedural mentoring, and role model engagement.

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Asset Metadata

Creator Hodson, Cammeron (author)

Core Title Closing the Native American employment gap: an evaluation of the influences impacting the Native American employment rate

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 05/01/2018

Defense Date 02/13/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag California Native American employment,California Native American unemployment,Native American employment,Native American unemployment,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Maddox, Anthony (committee chair)

Creator Email cammeronhodson@gmail.com,ckhodson@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-497945

Unique identifier UC11266830

Identifier etd-HodsonCamm-6293.pdf (filename),usctheses-c40-497945 (legacy record id)

Legacy Identifier etd-HodsonCamm-6293.pdf

Dmrecord 497945

Document Type Dissertation

Format application/pdf (imt)

Rights Hodson, Cammeron

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA