Mary Jo Fox

Interests

Research

American Indian higher education, Native women in the academy, Native American women issues, historical and contemporary, gender issues

Teaching

American Indian higher education, American Indian education, Native women issues, Teaching American Indian Studies

Courses

Scholarly Contributions

Books

• Blair, M. L., Fox, M. J., & Smith, K. A. (2022). AMERICAN INDIAN STUDIES NATIVE PHD GRADUATES GIFT THEIR STORIES. UARIZONA PRESS.
• Tippeconnic III, J. W., & Tippeconnic Fox, M. J. (2021). On Indian Ground, The Southwest. Information Age Publishing, Inc.
• Fox, M. J. (2009). Empowerment of North American Indian Girls: Ritual Expressions at Puberty. Journal of American Ethnic History: Journal of American Ethnic History. doi:10.2307/40543483
  More info

   A book review in the journal
• Fox, M. J., Lowe, S. C., & McClellan, G. S. (2005). Editors' notes. San Francisco: Jossey-Bass. doi:10.1002/ss.147

Chapters

• Begay, K. F., & Fox, M. J. (2024). A Place Where Native Students Can Simply Be. In Student Affairs Professional Preparation: A Scholar-Pracititioner Guide to Contemporary Topics. NASPA.
• Tsosie-Paddock, A., & Fox, M. J. (2024). American Indian Women Combating Covid-19, the Household Disruptor. In Covid-19 in Indian Country. Palgrave McMillian.
• Fox, M. J. (2023). Scholar-Activists: Female Native Scholars in American Indian Studies. In Indigenous Women and Justice(pp 134-147). UArizona Press.
  More info

  Chapter in a book edited by Marianne O. Nielsen and Karen Jarratt-Snider, published by UArizona Press
• Fox, M. J. (2022).

  PREFACE

  . In American Indian Studies Native PHD Graduates Gift Their Stories(pp xv-xvii). University of Arizona Press. doi:10.2307/j.ctv2cmr96v.4
• Fox, J. T., & Fox, M. J. (2021). American Indian Educational Architecture in the Southwest. In On Indian Ground, The Southwest(pp 285-308). Information Age Publishing, Inc.
• Tippeconnic III, J. W., & Fox, M. J. (2021). American Indian Education Funding. In On Indian Ground, The Southwest(pp 221-246). Information Age Publishing, Inc.
  More info

  A chapter on Indian education funding for a book
• Fox, M. J. (2020).

  PROTECTING NATIVE AMERICAN WOMEN:

  . In Traditional, National, and International Law and Indigenous Communities(pp 123-139). doi:10.2307/j.ctv10vkzsz.11
• Tippeconnic Fox, M. J. (2020). Protecting Native American Women: Violence Against Women Act 2013. In Traditional, National, and International Law and Indigenous Communities. University of Arizona Press.
  More info

  Asked to write a chapter for edited book on VAWA 2013.
• Tippeconnic III, J. W., & Tippeconnic Fox, M. J. (2015). American Indian Tribal Values: A Critical Consideration in the Education of American Indians/Alaska Natives Today. In Education in the Comanche Nation, Relationships, Responsibility, Redistribution and Reciprocity a book edited by Linda Sue Warner(pp chapter 2). Routledge.
• Fox, M. J., & Beierle, J. (2004). Culture Summary: Cherokee. In The Encyclopedia of Sex and Gender in World Cultures(pp 356-363). New York: Human Relations Area Files.
• Fox, M. J. (2003).

  Cherokee

  . In Collection of Ethnography. doi:10.1007/0-387-29907-6_35
• Fox, M. J., Nelson, C. E., & Stauss, J. H. (2002). American Indian Studies Programs at the University of Arizona.. In Native American Studies in Higher Education(pp 83-96). AltaMira Press.
  More info

  American Studies Programs (AISP) at The University of Arizona have a rich history that is decades old. Since its inception as an interdisciplinary graduate program in 1982, AISP has been a leader in the field. From developing the first free-standing degrees at the masters and doctoral levels, to maintaining the largest number of Native faculty in an Studies program, and through incorporating permanent community development staff in an academic program, AISP at Arizona has modeled innovations and development for programs across the country. The centrality of American Studies to the historical land-grant mission of The University of Arizona cannot be overstated. The State of Arizona contains 21 federally recognized reservations with a combined population of nearly a quarter of a million people. Tribal land comprises approximately 25 million acres, over a quarter of the total acreage of Arizona. Indeed, Arizona is the heart of Indian Country, home to five of the ten largest populated reservations in the United States. In the Southwest, it is virtually impossible to ignore the influence and contributions of indigenous peoples in all aspects of contemporary life. AISP recently began the process of educating the future leaders in Indian/ Native Studies. This endeavor will set the stage for the development of our field

Journals/Publications

• Hunter, A., Carlos, M., Muniz, F. B., Nuño, V. L., Fox, M. J., Carvajal, S. C., Lameman, B., & Yuan, N. P. (2022). Participation in a Culturally Grounded Program Strengthens Cultural Identity, Self-esteem, and Resilience in Urban Indigenous Adolescents. American Indian and Alaska native health research, 29(1), 1-21. doi:10.5820/aian.2901.2022.1
  More info

  Culturally grounded after-school programs (ASPs) aim to promote health and well-being among Indigenous youth. Native Spirit is a 10-session ASP that focuses on local cultural values and activities facilitated by local cultural practitioners. This pilot study used a single group, pretest-posttest design (N = 18) with Indigenous adolescents in grades 7-12 and conducted participant interviews (N = 11) to assess the impact of the program on cultural identity, self-esteem, and resilience. There were immediate post-program increases in mean strength in cultural identity (p = 0.002), resilience (p = 0.161), and self-esteem (p = 0.268). Themes related to benefits of program participation included curiosity and commitment to cultural identity, increases in self-esteem, and ability to build resilience. This study provides new insights on the relationship between cultural engagement and adolescent health.
• Hunter, A., & Fox, M. J. (2020). Strengthening the Link between Education Policy: Culturally Responsive Schooling, and American Indian and Alaska Native Health. eJournal of Indigenous Early Childhood, summer 2020, 15-27.
  More info

  collaboration with a doctoral candidate
• Hunter, A., Yuan, N. P., Nuno, V. L., Fox, M. J., & Carvajal, S. C. (2020). Effectiveness of culturally relevant after-school programs on health and developmental strengths among Indigenous youth: A systematic review. Journal of Adolescent Health.
• Fox, J. T., & Fox, M. T. (2018). Chapel of the Good Shepherd Mission. SAH Archipedia edited by Gabrielle Esperdy published by University of Virginia Press.
  More info

  Online publication
• Fox, J. T., & Fox, M. T. (2018). Navajo Nation Counsel Chamber. SAH Archipedia edited by Gabrielle Esperdy published by University of Virginia Press.
  More info

  Online publication
• Fox, J. T., & Fox, M. T. (2018). Phoenix Indian School Campus. SAH Archipedia edited by Gabrielle Esperdy published by University of Virginia Press.
  More info

  On line publication
• Fox, M. J., & Tippeconnic, J. W. (2017). American Indian / Native American Studies and the American Indian Education Experience. Wicazo Sa Review, 32(2), 30-45. doi:10.5749/wicazosareview.32.2.0030
  More info

  American Indian / Native American Studies and the American Indian Education Experience Mary Jo Tippeconnic Fox (bio) and John W. Tippeconnic III (bio) It is time for Indian people to define Indian Education in their own voices and their own terms. It is time for Indian people to enable themselves to explore and express the richness of their collective history in education. Gregory Cajete, Look to the Mountain: An Ecology of Indigenous Education Education "in the broad sense refers to the process of acquiring knowledge and life skills, including values and attitudes to prepare individuals to be valued members of societies. [E]ducation is about the transmission of culture from one generation to the next." Formal education is often viewed as what takes place in schools or institutions with a defined curriculum and pedagogy based on policy that historically has reflected Western ideologies. In general, learning that takes place outside of schools is considered informal education. There is overlap in formal and informal instruction, as education that takes place outside the walls of school can also be structured. Historically, learning of Indigenous knowledge took place daily in community settings.1 Formal education in controlled environments called "schools" [End Page 30] has been and continues to be used as a tool to change and assimilate people to a certain way of thinking and living. From the earliest contact between Natives and non-Natives, schooling in classrooms has been a primary tool of assimilation. Colonization of Indigenous peoples has its roots in formal education institutions as a perceived way to eradicate cultures and languages. Although damaged, Native languages and cultures survived the policies and practices of the "kill the Indian and save the man" approach to education. Today, education remains a critical part of the American Indian and Alaska Native experience in the United States.2 In spite of the difficult past and current challenges in Indian education, formal education is viewed as the path to improving the well-being of individuals and communities.3 Education is the key to understanding the past, present, and future of Native peoples. Formal education in institutions is even being recognized as a means to maintain and revitalize Native languages and cultures, especially in tribally controlled schools and tribal colleges and universities. Educational sovereignty manifested in tribally controlled education gives inherent power to tribal nations to address education from Native perspectives. The problem is that the Native experience and viewpoint are often left out, not valued, or marginalized by public educational institutions to the point where students know little about the history and contemporary status of Indian education. American Indian studies, Native American studies (AIS/NAS), and other Indigenous studies programs are places where the Indian education experience from a Native perspective can be told in authentic and meaningful ways. The authors of this essay are both educators and teach education courses in their AIS/NAS programs. We view education from a broad and holistic perspective and consider education related to all areas of the American Indian experience. We wonder to what extent Indian education is part of the pedagogy and research in American Indian / Native American studies. The authors assert the need to teach American Indian education in AIS/NAS programs as a foundational component of the curriculum for educated AIS/NAS students. These AIS/NAS programs expose and inform students about the histories, policies, practices, and significance of education to Native peoples and communities. The purpose of this exploratory article is to examine the place of education in American Indian, Native American, or Indigenous studies pedagogy and research. Specific questions are as follows: Do AIS/NAS programs offer Indian education courses as part of their curriculum? Is Indian education a concentration or emphasis within American Indian / Native American studies? [End Page 31] Is there AIS/NAS faculty with expertise in Indian education? Do the primary AIS/NAS journals publish articles focused on Indian education? SIGNIFICANCE This study provides a glimpse into how select American Indian / Native American studies programs and journals incorporate Indian education into their curriculum and publications. This information is valuable for AIS/NAS program planners and journal editors, as well as students who want to study American Indian education as a focus...
• Tippeconnic Fox, M. J., & Tippeconnic III, J. W. (2017). American Indian/Native American Studies and the American Indian Education Experience. Wicazo Sa Review, 32(2).
  More info

  A work in progress
• Fox, M. J., Luna-Firebaugh, E. M., & Williams, C. (2015). American Indian Female Leadership. wicazo sa review, 30(1), 82-99. doi:10.5749/wicazosareview.30.1.0082
• Tippeconnic Fox, M. J., Luna-Firebaugh, E., & williams, C. (2015). American Indian Women Leadership. Wicazo Sa Review, 30(1), 82-99.
  More info

  Article will appear in Spring 2015 edition of Journal. Accepted in 2014
• Fox, M. J., & Luna-Firebaugh, E. M. (2014). Education: A Tribal-State Approach to the Reduction of Criminal Disparity among American Indian Youth in Maine. Justice Policy Journal.
• Luna-Firebaugh, E., & Tippeconnic Fox, M. J. (2014). American Indian Juvenile Programs in Maine. Justice Policy Journal, 11(1), 1-30.
  More info

  co-authored article
• Fox, M. J. (2013).

  American Indian/Alaska Native Women: The Path to the Doctorate

  . Journal of American Indian Education. doi:10.1353/jaie.2013.a798495
  More info

  This article studies the experiences of 13 American Indian/Alaska Native (AI/AN) women who earned doctorates at mainstream universities. What barriers did they encounter on their path to earning a doctorate? Is this the norm? How did the women respond? What motivates them to thrive and graduate? The research is framed in the Indigenous values of relationships, responsibility, respect, and reciprocity (4Rs) and utilizes critical Indigenous research methodologies (CIRM). Data were collected through personal interviews focusing on four areas; background, experiences, culture/traditions, and advice. Analysis of the findings consists of examining the answers utilizing coding to establish common factors or themes. The study reveals that AI/AN women are encountering barriers in their doctoral studies, which include personal situations, cultural aspects, finances, academics, climate issues, racism, sexism, and gender bias. In the face of these challenges, Native women are relying upon a number of strategies to succeed; family, support networks, cultural identity, American Indian personnel, commitment to community, and maintaining a balance between personal and academic life.
• Tippeconnic, J. W., Iii, J. W., & Fox, M. J. (2012). American Indian tribal values: a critical consideration in the education of American Indians/Alaska Natives today. International Journal of Qualitative Studies in Education, 25(7), 841-853. doi:10.1080/09518398.2012.720730
  More info

  The education of American Indians and Alaska Natives has increasingly become more complex given the differences in tribal languages and cultures, especially as changing demographics and issues of Indian identity are considered. There are over 200 languages and vast cultural differences between and within the 565 federally recognized tribes in Indian Country. Adding to the complexity are the various types of schools, colleges, and universities that are educating Native students. Many educational institutions are identifying tribal values as a way to provide an overall framework or as “guiding principles” to teaching, learning, research, and governance. This analysis will examine the literature on the use of tribal values, focus on a qualitative study of Comanche attributes, and discuss the implications for research and practice in education and American Indian Studies.
• Luna-firebaugh, E. M., & Fox, M. J. (2010). The Sharing Tradition: Indian Gaming in Stories and Modern Life. Wíčazo Ša Review, 25(1), 75-86. doi:10.1353/wic.0.0059
• Fox, M. J. (2009). American Indian Women in Academia: The Joys and Challenges. Naspa Journal About Women in Higher Education, 1(1), 204-223. doi:10.2202/1940-7890.1011
  More info

  This study explores the joys and challenges of being a professor based upon the personal experiences of 10 American Indian women in public Research I universities. Since the literature is sparse on the experiences of Native women in the academy, this study provides insight, especially to American Indian women aspiring to such careers, and for administrators and policy makers encouraging diversity on their campuses. The American Indian female professors in this study have both satisfying and challenging experiences at their universities. Not one of the women regrets her decision to pursue a career as a professor, but their journey is not easy. They enjoy academic freedom and autonomy; their research agendas, teaching, and working with students; the flexibility of the job; collegiality; support of mentors and colleagues; and service opportunities, especially with tribal communities. However, several of these Native women express feelings of isolation as the only person of color in their department, being tr...
• Fox, M. J. (2009). American Indian Women in Higher Education: Navigating the Doctorate. Studies in the Humanities, 36(2), 69-76.
• Fox, M. J., & Comanche, M. J. (2005). Voices from within: Native American faculty and staff on campus. New Directions for Student Services, 2005(109), 49-59. doi:10.1002/ss.153
  More info

  What is the role of Native American faculty and staff in majority institutions with relation to Native American students? This chapter provides recommendations for student affairs professionals and further research.
• Fox, M. J., Lowe, S. C., & Mcclellan, G. (2005). Serving Native American Students.. New Directions for Student Services, 109. doi:10.14507/er.v0.668
  More info

  Preface (Margaret J. Barr). Editors' Notes (Mary Jo Tippeconnic Fox (Comanche), Shelly C. Lowe (Navajo), George S. McClellan) Prayer (Henrietta Mann (Cheyenne)). 1. Where We Have Been: A History of Native American Higher Education (George S. McClellan, Mary Jo Tippeconnic Fox (Comanche), Shelly C. Lowe (Navajo)). Drawing on the extant literature, this chapter provides an overview of Native American higher education. 2. Native American Student Retention in U.S. Postsecondary Education (James A. Larimore (Comanche), George S. McClellan). This chapter provides a survey of the higher education literature on Native American student retention, framing the discussion in the context of the broader body of literature on retention. 3. This Is Who I Am: Experiences of Native American Students (Shelly C. Lowe (Navajo)). This chapter provides insight into the experiences of Native American students in higher education, but it is not a story about what faculty and staff should expect from all Native American students. 4. Perspectives of American Indian Nation Parents and Leaders (Raymond D. Austin (Navajo)). This chapter discusses tribal leaders' and parents' perceptions and expectations of higher education as they relate to five areas: tribal legal status, funding for Indian college students, support for Indian students, cooperative relationships between universities and Indian nations, and respect for Indian cultures and languages. 5. Voices from Within: Native American Faculty and Staff on Campus (Mary Jo Tippeconnic Fox (Comanche)). The author addresses the experiences of Native American faculty and staff in mainstream institutions, the role they can play in supporting Native American students, and the ways in which they can collaborate with non-Native faculty and staff to support Native American students. 6. Native American Identity (Perry G. Horse (Kiowa)). Indian or tribal identity is a personalized process that is influenced by legal and political considerations, psychosocial factors, proximity or access to a given culture, socialization, and one's own sensibility. 7. American Indian Epistemologies (Gregory A. Cajete (Tewa)). There is no word for epistemology in any American Indian language. However, there is certainly a body of understandings that can be said to compose what this branch of Western philosophy would explore as the origins, nature, and methods of coming to know a way of life. 8. Serving American Indian Students in Tribal Colleges: Lessons for Mainstream Colleges(Robert G. Martin (Cherokee)). This chapter describes the ways in which tribally controlled colleges work to serve the needs of their students and of tribal communities. 9. American Indian Student Services at UND (Donna L. Brown (Turtle Mountain Chippewa)). This chapter describes and discusses American Indian Student Services (AISS) at the University of North Dakota as one model for Native American student support services at predominantly white institutions. 10. From Discussion to Action (George S. McClellan, Mary Jo Tippeconnic Fox (Comanche), and Shelly C. Lowe (Navajo)). The editors provide a brief summary of key recommendations and closing thoughts. Resources. Index.
• Navajo, S. C., Mcclellan, G. S., Lowe, S. C., Fox, M. J., & Comanche, M. J. (2005). From discussion to action. New Directions for Student Services, 2005(109), 95-98. doi:10.1002/ss.158
  More info

  This chapter describes nine of this volume's themes and offers summary recommendations stemming from those themes.
• Navajo, S. C., Mcclellan, G. S., Lowe, S. C., Fox, M. J., & Comanche, M. J. (2005). Where we have been: A history of Native American higher education. New Directions for Student Services, 2005(109), 7-15. doi:10.1002/ss.149
  More info

  This chapter provides an overview of the three eras in the history of Native American higher education in the United States: the colonial, federal, and self-determination eras.
• Fox, M. J., Nicholas, S. E., & Nelson, C. E. (2003). "Your Heros Are Not Our Heroes" Resource Guide. Tribal College Journal of American Indian Higher Education, 14(3).
• Fox, M. J. (2002). Shamanism: Piers Vitebsky; Norman, OK: University of Oklahoma Press, 2001, 184 pages. Social Science Journal, 39(2), 314-316. doi:10.1016/s0362-3319(02)00175-1
  More info

  Piers Vitebsky is repeatedly asked about Shamanism and Shamans, especially each time he returns from fieldwork in traditional Shamanic communities. Questions abound like: What are Shamans? What do ...

Presentations

• Tsosie-Paddock, A., & Fox, M. J. (2024, April). American Indian Women Combating Covid-19, the Household Disruptor. World Social Science Association Conference. San Antonio.
  More info

  Presentation submitted and accepted in American Indian Studies section
• Fox, M. J. (2023, April). Native American Women and Covid 19; roundtable presentation. World Social Science Association conference. Tempe, AZ: WSSA.
  More info

  Roundtable presentation on my research about Native women and Covid 19
• Fox, M. J. (2020, spring). Roundtable presenter on social justice issues in Indian country: American Indian women and activism. 2020 Western Social Science Association Online conference.
• Muniz, F., Carlos, K., Hunter, A., Fox, M. J., Nuno, V. L., Carvajal, S. C., & Yuan, N. P. (2020, Oct). Mixed methods evaluation of a culturally-grounded after-school program on an urban-based American Indian reservation. APHA. Virtual.
• Fox, M. J. (2019, April). Native women Social Justice Panel: Murdered and Missing Women and Girls. Western Social Science Association Conference. San Diego: WSSA.
• Fox, M. J. (2018, April). Native Women Actvism. Western Social Science Association Conference. San Antonio: American Indian Studies.
  More info

  Invited to participate in a round-table presentation
• Fox, M. J. (2016, April). Protecting Native women. western Social Science Association conference. Reno Nevada: AIS section of WSSA.
• Fox, M. J. (2015, April 2015). Roundtable: Native women and VAWA. Western Social Science Association conference. Portland, Oregon: WSSA.
  More info

  Round-table presenter on Native women and VAWA
• Fox, M. J., & Fox, J. T. (2015, October). John Collier's Indian New Deal: The Problem of Federal Indian School Architectural Reform. Southeast Chapter of the Society of Architectural Historians. San Antonio, TX: SSAH.
• Fox, M. J. (2014, April). Roundtable: Current Native American Justice Research. Western Social Science Association conference. Albuquerque, NM: WSSA.
  More info

  a roundtable presentation of research
• Fox, M. J. (2014, February 21). Incorporating Native Culture into American Indian Studies at Mainstream Institutions. Southwest Popular Culture and American Culture Association Conference. Albuquerque, New Mexico: Southwest Popular Culture and American Culture Association.
  More info

  A paper presentation

Reviews

• Fox, M. J. (2021. Sovereign Schools: How Shoshones and Arapahos Created a High School on the Wind River Reservation: Book review(pp 374-376).

Others

• Fox, M. J. (2024, 2024). Ani-Yun Wiya Women. on line essay.
  More info

  Essay for online Women's History publication by ABC-CLIO Publishing