ANDREW JAMES JOLIVETTE, PH.D.
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ANDREW JAMES JOLIVETTE, PH.D.
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Associate Professor, American Indian Studies
Louisiana Creole of Atakapa-Ishak, Opelousa, Choctaw, Cherokee, French, African & Spanish-descent
*Associate Professor, American Indian Studies Dept., SF State University
*Affiliated Teaching Faculty, Critical Race & Resistance Studies (Comparative Race & Ethnic Studies Dept.), SF State University
*Affiliated Teaching Faculty, Doctoral Program in Educational Leadership, SF State University
http://www.nativewiki.org/Andrew_Jolivette
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Current Position & Biography
Andrew Jolivétte (Associate Professor American Indian Studies) received Ph.D. and Master’s degrees in Sociology from the University of California, Santa Cruz. Dr. Jolivétte also earned a Master’s degree in Ethnic Studies with a concentration in American Indian Studies from San Francisco State University and a Bachelor’s degree in Sociology with double minors in English Literature and Ethnic Studies from the University of San Francisco. Andrew was recently the Dean of Middle School Students & Multicultural Programs at Presidio Hill School in San Francisco from 2000-2003 and a lecturer in the Departments of American Indian Studies, Sociology and Ethnic Studies at San Francisco State University from 2001-2003.
He began a tenure-track appointment in the fall of 2003 at San Francisco State University, teaching graduate and undergraduate courses on American Indian history, identity and education; on people of color and the AIDS epidemic; and on mixed-race studies/communities. Andrew served for two years as Graduate Advisor to students in the Ethnic Studies Master of Arts Program, as Ethnic Studies Cluster Coordinator, and co-coordinated the American Indian Studies Student Journal with Dr. Amy Lonetree in 2004 and with Dr. Melissa Nelson in 2006. Professor Jolivette has served on the Ethnic Studies hiring committee for a Social Movements specialist, a Cultural Studies expert, a Literature specialist, and for an Arab/Islamic Studies Specialist. He has also served on the American Indian Studies Department Hiring Committee for a History specialist, and currently serves as the hiring committee chair for senior scholar in the humanities for the American Indian Studies Department.
He has taught the Advanced Research Seminar in the Ethnic Studies Graduate Program as well as the American Indian Studies Graduate Seminar. In the spring of 2004 he taught two new courses that he designed on Black-Indians in the Americas and on Comparative Race and Ethnicity in the U.S. In the fall of 2003 he was awarded the Vice-Presidential Affirmative Action Mini Grant and in the spring of 2004 he was awarded the Ford Foundation/National Academy of Sciences Postdoctoral Fellowship for the 2004-2005 academic school year. In the fall of 2005 he taught: Introduction to American Indian Studies, Black Indians in the Americas, and Comparative Race & Ethnicity in the U.S. In the spring of 2006 he taught: the People of Color and AIDS course, a Mixed Race Studies course, and the Urban Indian Experience course (American Indian Lifestyles). In the fall of 2006, he taught Introduction to American Indian Studies, Native American Health and Cultural Recovery, and American Indian Religion in Philosophy. In the spring of 2007 he will teach the American Indian Studies Graduate Seminar and will be on an M-RISP Fellowship conducting research for his third book and writing grant proposals to obtain funding for this project which focuses on HIV/AIDS health disparities among mixed-race gay men. Jolivette recently received a RIMI Fellowship for the Spring and Fall of 2008, he will use this time to secure National Funding for his new research.
Dr. Jolivétte has also worked for Solano Community College as an assistant instructor; for Project Discover as Dean of Faculty and Head Teacher; for the University of San Francisco as a lecturer in the Sociology and Multicultural Education Departments; for the Multicultural Alliance, the Schools of the Sacred Heart, San Francisco Day School Summerbridge, Sacred Heart Cathedral College Preparatory and at UCSF (University of California, San Francisco) where he was a research assistant to Howard Pinderhughes (Race in the Hood) on a longitudinal study of violence among youth in the Latino/a and African American communities of San Francisco. Andrew has also conducted research with the Native American Health Center in Oakland, California, the Better Health Foundation in San Francisco, California, and with the Creole communities of Louisiana, Texas, and California. In addition to his work at San Francisco State University, Andrew also recently worked as an administrative multicultural consultant to the Urban School of San Francisco, XCEL Academy in San Francisco (as Acting School Principal) and St. Augustine’s School in Oakland.
Dr. Jolivétte has been a manuscript reviewer for the UCLA American Indian Culture and Research Journal since 1998, writing reviews for articles and books such as Dagmar Thorpe’s, People of the Seventh Fire: Returning Lifeways of Native America and Eva Garroutte’s Real Indians. He has also served as a manuscript reviewer for Rowman and Littlefield Publishers. His publications include: "Migratory Movement:The Politics of Ethnic Community (Re) Construction Among Creoles of Color, 1920-1940” in the Ethnic Studies Review Journal Vol 28.2 Winter 2005(Tempe: National Association of Ethnic Studies); "Introduction" and "Examining the Regional and Multi-Generational Context of Creole and American Indian Identity" in Cultural Representation in Native America, edited by Andrew Jolivétte. (Lanham: AltaMira Press, July 2006); "Displacement, Gentrification and the Politics of Conversion" in Hurricane Katrina: Response and Responsibilities, edited by John Brown Childs. (Santa Cruz: The New Pacific Press, 2005); “Native American Identity”, “Native American Studies”, “Neocolonialism”, and “Political Economy“ in The World of Sociology. Farmington Hills: GRI/Thompson Publishing Company and “Mixed-Race American Indian Identity Politics: Exploring Urban Ethnic Stratification Among Black and White Indians in the San Francisco Bay Area” REDINK: University of Arizona. Dr. Jolivétte’s dissertation, Creole Community Formation: Exploring Mixed Race Native American Identity, examines the socio-historical variables that shape and give rise to Indian identity(ies) in mixed race contexts by explicating philosophical and pragmatic differences between cultural and racial formation theories. A book manuscript based on this work, "Louisiana Creoles: Cultural Recovery and Mixed Race Native American Identity" is now in print with Lexington Books: A Division of Rowman and Littlefield Publishers as of January 2007. An edited anthology by Jolivétte entitled, Cultural Representation in Native America was recently published(Lanham: AltaMira Press, August, 2006). Contributors include Norma Alarcón, Carolyn Dunn, Paula Gunn Allen, Winona LaDuke, Troy Johnson, Melissa Nelson, Phil Klasky, Kim Shuck, and Sara Sutler-Cohen. Jolivette is working on a third book, "Mixed Race Gay Men and HIV: A Community History."
Dr. Jolivétte is the President of the Board of Speak Out Speakers and Artists Agency the only not-for-profit progressive speakers bureau in the nation, where he is also a network speaker. He is a member of the National Center for Lesbian Rights, the Gay Men’s Health Crisis, the Human Rights Campaign, The National Congress of American Indians, the Society for the Study of Social Problems (race and education sections), and the founder of an LGBT Bay Area Educators Coalition for teachers, staff, and administrators in K-12 schools. Andrew served as a member of the Agape Foundation Peace Prize Selection Committee in 2005 and as a volunteer at the GLBT Historical Society in San Francisco also in 2005. He is currently the Board President of iPride, a mixed heritage organization for youth and families that coordinates--- Fusion: A Summer Program for Mixed Heritage Youth. In the fall of 2006, he worked closely with the San Francisco Human Rights Commission on a special hearing on the status of Native Americans in the city where he formally proposed 12 recommendations. Based on this presentation, Jolivette was the invited guest of Mayor Gavin Newsom to an American Indian Policy Symposium in November of 2006. Andrew has led numerous workshops and presentations on anti-bias curriculum, educational reform, multiculturalism and cross-cultural communication, and on identity issues for American Indians and people of mixed descent. Dr. Jolivétte’s areas of interest include: Mixed-Race, Creole, American Indian, Queer and Diaspora Studies in addition to the sociologies of education, Latin America, health, and the family.
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Work Experience & Publications
Andrew Jolivétte, Ph.D.
STATEMENT OF TEACHING AND PEDAGOGICAL PHILOSOPHY
“Theory for Freire is the correlative of critical consciousness; it is not inculcated but is developed and formulated as an essential activity of all learning.”
–Freire & Macedo, Literacy: Reading the Word and the World
Education must not serve merely a rational, functional, or theoretical purpose…it must engender a sense of challenge, growth, and a spiritual nourishing of the soul. There must be a deeper methodology for developing practical tools for students’ use in their everyday lived experiences, especially as students seek to both share and understand the reality of others. Students are the best teachers for no knowledge, no worldview is static…it changes and realizes new potential with added voices and dimensions of younger generations with multiple experiences of historical relevance to society’s future growth and transformation. In my view, as a sociologist, it is my mission to act not only as a teacher, mentor, and facilitator…but as a student and change agent in the academic and non-academic lives of my students, colleagues, and fellow citizens. There are four core concepts in my teaching and pedagogical philosophy:
Active Engagement
Critical Discussion
Reflective Listening
Variance of Method
Active Engagement-involves creating an environment in which students feel safe, comfortable, and capable of listening, speaking, writing and involving themselves in course material, discussion, and assignments. This requires patience and the ability to create a balanced curriculum that invites students in numerous ways to both teach and learn from their respective lived experiences as well as from the course material.
Critical Discussion-allows students to utilize, practice, and refine their communication skills. It additionally instills in students, a sense of awareness about the complex, diverse opinions and worldview of others. Students also begin to understand more as they ask difficult questions about themselves and the world.
Reflective Listening-by attentively listening to and observing the discussion, body language, and written work/communication of my students, I enable myself to be reflective about the varying learning styles and achievement levels of my students within the context of their individual and collective needs. In this way, I can observe, document, and adjust my strategies of instruction and educational partnership.
Variance of Method-stems from the involvement of students as agents in their own education. My ability to assess student performance depends not only on what I “think” I observe, but must also consider what my students tell me they need and want from a course. In this way I can actively seek multiple methods of instruction that work best for any given course or cohort of students. This step specifically involves the development of a teaching method that is sensitive and inclusive of all learners.
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ANDREW JAMES JOLIVETTE
PROFESSIONAL PROFILE
Specialized training in the Sociology of Race; the Sociology of Education; the Sociology of Latin America; the Sociology of the Family; Ethnic Studies; and English Literature
Nine years of experience and training as an administrator in the non-profit, education sector
Proven ability to teach interdisciplinary curriculum, motivate students with learning differences, and design organizational models that encourage programmatic and academic development
Successful workshop presenter, facilitator, and guest speaker on topics ranging from multicultural pedagogy to institutional change and program development
Commitment to educational diversity, creating inclusive educational environments where learning can be mutually beneficial
EDUCATION
Doctor of Philosophy, Sociology March 2003
Major Field Areas: Race, Education, Identity
University of California, Santa Cruz
Master of Arts, Sociology May 2001
University of California, Santa Cruz
Master of Arts, Ethnic Studies May 1999
Emphasis: American Indian Studies
San Francisco State University
Bachelor of Arts, Sociology May 1997
Minors: English Literature and Ethnic Studies
University of San Francisco
Ethnic Studies Graduate Course Work Fall 2000
University of California, Berkeley
Ford Foundation Postdoctoral Fellow June 2004-June 2005
PROFESSIONAL EXPERIENCE
San Francisco State University, Assistant Professor Fall 2003-Present
Department of American Indian Studies
Ethnic Studies Program Teaching Faculty
College of Ethnic Studies
San Francisco State University
Teach courses in American Indian Studies and Ethnic Studies at the undergraduate and graduate level
Coordinate and direct advising for 40 graduate students working on master's thesis projects, conducting advanced research and publication, and pursuing doctoral degrees
Coordinate faculty and student mentor program for the College of Ethnic Studies
Faculty Advisor to two student organizations: GOES (Graduate Organization of Ethnic Studies) and a Mixed Heritage African American Group
Led 3 student directed reading projects summer 2004
Thesis chair for six master’s students 2003-2005 (Frank Kellum, Lynnee Bonner, Ernesto Garay, Nuri Nursat, Tiffany Chin, Shari Phelps, Nancy Vue &, Sarah Hussain)
University of San Francisco
Adjunct Professor, Department of Sociology Fall 2005-Present
University of San Francisco, Multicultural Studies, Instructor Summer 2005
Taught two sections of Contemporary Issues in Multicultural Education to incoming freshman as a part of the university's Foreword Summerbridge Program
Designed and developed syllabus focusing on Contemporary Issues in Race and Ethnicity Studies
Monitored, assessed, and evaluated student academic progress during the course.
Focused on introductory study, writing, and critical thinking skills for 1st time college students
University of San Francisco, Multicultural Studies, Instructor Summer 2004
Taught two sections of Contemporary Issues in Multicultural Education to incoming freshman as a part of the university's Foreword Summerbridge Program
Designed and developed syllabus focusing on Contemporary Issues in Race and Ethnicity Studies
Monitored, assessed, and evaluated student academic progress during the course.
Focused on introductory study, writing, and critical thinking skills for 1st time college students
Cañada College, Sociology Instructor Summer 2004
Taught one section of sociology 100 introductory level course
Designed and developed syllabus focusing on the sociology of race, class, & gender
Monitored, assessed, and evaluated student academic progress during the course
Focused on introductory study, writing, and critical thinking skills and state curriculum requirements
University of San Francisco, Multicultural Studies, Instructor Summer 2003
Taught two sections of Contemporary Issues in Multicultural Education to incoming freshman as a part of the university's Foreword Summerbridge Program
Designed and developed syllabus focusing on Contemporary Issues in Race and Ethnicity Studies
Monitored, assessed, and evaluated student academic progress during the course.
Focused on introductory study, writing, and critical thinking skills for 1st time college students
San Francisco State University, American Indian Studies Instructor Spring 2003
Taught graduate course in American Indian Studies, focusing on contemporary issues from multiple social scientific disciplinary frameworks (including anthropological, sociological, educational, and historical)
Designed syllabus for graduate seminar, directed student discussions, and set objectives for original research projects developed by seminar participants
San Francisco State University, Ethnic Studies Instructor Fall 2002
Taught the first paired graduate/undergraduate course in Ethnic Studies, focusing on mixed-race studies from a comparative and ethnic studies perspective
Designed syllabus for graduate/undergraduate seminar, directed student discussions, and set objectives for original research projects developed by seminar participants
San Francisco State University, Ethnic Studies Instructor Summer 2002
Taught advanced graduate seminar in Ethnic Studies, focusing on post-colonial theory, cultural studies, and critical race theories
Designed syllabus for graduate seminar, directed student discussions, and set objectives for original research projects developed by seminar participants
University of San Francisco, Multicultural Studies Instructor Summer 2002
Taught two sections of Contemporary Issues in Multicultural Education to incoming freshman as a part of the university's Foreword Summerbridge Program
Designed and developed syllabus focusing on Contemporary Issues in from a Multicultural and Media Literacy Perspective
Monitored, assessed, and evaluated student academic progress during the course.
Focused on introductory study, writing, and critical thinking skills for 1st time college students
San Francisco State University, American Indian Studies Instructor Spring 2002
Taught graduate course in American Indian Studies, focusing on contemporary issues from multiple social scientific disciplinary frameworks (including anthropological, sociological, educational, and historical)
Designed syllabus for graduate seminar, directed student discussions, and set objectives for original research projects developed by seminar participants
San Francisco State University, Sociology Instructor Spring 2001
Taught undergraduate students upper division course on ethnic relations from an international/global perspective
Designed syllabus for course, directed student discussions, and set objectives for original research projects developed by seminar participants
Monitored, assessed, and evaluated student academic progress during the course
University of San Francisco, Sociology Instructor Summer 2000
Taught undergraduate students lower division course co-sponsored by the sociology department and ethnic studies certificate program
Designed syllabus for course on People of Mixed Descent, directed student discussions, and set objectives for original research projects developed by seminar participants
Monitored, assessed, and evaluated student academic progress during the course
University of California, San Francisco August 2000- January 2002
Research Assistant, San Francisco, CA.
Conduct in-depth personal interviews with youth involved in violence against others.
Work with research team to develop and design appropriate qualitative and quantitative methodologies for study and evaluation, coding and assessment of date for interpretation and write-up
Developed theoretical frameworks for assessing critical data for three year longitudinal study on youth attitudes towards violence as a means of resolving conflict
Solano Community College, Teacher Assistant Fall 1998
Fairfield, CA.
Assisted instructor in designing syllabus for course on racial and ethnic minorities in the U.S.
Assisted instructor in student assessment and academic evaluation
Presented lectures, led discussions on special topics or in the absence of instructor.
Assisted instructor in grading written assignments
Solano Community College, Teacher Assistant Spring 1999
Fairfield, CA.
Assisted instructor in designing syllabus for course on research methods.
Assisted instructor in student assessment and academic evaluation
Presented lectures, led discussions on special topics or in the absence of instructor.
Assisted instructor in grading written assignments
Teacher Assistant Development Conference Fall 1999/Winter 2000
University of California, Santa Cruz
Trained in university level methods of instruction: including but not limited to-lectures, discussion, assessment of student progress, and effective communication skills
Completed 10 week intensive course for teacher training program in Sociology Department
San Francisco Day School Summerbridge Teacher Summer 1996 and 1997
San Francisco Day School, San Francisco, CA.
Instructor in Language Arts, Native American Studies and Women's Studies
Received specialized training in student assessment, lesson planning, learning styles, classroom and time management. Cultural Week Chair, Celebration Committee Co-Chair
Chaired Administrative Leadership Committee and Humanities Department
Head Men's Cross-Country and Track & Field Coach January 1994-June 1997
Sacred Heart Cathedral High School, San Francisco
Supervised over sixty high school students, creating a safe and mutually inclusive learning environment for all athletes
Specialized in the instruction of sprint and middle distance technique, developed athletes' ability to compete in the sport through motivation and encouragement
Organized budget, races, and practices
Peer-Advisor College Transfer Center January 1994-December 1994
City College of San Francisco, San Francisco, CA.
Worked one on one with college students seeking to transfer to four year institutions.
Liaison between the transfer center counselor and students
Assisted in the management of the office by providing clerical work, organizing workshops and transfer day
Dean of Middle School Students & Multicultural Programs July 2002-June 2003
Presidio Hill School, San Francisco, CA.
Manage student discipline, and parent concerns regarding student issues.
Oversee the co-curricular program, including school assemblies, grade level trips, social events, and club activities
Direct student advising program, including coordination of topics discussed
Develop, implement, and oversee student disciplinary policies and procedures
Review student handbook as necessary
Oversee projects and work with the following program coordinators: Service Learning Director, Librarian, Technology Director, Peer-Tutoring Teachers; oversee outdoor trips
Co-coordinate the Human Development Program and Curriculum
With Middle School Team and appropriate program coordinator(s), plan activities and calendar grade level programs
Participate in formal evaluation of faculty members with respect to co-curricular responsibilities
Oversee the school's diversity awareness activities and work with the parent committee on diversity
Facilitate school scheduling and calendar committees
Work with parent board to coordinate parent support of and involvement in student activities
Assist teachers with support and resource material for diversification of school curriculum
Serve as a member of the school's diversity committee and attend monthly meetings
Plan and organize school events, activities, trainings and special programs in the area(s) of multicultural development, teaching pedagogy, and educational leadership
Participate in and provide feedback, support, and analysis at faculty meetings
Conduct research as necessary to examine, locate, and assess particular areas of interest or concern within the school community for the development of a strategic plan to address any stated interest(s) or concern(s)
Work with school Director, Middle School Dean, Lower School Dean, Faculty/Staff, Parents and Students in forwarding the school's mission of inclusivity and vision of a more multicultural society
Serve as a liaison between Presidio Hill School and the Bay Area community
Provide consultation, support, and advocacy to and for students, families, and faculty as needed
Implemented and managed the first ever eighth grade retreat, the first faculty advocacy group for underrepresented staff (FACE-Faculty Advocacy Cultivates Excellence), and the student group MUST (Multicultural Understanding Strengthens Trust)
Dean of Multicultural Programs & Services July 2001-June 2002
Presidio Hill School, San Francisco, CA.
Develop a teacher assessment, evaluation, and mentoring system for grades K-5
Assist the Middle School Dean with the development of a teacher assessment, evaluation, and mentoring system for grades 6-8
Teach two sections of 6th/7th grade social studies
Develop a World History curriculum for middle school students
Assist teachers with support and resource material for diversification of school curriculum
Serve as a member of the school's diversity committee and attend monthly meetings
Plan and organize school events, activities, trainings and special programs in the area(s) of multicultural development, teaching pedagogy, and educational leadership
Participate in and provide feedback, support, and analysis at faculty meetings
Conduct research as necessary to examine, locate, and assess particular areas of interest or concern within the school community for the development of a strategic plan to address any stated interest(s) or concern(s)
Work with school Director, Middle School Dean, Lower School Dean, Faculty/Staff, Parents and Students in forwarding the school's mission of inclusivity and vision of a more multicultural society
Serve as a liaison between Presidio Hill School and the Bay Area community
Provide consultation, support, and advocacy to and for students, families, and faculty as needed
Implemented and managed the first ever eighth grade retreat, the first faculty advocacy group for underrepresented staff (FACE-Faculty Advocacy Cultivates Excellence), and the student group MUST (Multicultural Understanding Strengthens Trust)
Acting Middle School Dean January 2002-March 2002
Presidio Hill School, San Francisco, CA.
In the absence of the Dean, acted as the point person for all middle school issues
Responsible for middle school organization, curriculum coordination, policy development and implementation by collaborating with middle school teachers
Assist with the coordination of human development courses, student advising, student discipline issues, and addressed all parental questions and/or concerns with regard to the middle school program
Multicultural Coordinator August 2000-June 2001
Presidio Hill School, San Francisco, CA.
Assist teachers with support and resource material for diversification of school curriculum
Serve as a member of the school's diversity committee and attend monthly meetings
Plan and organize school events, activities, trainings and special programs in the area(s) of multicultural development, teaching pedagogy, and educational leadership
Participate in and provide feedback, support, and analysis at faculty meetings
Conduct research as necessary to examine, locate, and assess particular areas of interest or concern within the school community for the development of a strategic plan to address any stated interest(s) or concern(s)
Work with school Director, Middle School Dean, Lower School Dean, Faculty/Staff, Parents and Students in forwarding the school's mission of inclusivity and vision of a more multicutural society
Serve as a liaison between Presidio Hill School and the Bay Area community
Dean of Faculty/Head Teacher, Project Discover Summer 2000 & 2003
San Francisco, CA.
Participate in curriculum planning meetings with Head teachers and Director
Assist Director in planning and facilitating activities for teacher orientation week
Observe teaching during summer program (3rd-6th grade)
Assess needs of summer teachers regarding curriculum development and classroom practice
Meet with individual teachers and teaching teams regarding curriculum, classroom management
Plan and facilitate faculty meetings during the summer
Assist teachers in planning field trips, open house, assessing students, implementing student program evaluation and work with classroom volunteers
Assist Director in assessment of teachers and summer program evaluation
Program Associate, Multicultural Alliance Western Region August 1997-June 1998
San Francisco, CA.
Assist Director with national and regional recruitment and placement of 200 teachers of color in private, public, independent, and charter schools across the United States
Provide professional development and training for teaching and administrative fellows
Assess and evaluate program services and organization in conjunction with the Director to provide MCA fellows with the necessary skills to work in multicultural educational environments
Administrative Fellow Program Development August 1997-June 1998
Schools of the Sacred Heart, San Francisco, CA.
Responsible for administrative support and coordination of the Diversity Committee
Developed and cultivated goals for Strategic Planning Committee, Campus Ministry Team, Service-Learning, Multicultural Programming, Summerbidge Sacred Heart Proposal and 3-campus Program Development Committee areas
Program Consultant Administrator January 1995-August 1998
The Jolivéte House Group Home, San Francisco, CA.
Organized the Home's Program and Services
Responsible for planning events for children ages 8-17
Directed Program's Administration utilizing effective consultation skills
HONORS AND AWARDS
Ford Foundation Post Doctoral Fellowship, National Academy of Sciences 2004-2005
San Francisco State University Vice President’s Assigned Time and Affirmative Action Mini Grant, Awarded 2003-2004
University of California, Santa Cruz Graduate Fellowship and Chancellor’s Fellowship, 1999-2000
San Francisco State University, Graduate Academic Excellence Award Ethnic Studies, 1999
San Francisco State University, Jacques Johnet American Indian Scholarship, 1997-1998
San Francisco State University, Graduate Fellowships, 1997-1998
University of San Francisco, Office of the Vice-President for Student Affairs Distinction in Leadership Award, 1997
PROFESSIONAL AND CIVIC ACTIVITIES
Board President, Speak Out Speakers and Artist Agency Emeryville, CA.
Board Member, FUSION, A Summer Program for Mixed Heritage Youth
National Congress of American Indians, Member
National Center for Lesbian Rights, Member
Gay Men’s health Crisis, Member
Manuscript Reviewer, UCLA American Indian Culture and Research Journal 1998-Present
Society for the Study of Social Problems, Member
Alpha Kappa Delta, International Sociology Honor Society Member
International Society of Poetry, Member
PUBLICATIONS, RESEARCH, PRESENTATIONS & CONSULTING
Jolivétte, Andrew. Cultural Representation and Contestation in Native America. Forthcoming (Berkeley:AltaMira Press, Academic Year 2005-2006).
Jolivétte, Andrew. 2005. Creole Community Formation: Mixed Race Native American Identity manuscript under review.
Jolivétte, Andrew. Spring 2003. Creole Diaspora: (Re) Articulating the Social, Legal, Economic, and Regional Construction of American Indian Identity. Doctoral Dissertation, University of California, Santa Cruz
2002. "Mixed-Race American Indian Identity Politics: Exploring Urban Ethnic Stratification Among Black and White Indians in the San Francisco Bay Area." REDINK, A Native American Student Journal, University of Arizona
2000. "Is Red Really Red?: A Critique of American Indian Renewal," American Indian Studies Review, San Francisco State University
2000. "Native American Identity" in The World of Sociology Farmington Hills: GRI/International Thomson Publishing (The Gale Group)
2000. "Native American Studies" in The World of Sociology Farmington Hills: GRI/International Thomson Publishing (The Gale Group)
2000. "Neocolonialism" in The World of Sociology Farmington Hills: GRI/International Thomson Publishing (The Gale Group)
2000. "Political Economy" in The World of Sociology Farmington Hills: GRI/International Thomson Publishing (The Gale Group)
1999. "Native America: White Indians, Black Indians and the Contemporary Privilege of Color," Master's Thesis, San Francisco State University
1998. "American Indian Education: Assessing Pan-Indianism in the Classroom," Multicultural Alliance Western Regional Newsletter
1995. "Save the Children" National Library of Poetry
Instructional Leadership Consultant, Dean of Instruction/Principal Cross-Cultural Environmental Leadership Academy (XCEL), August-September 2004
Bay Area Teacher Collaborative Diversity Director/Multicultural Dean Panelist for New Administrators Conference, September 28, 2004
“Walking Toward Empowerment---Understanding Silence: Women, Race, Gender, & Oppression” Workshop Facilitator The Riley Center for Battered Women and their Children, August 28, 2004
Multicultural Consultant, Salesians High School
Richmond, California Spring 2006.
Multicultural Administrative Consultant, The Urban School, San Francisco, CA. August 2003-May 2004 & November 2004
Multicultural Consultant, St. Augustine’s Catholic School, Oakland, CA. Spring 2004
Research Project Director, American Indian Health Center. Field Study conducted from April-June 2000: Project Title, "Bridging the Gap: Local and Federal Policy and the Rendering of Health Services to Native Americans, 1972-2000"
Research Project Consultant, Better Health Foundation, San Francisco Fall 1999
“Creole-Indian Relations” Las Vegas Creole Family History Convention May 20, 2004 University of Las Vegas
“American Indians, Mixed-Race, and The Politics of Authenticity” Guest Lecture, May 11, 2004 in the Social Work Department for Professor Lisa Hines San Francisco State University
“The Cherokee-Freedmen Controversy” Guest Lecture, April 15, 2004 in the Sociology Department for Professor Clay Dumont San Francisco State University
“Identity Development Among Adolescent Youth” April 14, 2004 Urban School of San Francisco
“American Indian History” March 8, 2004 BETA 60+ San Francisco State University
"Creole Exodus/Diaspora Formation: Migratory Movement and the Politics of Performativity Among Creoles of Color, 1920-1965", Paper Presentation at the International Creole Studies Conference in New Orleans, Louisiana. Sponsored by Northwestern State University & Tulane University, October 25, 2003
"Multicultural Curriculum Assessment & Development: Understanding Anti-Bias," Facilitator The Synergy School, June 10, 2003
"Biracial and Multiracial Identity: Seeing Double Not Half," Facilitator Urban High School February 7, 2003
"Native Americans and Independent School Education: Understanding Marginalized Identities," Facilitator of Native American Affinity Group Discussion, NAIS (National Association of Independent Schools) People of Color Conference. Providence, Rhode Island, December 7, 2001
"Ethnographic Work: Urban and Rural Approaches," Guest Lecture, San Francisco State University, Department of Sociology, Research Methods Course, Spring 2001
"Race and Higher Education: A Case for Indigenous Methodology," Panel Discussant, Pacific Sociological Association annual Conference, San Francisco March 29, 2001
"American Indian Studies: The Contemporary Moment," Guest Lecture, San Francisco University High School Fall 2000
"People of Mixed Descent: The Power of Knowing and Naming Identities," San Francisco University High School Fall 2000
"Dialogue, Articulation, and Understanding: Crafting the Process of Community," Facilitation Leader for parent-teacher discussion of Gay/Lesbian History Month at Presidio Hill School, October 26, 2000
"Diversity Among Faculty and Staff: How to Move Forward in K-8 Whole School Reform," Facilitation Leader, Presidio Hill School October 24, 2000
"Haciendo Caras, Making Faces: Learning and Teaching to Build an Inclusive Community" San Francisco Day School Summerbridge Volunteer Teacher Development Day, June 15, 1998
"Finding Voice Through Community," Guest Speaker College Night at Homelink Tutorial Program Plaza del Sol, April 17, 1998
"Centralizing the Student: Teaching to Empower the Mind," San Francisco Day School Summerbridge Teacher Development Training April 11, 1998
"Students as Agents of Change," co-presenter Visualize & Vocalize National Conference on Leadership at the University of San Francisco, March 1998
"Personal Visions for Community Collaboration," Graduate Student Panelist Visualize & Vocalize National Conference on Leadership, March 1998
"Managing Your Students, Managing Yourself," Workshop leader, San Francisco Day School Summerbridge Teacher Training Session, January 28, 1998
"The New Face of America: Reflections of the Multiracial Experience," Co-Presenter Visualize & Vocalize National Conference on Leadership, March 1997
"Tools and Methods to Combat Oppression and Achieve Success" Workshop Leader Bay Area Student of Color Forum, Drew College Preparatory School, March 1997
"Steps for Effective and Collaborative Group Dynamics," Workshop Leader La Raza Student Retreat, University of San Francisco, October 1996
"Native Americans and Higher Education," Presenter Upward Bound Program, June 1996
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