Native Faculty

Meet the Native professors who teach at UCSC! Check out their profiles and read through their accomplishments and published materials. These professors have done great work over the years.

    Jean E. Fox Tree

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    Professor of Psychology


    Ph.D. Stanford University

    M.Sc. University of Edinburgh

    B.A. Harvard University 

    Areas of Expertise:

    Psychology, Cognitive Science, and Psycholinguistics, with a focus on the production and comprehension of spontaneous speech and writing.


    2018-2021 NSF: Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science. 

    2013-2016 NSF: Processing Opinion Sharing Dialogue in Social Media

    2011-2015 NSF: Gestural and Linguistic Expressivity and Entrainment in Dialogue

    2006 Psi Chi Research Mentorship Award

    Selected Publications:

    Tolins, J. & Fox Tree, J. E. (2014). Addressee backchannels steer narrative development. Journal of Pragmatics, 70, 152-164.

    Fox Tree, J. E. & Clark, N. B. (2013). Communicative effectiveness of written versus spoken feedback. Discourse Processes, 50(5), 339-359.

    Blackwell, N. & Fox Tree, J. E. (2012). Social factors affect quotative choice. Journal of Pragmatics, 44, 1150-1162.

    Liu, K. & Fox Tree, J. E. (2012). Hedges enhance memory but inhibit retellings. Psychonomic Bulletin & Review, 19(5), 892-898.

    Fox Tree, J. E., Mayer, S. A., & Betts, T. E. (2011). Grounding in instant messaging.

    Journal of Educational Computing Research, 45(4) 455-475.

    Fox Tree, J. E. (2010). Discourse markers across speakers and settings. Language and Linguistics Compass, 3(1), 1–13.

  • Caitlin Keliiaa

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    Assistant Professor of Feminist Studies


    Tribal Affiliations: Yerington Paiute and Washoe


    Ph.D. Ethnic Studies, University of California, Berkeley

    M.A. Ethnic Studies, University of California, Berkeley

    M.A. American Indian Studies, University of California, Los Angeles

    B.A. Ethnic Studies & Native American Studies, University of California, Berkeley


    Areas of Expertise: 

    Native American and Indigenous Studies, Federal Indian Law and Policy, Race and Gender, Native Feminisms, California Indian History, 20th-century West, Urban Indians, Indigenous Language Reclamation


    2019 Stanford Humanities Center Mellon Postdoctoral Program, Alternate 

    2019 LSA Collegiate Fellows, University of Michigan – declined 

    2019 UC President’s Postdoctoral Fellowship, UC Santa Cruz

    2018 Mellon/ACLS Dissertation Completion Fellowship 

    2017 Pinto-Fialon Graduate Fellowship, UC Berkeley

    2015-17 Joseph A. Myers Center for Research on Native American Issues Fellow, UC Berkeley

    2014-17 Ford Foundation Predoctoral Fellow

    2013-17 American Indian Graduate Center Fellowship

    Selected Publications:

    “Unsettling Domesticity: Native Women and U.S. Indian Policy in the San Francisco Bay Area,” Indigenous Geographies of Resistance. In Counterpoints: Bay Area Data and Stories for Resisting Displacement, PM Press (forthcoming).

    Wáˑšiw ʔÍtlu: New Articulations in Washoe Language Reclamation.” In New Voices in California Indian Studies, ed. Beth Rose Middleton Manning and Cutcha Risling Baldy, University of Washington Press (forthcoming).

    “‘Indian Girls Prefer Park to Housework’: Criminalization, Deviance, and Runaways in 20th-Century U.S. Indian Policy.” Western Historical Quarterly, (under review).

    “Claiming Space: An Autoethnographic Study of Indigenous Graduate Students Engaged in Language Reclamation” (with Kari A. B. Chew and Nitana Hicks), International Journal of Multicultural Education, Vol: 17.2. 73 – 91.

  • Amy Lonetree

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    Associate Professor of History and American Studies


    Tribal Affiliation: Enrolled Citizen of the Ho-Chunk Nation


    Ph.D. Ethnic Studies, University of California, Berkeley

    M.A. Social Sciences, University of Chicago

    M.A. History, Indiana University

    B.A. History, University of Minnesota

    Areas of Expertise:

    Indigenous History, Museum Studies, Memory and American History, Native American Cultural Production, Public History, and Ho-Chunk Tribal History.


    Chancellor's Postdoctoral Fellowship for Academic Diversity, University of California, Berkeley, 2004-2006. 

    University of Chicago Library Robert L. Platzman Memorial Fellowship, Chicago, IL, July 2017.

    Frances C. Allen Fellowship, Newberry Library, Chicago, IL, August 2016.

    University of California Humanities Research Institute Conference Grant for “Critical Conversations in Critical Cultural Heritage Symposium,” Spring 2017

    Bard Graduate Center Research Fellowship, New York, NY, June-July 2015.

    School for Advanced Research, Anne Ray Resident Scholar, Santa Fe, NM, 2013-2014.

    Georgia O'Keeffe Museum Research Center Scholar, Santa Fe, NM, 2014.

    Selected Publications:

    Decolonizing Museums: Representing Native America in National and Tribal Museums (University of North Carolina Press, forthcoming 2012).

    with Tom Jones, Michael Schmudlach, Matthew Daniel Mason and George Greendeer, People of the Big Voice: Photographs of Ho-Chunk Families by Charles Van Schaick, 1879-1925, Foreword by Truman Lowe (Madison:  Wisconsin Historical Society Press, 2011).

    Awards: Photography: People Category, USA National Best Book Awards

    Co-editor with Amanda J. Cobb, The National Museum of the American Indian: Critical Conversations (Lincoln: University of Nebraska Press, forthcoming 2008)

    Guest Editor, "Critical Engagements with the Smithsonian's National Museum of the American Indian," a special issue of the American Indian Quarterly, Volume 30, No. 3 and 4, Summer/Fall 2006.

    “‘Acknowledging the Truth of History’: Missed Opportunities at the National Museum of the American Indian.” In The National Museum of the American Indian: Critical Conversations, ed. Amy Lonetree and Amanda J. Cobb, 305-327.  Lincoln: University of Nebraska Press, 2008. Revised and expanded version of “Missed Opportunities: Reflections on the NMAI” in American Indian Quarterly 30, nos. 3 & 4 (2006): 632- 645.

    "Continuing Dialogues: Evolving Views of the National Museum of the American Indian", in The Public Historian, Invited Roundtable on the National Museum of the American Indian, Volume 28, No. 2, Spring 2006, p. 57-61.

    "Transforming Lives by Reclaiming Memory: The Dakota Commemorative March of 2004," in Waziyatawin Angela Wilson, ed., In the Footsteps of Our Ancestors: The Dakota Commemorative Marches of the 21st Century (St. Paul, MN: Living Justice Press, 2006), 246-256.

  • Renya Ramirez

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    Associate Professor of Anthropology and American Studies


    Tribal Affiliation: Enrolled Member of the Winnebago Tribe of Nebraska and descendant of the White Earth Ojibwe.


    Ph.D. Education, Stanford University

    M.A. Anthropology, Stanford University 

    B.A. Social Welfare, University of California, Berkeley


    Areas of Expertise:

    Urban Native Americans, diaspora, transnationalism, Native feminisms, gender, and cultural citizenship, and the relationship between Native Americans and anthropology, and anti-racist education.


    Rockefeller Grant (2001-03)

    Selected Publications:

    "Race, Gender, and Tribal Nation: A Native Feminist Approach to Belonging," Meridians Journal: Feminism, Race, Transnationalism (forthcoming).

    Native Hubs: Culture, Community, and Belonging in Silicon Valley and Beyond, Duke University Press (2007)

    "Native Americans, Cultural Citizenship, and Community Healing: Three Ethnographic Cases," Tom Biolsi (ed.) A Companion to the Anthropology of American Indians, Malden, Mass: Blackwell Publishing (2004)

    "Healing, Violence, and Native American Women, "Social Justice, Vol.31, no. 4 (2004)
    "Julia Sanchez's Story: An Indigenous Woman Between Nations, "Frontiers: A Journal of Women's Studies, Vol. 23, no. 2 (2002)

    "Healing Through Grief: Urban Indians Re-imagining Culture and Community." Lobo, Susan, Peters, Kurt (eds.). American Indians and the Urban Experience. Tucson: Altamira Press (2001)

    "Healing Through Grief: Urban Indians Re-imagining Culture and Community in San Jose, California,", Lobo, Susan, Peters, Kurt (eds). Journal of American Indian Culture and Research, Vol. 22, no. 4, Los Angeles: University of California at Los Angeles (1998)

  • Tsim D. Schneider

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    Assistant Professor of Anthropology


    Tribal Affiliation: Enrolled Citizen of the Federated Indians of Graton Rancheria


    Ph.D., Anthropology, University of California, Berkeley

    M.A., Anthropology, University of Texas at Austin

    B.A., Anthropology, University of Texas at Austin


    Areas of Expertise:

    Anthropological archaeology, culture contact and colonialism, Spanish missions, borderlands, landscape and place, social memory, lithics, indigenous archaeology, California and North America


    University of California President’s Postdoctoral Fellowship, 2013-2015

    University of California Dissertation-Year Fellowship, 2009-2010

    Selected Publications:

    2015 “Placing Refuge and the Archaeology of Indigenous Hinterlands in Colonial California.” American Antiquity (forthcoming).

    2015 “Envisioning Colonial Landscapes Using Mission Registers, Radiocarbon, and Stable Isotopes: An Experimental Approach from San Francisco Bay.” American Antiquity 80(3):511-529.

    2014 “Native Agency at the Margins of Empire: A California Perspective on the Role of Spanish Missions in the Indigenous Landscape” by Tsim D. Schneider and Lee M. Panich. In Indigenous Landscapes and Spanish Missions: New Perspectives from Archaeology and Ethnohistory, edited by Lee M. Panich and Tsim D. Schneider, pp. 5-22. Tucson: University of Arizona Press.

    2014 Indigenous Landscapes and Spanish Missions: New Perspectives from Archaeology and Ethnohistory, edited by Lee M. Panich and Tsim D. Schneider. Tucson: University of Arizona Press.

    2009 “Refugees and Interethnic Residences: Examples of Colonial Encounter in the North San Francisco Bay Area” by Kent G. Lightfoot, Sara L. Gonzalez, and Tsim D. Schneider. Pacific Coast Archaeological Society Quarterly 42(1):1-21.

    2007/2008 “Shellmounds and Colonial Encounters in the San Francisco Bay Area.” News from Native California 21(2):14-16, 36.

    2007 “The Role of Archived Photographs in Native California Archaeology.” Journal of Social Archaeology 7(1):49-71.

  • Judith Scott

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    Retired Professor of Education


    Tribal Affiliation: Enrolled Member of the Cherokee Nation


    Ph.D. Educational Psychology, University of Illinois

    Areas of Expertise:

    Curriculum and instruction; reading, writing, vocabulary development; teachers' professional development.



    2008-2011 Principal Investigator, TecWAVE (Teaching with Computers: Word Annotations in Vocabulary Education). A multilingual, multimedia project with Yi Zhang (Co-PI). US Department of Education: Educational Technology Grant.

    2006-2009 Principal Investigator, Vocabulary Development Through Writing: A Key to Academic Success. The VINE project (Vocabulary Innovations in Education). US Department of Education: Reading and Writing Education Research Grant.

    2006 John Chorlton Manning Public School Service Award, International Reading Association

    Selected Publications:

    Scott, J., Nagy, B. & Flinspach, S. (2008). More than merely words: Redefining vocabulary learning in a culturally and linguistically diverse society. In A. Farstrup & J. Samuels (Eds.). What Research Has to Say About Vocabulary Instruction. Newark, Delaware: International Reading Association.

    Scott, J., Skobel, B. & Wells, J. (2008). The Word Conscious Classroom: Building the Vocabulary Readers and Writers Need. NY: Scholastic- Theory into Practice series.

    Scott, J., Lubliner, S. & Hiebert, E.H. (2006). Constructs Underlying Word Selection and Assessments Tasks in the Archival Research on Vocabulary Instruction. In C M. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.) National Reading Conference Yearbook.

    Scott, J.A. (2005). Creating opportunities to acquire new word meanings from text. In E. H. Hiebert and M. Kamil (Eds.). Teaching and learning vocabulary: Bringing research to practice. (pp. 69-91). Mahwah, NJ: Erlbaum.

    Nagy, W. E. & Scott J. A. (2004). Vocabulary Processes. Reprinted in R. Ruddell and N. J. Unrau, (Eds.), Theoretical Models and Processes of Reading, Fifth Edition. (p.574-593) Newark, DE: International Reading Association.

    Scott, J.A. (2004). Scaffolding vocabulary learning: Ideas for equity in urban settings. In D. Lapp, C. Block, E. Cooper, J. Flood, N. Roser, and J.Tinajero (Eds.) Teaching all the children: Strategies for developing literacy in an urban setting. (p. 275-293) NY: Guilford