Jessica Solyom
-
Arizona State University American Indian Studies Discovery Hall, Suite 356 Tempe, AZ 85287-1108
-
Mail code: 4603Campus: Tempe
-
Dr. Jessica Solyom is an Associate Teaching Professor in American Indian Studies and serves as the unit's Associate Director for Academic Programs and Associate Director of the Center for Indian Education. She has co-directed and co-designed culturally relevant, respectful, and responsive education programs and research partnerships that advance Indigenous self-determination in education.
Her scholarship and teaching focus on education justice, Indigenous education, sovereignty, and community-engaged research, with an emphasis on decolonizing educational systems and advancing educational equity for Indigenous and first-generation students. Dr. Solyom’s expertise includes Indigenous sovereignty and self-determination, culturally responsive pedagogy, Indigenous research methodologies, equity-driven program design, community-based education, Native nation governance, and Indigenous student success in higher education.
Her publications explore the intersections of law, education, and sovereignty, particularly how education policy and practice shape Indigenous self-determination. She has authored and co-authored work on Indigenous education reform, culturally responsive pedagogy, and social justice in education, with publications appearing in Theory into Practice, American Journal of Education, the Journal of American Indian Education, and the California Western International Law Journal. She is also co-author of Postsecondary Education for American Indian and Alaska Natives: Higher Education for Nation Building and Self-Determination (Jossey-Bass).
Dr. Solyom’s teaching spans undergraduate, master’s, and doctoral levels, focusing on Indigenous education leadership, research methods, and community engagement. Her pedagogy emphasizes culturally responsive, learner-centered education and social movement frameworks that promote social equity and the mental, social, and intellectual well-being of diverse communities. A deeply committed mentor, she has chaired or co-chaired more than 40 master’s theses and doctoral dissertations, many by Indigenous and first-generation students.
She has co-led professional development and High-Impact Practice workshops connecting community leaders, scholars, and researchers to strengthen program design and partnerships. With over 20 years of leadership in Diversity, Equity, Inclusion, and Belonging (DEIB), Dr. Solyom co-created the To Be Welcoming education series with Starbucks Global Academy—a public learning initiative on bias, empathy, and dialogue that has reached more than 94,000 learners worldwide.
Previously, she served as Associate Director of the Center for Gender Equity in Science and Technology (CGEST), directing research and programming to expand equity in STEM for underrepresented learners. She also co-developed CompuGirls: Cybersecurity Warriors, a program preparing Indigenous girls in the U.S. and Hawai‘i to become thought leaders in computing and digital equity.
Dr. Solyom’s commitment to ASU’s Charter—measuring success by whom the university includes and how they succeed—is reflected in her culturally responsive teaching, collaborative research, and sustained partnerships with tribal nations and Indigenous organizations across the U.S. and globally. She earned her PhD in Justice & Social Inquiry from Arizona State University and B.S. and M.A. in Interpersonal Communication and Critical Cultural Studies from the University of Utah.
Doctor of Philosophy
Dissertation: The (in)visibility paradox: A case study of American Indian iconography and student resistance in higher education
Master of Arts, Communication (Interpersonal & Critical Cultural Studies)
Bachelor of Science, Communication (Interpersonal)
- Indigenous education, sovereignty, and self-determination
- Culturally responsive and community-based education
- Diversity, Equity, Inclusion, and Belonging (in higher education and workplace contexts)
- Education justice and decolonizing educational systems
- Race, Law, and Justice (Critical Race Theory, Latino/a Critical Race Theory, Tribal Critical Race Theory)
- Indigenous Knowledge Systems
- Indigenous research methodologies, intersectionality, and critical qualitative inquiry
- Student activism, social movements, and media in education reform
- Native nation governance and educational policy
- Doctoral writing, research design, and proposal development
- Leadership development in Indigenous and equity-centered education
Dr. Solyom’s work is grounded in long-term, reciprocal, culturally respectful partnerships that advance Indigenous education, leadership, and sovereignty through collaborative research, culturally responsive programming, and community-driven learning.
Key Partnerships and Initiatives
- Navajo Nation and Pueblo Communities – Advisor and faculty collaborator for doctoral capacity-building cohort programs emphasizing Indigenous leadership, equity, and educational sovereignty.
- Gila River Indian Community and Salt River Pima-Maricopa Indian Community – Partner in developing and facilitating culturally grounded education, research, and teacher training initiatives.
- Kamehameha Schools - Kaiāulu (Hawai‘i) – Partner institution for Indigenous Education initiatives focused on culture-based education and leadership pathways for Native Hawaiian students.
- Bureau of Indian Education (BIE) – Co-Principal Investigator, educator, and advisor for national professional development programs supporting culturally responsive STEM teaching for K–12 educators.
- Starbucks Global Academy – Co-creator of To Be Welcoming, a global Diversity, Equity, Inclusion, and Belonging learning series reaching over 94,000 participants worldwide.
- Virginia G. Piper Charitable Trust – DEIB curriculum co-developer for nonprofit executive leaders across Arizona.
- Wilson-McShane Corporation – Designer of equity and inclusion workplace training series serving union-based employees across the U.S.
Through these partnerships, I advance ASU’s Charter commitment to inclusion and public value by bridging academia and community to co-create education models that align with Indigenous community goals, sustain Indigenous knowledge systems, and promote educational and/or social justice.
Refereed Journal Articles
- Chin, J.A., Bustamante, N., Solyom, J.A., & Brayboy, B.McK.J. (2016). Exodus amnesia: Tribal citizenship, sovereignty, and education. Theory into Practice, 55(1), 28–38.
- Brayboy, B.McK.J., Solyom, J.A., & Castagno, A.E. (2015). Indigenous peoples in higher education. Journal of American Indian Education, 54(1), 154–186.
- Brayboy, B.McK.J., Castagno, A.E., & Solyom, J.A. (2014). Looking into the hearts of Native peoples: Nation building as an institutional orientation for higher education. American Journal of Education, 120, 575–596.
- Solyom, J.A. (2012). Tearing at the seams of (in)visibility: Anti-counterfeiting, Harper’s Bazaar, and the project of neocolonization. Kaleidoscope, 11, 59–86.
- Solyom, J.A. & Brayboy, B.McK.J. (2012). Memento Mori: Policing the minds and bodies of Indigenous Latinas/os in Arizona. California Western International Law Journal, 42(2), 473–507.
- Solyom, J., Chin, J., & Ryujin, K. (2007). Be careful what you ask for: Educación para todos/as, the perils and the power. Nevada Law Journal, 7(3), 862–882.
Book Chapters
- Ben, C. & Solyom, J. (2022). How unique ways of knowing, being, and learning contribute to persistence factors among underrepresented graduate students (pp. 70–85). In Handbook for Supporting Today’s Graduate Students. Stylus Publishing.
- Solyom, J.A., Singer, S.H., Kline, K., McInnes, L., & Smith, M.L. (2021). Survivance through digital storytelling: How Indigenous girls used a virtual camp to explore the COVID-19 pandemic (pp. 17–24). In Ward, M.F., Sandlin, J., Vlahoulis, M.M., & Holman, C. (Eds.), The Pandemic Reader: Pedagogies of Social (In)Justice through the COVID-19 Pandemic. DIO Press.
- Castagno, A., Solyom, J., & Brayboy, B. (2020). Culturally responsive schooling as a form of critical pedagogies for Indigenous youth and tribal nations (pp. 743–757). In Steinberg, S.R., & Down, B. (Eds.), The SAGE Handbook of Critical Pedagogies. Sage. https://dx.doi.org/10.4135/9781526486455
- Madkins, T.C., Thomas, J.O., Solyom, J., Goode, J., & McAlear, F. (2020). Learner-centered and culturally relevant pedagogy (pp. 125–129). In Grover, S. (Ed.), Computer Science in K–12: An A–Z Handbook on Teaching Programming. Edfinity.
- Bustamante, N. & Solyom, J. (2019). Niceness and student erasure: The historical implications of performative niceness (pp. 161–181). In Castagno, A. (Ed.), The Price of Nice: How Niceness Perpetuates Educational Inequity. University of Minnesota Press.
- Solyom, J.A., Brayboy, B.McK.J., Chin, J.A., & Poleviyuma, A. (2019). Systems of support: What institutions of higher education can do for Indigenous communities (pp. 605–629). In McKinley, E.A. & Tuhiwai Smith, L. (Eds.), Handbook of Indigenous Education. Springer.
- Solyom, J.A. (2016). In defense of education justice: Postsecondary institutional decision-making for American Indian programs and services. In Conner, J. & Rosen, S.M. (Eds.), Contemporary Youth Activism: Advancing Social Justice in the United States. Praeger.
- Brayboy, B.McK.J., Gough, H.R., Leonard, B., Roehl, R.F., & Solyom, J.A. (2012). Reclaiming scholarship: Critical Indigenous research methodologies. In Lapan, S.D., Quartoli, M.L.T., & Riemer, F.J. (Eds.), Qualitative Inquiry. Jossey-Bass.
- Scott, K.A. & Solyom, J. (2011). Teaching urban education versus conducting research in urban schools. In Scott, K.A. & Blanchett, W.J. (Eds.), Research in Urban Educational Settings: Lessons Learned and Implications for Future Practice. IAP.
Books
- Brayboy, B.McK.J., Fann, A., Castagno, A.E., & Solyom, J.A. (2012). Postsecondary Education for American Indian and Alaska Natives: Higher Education for Nation Building and Self-Determination. Jossey-Bass.
Reports and Commentary
- Brayboy, B.McK.J., & Solyom, J. (Co-leads), Chin, J., Tachine, A., Bang, M., Bustamante, N., Ben, C., Myles, C., & Poleviyuma, A. (2016). RISE: A Study of Indigenous Men and Boys. Report prepared for The Center for the Study of Race & Equity in Education, University of Pennsylvania.
- Solyom, J. & Bustamante, N. (2013). In-state or tuition waiver incentives for American Indian students offered by U.S. colleges or universities. Report prepared for the Arizona Board of Regents on behalf of the Center for Indian Education, Arizona State University.
Collaborative Research Themes
- Indigenous education, sovereignty, and self-determination
- Culturally responsive and community-based education
- Indigenous language revitalization and immersion learning
- Diversity, Equity, Inclusion, and Belonging (DEIB) in education and the workplace
- Indigenous research methodologies and qualitative inquiry
- Culturally grounded leadership and doctoral education
- STEM equity and Indigenous girls’ participation in computing
Research Focus
Dr. Solyom’s research advances Indigenous educational sovereignty, equity, and community-based knowledge systems. Her work bridges education, law, and leadership, co-creating culturally responsive research and programs that sustain Indigenous languages, self-determination, and educational justice.
Restoring Diné Vitality: A Holistic Navajo Language Immersion Curriculum
Principal Investigator | Bureau of Indian Education – Native Language Immersion Grant, $1,048,952 (2025–2028)
Developing a Navajo language and culture immersion curriculum to revitalize Indigenous language use and promote intergenerational learning.
Navajo Nation Doctoral Cohort Program
Principal Investigator | Arizona Community Foundation & U.S. Department of Education, $439,298 (2023–2025)
Expanding Indigenous doctoral education through culturally sustaining pedagogy and sovereignty-based leadership.
Culturally Responsive STEM Summer Learning Institute for K–12 Teachers
Co-PI | Bureau of Indian Education, $229,000 (2022–2023)
Training Indigenous-serving teachers to integrate tribal knowledge and STEM learning practices.
Advancing Diversity, Equity, Inclusion, and Belonging in Union-Serving Workplaces
PI | Wilson-McShane Corporation, $36,000 (2022)
Creating inclusive workplace learning and assessment tools to strengthen organizational equity.
Diversity, Equity, and Inclusion in Nonprofit Leadership
Co-PI | Virginia G. Piper Charitable Trust, $50,000 (2021–2022)
Delivering executive leadership development for nonprofit organizations serving Indigenous and underrepresented communities.
CompuGirls: Cybersecurity Warriors
Co-PI | U.S. Department of Defense, $478,000 (2019–2021)
Developing culturally responsive computing and cybersecurity programs for Indigenous girls in the U.S. and Hawai‘i.
CISE EAGER: Collective Impact Model for Native Hawaiian and Pacific Islander Girls in Computing
Co-PI | National Science Foundation, $299,999 (2019–2021)
Building pathways for Indigenous girls in computing through culturally grounded collaboration.
Women of Color and Computing Conference – Wahine: Culturally Responsive Catalysts
Co-PI | National Science Foundation, $99,999 (2019–2020)
Advancing culturally responsive STEM education and policy for Indigenous and Pacific Islander girls.
RISE: A Study of Indigenous Men and Boys
Co-Lead | Center for the Study of Race and Equity in Education, University of Pennsylvania, $40,000 (2016)
Exploring strength-based pathways to success for Indigenous men and boys through community-led research.
Beyond Child Migrants’ Immigration Proceedings: Community, Institutional, and Family Learning Practices
Co-Investigator | ASU Transborder Communities Research Cluster SEED Grant, $7,500 (2018)
Studying resilience and educational equity among migrant families and educators in transborder contexts.
Courses
2026 Spring
| Course Number | Course Title |
|---|---|
| JUS 799 | Dissertation |
| AIS 580 | Practicum |
| AIS 599 | Thesis |
| AIS 595 | Continuing Registration |
| AIS 493 | Honors Thesis |
| IED 502 | Indigenous Knowledges in Ed |
| AIS 590 | Reading and Conference |
| AIS 499 | Individualized Instruction |
| AIS 507 | Indigenous Knowledges in Ed |
| AIS 525 | Indigenous Research Methods |
| IED 501 | Indigenous Research Methods |
| IED 595 | Continuing Registration |
| IED 595 | Continuing Registration |
2025 Fall
| Course Number | Course Title |
|---|---|
| AIS 599 | Thesis |
| AIS 580 | Practicum |
| AIS 595 | Continuing Registration |
| IED 510 | Indigenous Ed and Justice |
| AIS 520 | Indigenous Ed and Justice |
| JUS 792 | Research |
| WST 792 | Research |
2025 Summer
| Course Number | Course Title |
|---|---|
| AIS 599 | Thesis |
| AIS 525 | Indigenous Research Methods |
| IED 590 | Reading and Conference |
| IED 598 | Special Topics |
| AIS 580 | Practicum |
| IED 501 | Indigenous Research Methods |
| AIS 598 | Special Topics |
2025 Spring
| Course Number | Course Title |
|---|---|
| JUS 799 | Dissertation |
| WST 792 | Research |
| AIS 580 | Practicum |
| AIS 599 | Thesis |
| AIS 595 | Continuing Registration |
| AIS 493 | Honors Thesis |
| AIS 590 | Reading and Conference |
| IED 592 | Research |
| IED 585 | Capstone |
| JUS 792 | Research |
| AIS 499 | Individualized Instruction |
| IED 590 | Reading and Conference |
2024 Fall
| Course Number | Course Title |
|---|---|
| JUS 590 | Reading and Conference |
| JUS 790 | Reading and Conference |
| JUS 792 | Research |
| JUS 799 | Dissertation |
| WST 792 | Research |
| IED 592 | Research |
| IED 585 | Capstone |
| IED 590 | Reading and Conference |
2024 Summer
| Course Number | Course Title |
|---|---|
| JUS 799 | Dissertation |
| IED 592 | Research |
| IED 585 | Capstone |
2024 Spring
| Course Number | Course Title |
|---|---|
| JUS 790 | Reading and Conference |
| JUS 792 | Research |
| WST 790 | Reading and Conference |
| JUS 792 | Research |
| JUS 799 | Dissertation |
| JUS 792 | Research |
2023 Fall
| Course Number | Course Title |
|---|---|
| JUS 790 | Reading and Conference |
| JUS 799 | Dissertation |
| WST 790 | Reading and Conference |
| IED 592 | Research |
| IED 585 | Capstone |
2023 Summer
| Course Number | Course Title |
|---|---|
| JUS 790 | Reading and Conference |
2023 Spring
| Course Number | Course Title |
|---|---|
| JUS 792 | Research |
| JUS 792 | Research |
2022 Fall
| Course Number | Course Title |
|---|---|
| JUS 799 | Dissertation |
| IED 592 | Research |
| IED 585 | Capstone |
2022 Summer
| Course Number | Course Title |
|---|---|
| JUS 799 | Dissertation |
2022 Spring
| Course Number | Course Title |
|---|---|
| JUS 792 | Research |
| IED 592 | Research |
| IED 585 | Capstone |
| WST 701 | Resrch Design & Prop Dev |
2021 Fall
| Course Number | Course Title |
|---|---|
| JUS 792 | Research |
| IED 592 | Research |
| IED 585 | Capstone |
2021 Spring
| Course Number | Course Title |
|---|---|
| WST 690 | Reading and Conference |
| IED 592 | Research |
| IED 585 | Capstone |
PROFESSIONAL PRESENTATIONS
Curleyhair, B. & Solyom, J. (October 8-11, 2025). The Journey of American Indian Education: A five-year review of American Indian Education Laws, Policies and Initiatives. National Indian Education Association. Spokane, WA.
Ben, C. & Solyom, J. (April 8-9, 2021). How Indigenous Communities Define Culturally Responsive Schooling, Session Code: 486. 2021 Native American Student Advocacy Institute (NASAI) virtual conference.
Ben, C. & Solyom, J. (June 4-5, 2020). How Indigenous communities’ define Culturally Responsive Schooling, Session Code: 486. Native American Student Advocacy Institute (NASAI). Phoenix, Arizona (Host: Gila River Indian Community). Conference cancelled due to Covid-19 global pandemic.
Dace, K., Ryujin, K., Solyom, J., Spotted Elk, G., Villareal, M. & Brayboy, B. (May 28, 2020). Frustration, Abandonment & Retaliation: Confronting the Aftermath of Multiple Diverse Leadership Departures. National Conference on Race & Ethnicity in American Higher Education. New York, NY. Conference cancelled due to Covid-19 global pandemic.
Richmond, A., Abuwandi, S., Tachine, A. & Solyom, J. (June 6, 2018). Nation-building through education: Implications for Native men and boys. Annual gathering of Native American Student Advocacy Institute (The College Board). Honolulu, HI.
Solyom, J.A., Ben, C., Tachine, A., Chin, J. & Brayboy, B. (April 14, 2018). Strengths based principles for improving educational outcomes for American Indian, Alaska Native, and Native Hawaiian males. Co-presenter. Annual gathering of the American Education Research Association. New York, NY.
Solyom, J.A. (April 30, 2017). Presenter. Contemporary youth activism: Advancing social justice in the United States. Annual gathering of the American Education Research Association. Austin, TX.
Solyom, J.A. (September 21, 2012). Presenter. Tearing at the seams of (in)visibility: Anti- counterfeiting, Harper’s Bazaar, and the project of neocolonization. Critiquing Culture Conference. George Mason University, Fairfax, VA.
Solyom, J.A. (April 28, 2011). Co-Presenter. Knowing your place: Examining the academic, social, and political costs of student resistance. Women of Color Leadership Conference. University of Missouri-Kansas City, Kansas City, MO.
Solyom, J.A. (October 7, 2011). Presenter. Painting racism by numbers: Legislating memory and identity in Arizona through SB 1070 and HB 2281. Annual conference on Latina & Latino Critical Legal Theory. San Diego, CA.
Solyom, J.A. (October 6, 2006). Co-Presenter and Moderator. Protesting the academy: Social activism among Utah Latino/a & other student communities. Annual conference on Latina & Latino Critical Legal Theory. University of Nevada, Las Vegas, NV.
INVITED PRESENTATIONS, PANELS, AND ADDRESSES
Solyom, J. (October 8-10, 2025). Co-Facilitator of Indigenous Education Leadership Academy. Final Session Presentations, Evaluation, Analysis, and Next Steps. NIEA; Spokane, WA.
Solyom, J., Kertesz, J., & Curleyhair, B. (June 15-20, 2025). Curriculum content writer and course designer. American Indian Studies: Indigenous Knowledges in Education – Culture and Language Revitalization and Restoration in Education. Culturally responsive week-long immersion learning course for high school aged participants from reservation and urban Indigenous communities. INSPIRE conference, Arizona State University.
Solyom, J. & Curleyhair, B. (June 17 & 20, 2024). Power & Place: Using home as an anchor to guide university studies and Elevator speeches: Learning to sell your talents and interests in 30 seconds or less. Session for reservation and urban American Indian high school students around the valley. INSPIRE conference, Arizona State University.
Solyom, J. (July 11, 2022). Guest Speaker. Culturally Relevant and Responsive Education to Support BIPOC Student Achievement in Grades K-5. Culturally Responsive STEM Summer Learning Institute for K-12 Teachers. Bureau of Indian Education. Virtual event.
Solyom, J. (July 19, 2022). Guest Speaker. Culturally Relevant and Responsive Education to Support Student Achievement in Grades 6-12. Culturally Responsive STEM Summer Learning Institute for K-12 Teachers. Bureau of Indian Education. Virtual event.
Solyom, J. & Marek, C. (May 13, 2022). Guest Speaker. Indigenous social justice, activism, and social movement. Native Illuminate podcast.
Solyom, J. (December 3, 2021). Keynote Address: Engaging in effective community partnerships: 20 principles to guide partnerships as shared by Indigenous community leaders. Virginia G. Piper Charitable Trust Fellows Learning Series. Virtual event.
Solyom, J., Fitts-Ward, M., Brayboy, B.M.K., Hidalgo, E. & Symond, S. (April 9, 2021). What is DEI and why should it matter to non-profit organizations? Virginia G. Piper Charitable Trust Fellows Learning Series. Virtual event.
Fitts-Ward, M. & Solyom, J. (April 20, 2020). “Points Of View: Why Minorities Are Hit Worst By Coronavirus,” Featured commentator, KJZZ 91.5 FM. Phoenix, AZ. Available at: https://theshow.kjzz.org/content/1536306/points-view-why- minorities-are-hit-worst-coronavirus.
Solyom. J.A., Ben, C., & Henderson Singer, S. (January 30, 2020). Power & Place: Finding strength in Indigenous knowledges and identity. RECHARGE conference. Arizona State University.
Solyom, J.A. & Fitts Ward, M. (May 1, 2020). To Be Welcoming Live session. Starbucks PA Partners gathering. Starbucks virtual event.
Solyom, J.A. (October 17, 2019). Bias and empathy: The role of diversity and inclusion in promoting social change. Service fellows + ASU. Starbucks Headquarters.
Solyom, J.A. (September 2 – 7, 2019). Starbucks Leadership Experience. To Be Welcoming. Featured subject matter expert key presenter. Chicago, Illinois.
Solyom. J.A., Ben, C., & Henderson Singer, S. (Spring 2019). Power & Place: Finding strength in Indigenous knowledges and identity. INSPIRE conference. Arizona State University.
Brayboy, B. McK.J., Solyom, J.A., & Tachine, A.R. (September 13, 2017). National Webinar. Culturally responsive schooling. National Indian Education Association.
Solyom, J.A. (October 28, 2016). Presenter and workshop facilitator. Using Indigenous knowledges and research methodologies to serve the cultural and community needs around you. Indigenous Theories of Justice seminar. Arizona State University.
Solyom, J.A. (2016). Lecture. Engaging the research process with the goal of relevance and respect: One example. Advanced Qualitative Research Methods seminar. Arizona State University.
Solyom, J.A. (May 5, 2015). Presenter. The (in)visibility paradox: A case study of American Indian iconography and student resistance in higher education. Staff/Faculty Research Exchange. Te Pua Wānanga Ki Te Ao, The School of Māori and Pacific Development, The University of Waikato, New Zealand.
Solyom, J.A. (February 2, 2015). Lecture. Engaging the research process with the goal of relevance and respect: One example. Advanced Qualitative Research Methods seminar. Arizona State University.
Solyom, J.A. (September 10, 2014). Lecture. Engaging the research process with the goal of relevance and respect: One example. Advanced Qualitative Research Methods seminar. Arizona State University.
Solyom, J.A. (May 11, 2012). Moderator. The story of our lives: Myths, myths, and more myths about women of color. Women of Color Leadership Conference. University of Missouri- Kansas City, Kansas City, MO.
Solyom, J.A. (May 10, 2012). Discussant. Who Am I?: Debunking myths about women of color, co-presenter. Women of Color Leadership Conference. University of Missouri-Kansas City, Kansas City, MO.
Solyom, J.A. (April 28, 2011). Panelist. Post Graduation. Women of Color Leadership Conference. University of Missouri-Kansas City, Kansas City, MO.
Solyom, J.A. (July 18, 2008). Guest speaker. Loud & clear: Cult of celebrity, RadioActive!KRCL 90.0 FM. Salt Lake City, UT.
Solyom, J.A. (2006). Panelist. The Writing Center Manual: Creating and publishing a tutoring manual for the writing center—the writing center guide for new tutors. 12th Annual Rocky Mountain Peer Tutoring Conference. Rocky Mountain Writing Center Association, Utah Valley State University, Orem, Utah.
- ASU Professor of Impact (2023)
Recognized by students for exceptional mentorship, teaching excellence, and meaningful impact on academic success and well-being. - Outstanding Faculty Mentor Award, Outstanding Doctoral Mentor Nominee (2020)
Nominated for exemplary mentorship and commitment to graduate student development and success. - Ford Foundation Fellowship, Honorable Mention (2013, 2014)
Recognized for scholarly potential and contributions to advancing diversity, equity, and social justice in higher education. - Pete Suazo Social Justice Award (2007)
Awarded to the Center for the Study of Empowered Students of Color, University of Utah, for leadership in promoting racial and educational equity.
- American Education Research Association (AERA)
- American Anthropological Association (AAA)
- American Association of University Women (AAUW)
- Association for the Study of Higher Education (ASHE)
- Center for Indian Education (CIE), Arizona State University – Affiliate Faculty
- Center for Gender Equity in Science and Technology (CGEST), Arizona State University – Affiliate Faculty
- College Board, Native American Student Advocacy Institute (NASAI)
- National Indian Education Association (NIEA)
- National Conference on Race and Ethnicity in Higher Education (NCORE)
- National Women’s Studies Association (NWSA)
- World Indigenous Peoples’ Conference on Education (WIPCE)
Dr. Solyom has chaired, co-chaired, or served on more than 40 master’s theses and doctoral dissertations, mentoring students across American Indian Studies, Justice & Social Inquiry, Women & Gender Studies, and Education. Student work includes research studies and applied projects on the following topics:
- E Ola Ka ‘Ōlelo: Restoring Hawaiian Leadership through Culturally Sustaining Curriculum Reform
Presented to the Hawai‘i State Board of Education; led to statewide discussion on curriculum reform focused on Indigenous leadership. - Mapping Our Roots: Place-Based Indigenous Knowledge in San Antonio Classrooms
Developed a culturally responsive curriculum integrating local Indigenous sites and histories for K–12 students. - Strengthening Educational Sovereignty: Policy Analysis of Yazzie/Martinez v. State of New Mexico
Investigated equity and culturally responsive education policy frameworks for tribal-serving schools. - Kānaka Maoli Educational Pathways: Culturally Grounded Approaches to Student Success
Designed and implemented Indigenous education models grounded in Native Hawaiian values and pedagogy. - Language, Land, and Learning: Indigenous Food Sovereignty Education in Navajo Nation
Created a culturally rooted curriculum linking traditional ecological knowledge to contemporary food sovereignty initiatives.Equity-based College Counseling: Guidelines for Indigenous Students - Liberating the Archives: Indigenizing Library and Academic and Cultural (Re)Search Processes
Reimagined archival research practices through Indigenous methodologies to promote cultural sovereignty in academic spaces. - What Is a Hawaiian Education without Hawaiians?: How American Colonialism Undermines Hawaiian Knowledge Sources in Education”
Critiqued colonial structures in Hawaiian education and proposed pathways to restore Indigenous knowledge authority. - Hawaiian Language Immersion Education Efficacy and Effectiveness: Impacts and Decisions of 21st-Century Graduates
Investigated the long-term educational and cultural outcomes of Hawaiian language immersion programs. - Banished: Kā̄naka ʻŌiwi and Carceral Exile in the Desert
Explored the displacement of Native Hawaiians through carceral exile, connecting land loss to cultural dislocation, and proposed culture-based carceral education for healing. - One Family’s Journey to Reconnecting with Hawaiian Language, Identity, and Culture: A Final Capstone Project
Documented a family’s intergenerational process of language reclamation and cultural resurgence. - Grass Dancing: Community Readiness for Implementing Education through the Lens of Turtle Mountain
Assessed community readiness for culturally responsive education through the lens of Turtle Mountain Chippewa traditions. - Bridging Two Worlds: Integrating Indigenous Knowledge and Language into STEAM Education for Apache Students
Designed culturally grounded STEAM curriculum incorporating Apache language, stories, and land-based knowledge.
Her mentoring practice centers on culturally responsive, community-based, and decolonial research methodologies that support Indigenous and first-generation scholars in pursuing education, sovereignty, and equity.
Representative mentoring includes serving as:
- Chair / Co-Chair – M.A. in Indigenous Education, Arizona State University
- Co-Chair / Member – Ph.D. in Justice & Social Inquiry, Arizona State University
- Co-Chair – Ph.D. in Women & Gender Studies, Arizona State University
- Chair / Senior Doctoral Chair – College of Doctoral Studies, Grand Canyon University
- Member – Ph.D. in Education, Leadership, and Policy, University of Utah
Her mentees have gone on to serve as leaders in tribal education departments, Indigenous-serving schools, policy and research organizations, and universities across the U.S., Hawai‘i, and the Pacific.
Associate Teaching Professor & Associate Director of Academic Programs
American Indian Studies, Arizona State University (2024–Present)
Oversees academic programming, graduate curriculum development, and student mentorship for the M.A. and M.Ed. in Indigenous Education programs. Leads initiatives that advance Indigenous educational sovereignty, culturally responsive pedagogy, and graduate student success.
Associate Research Professor
Center for Indian Education, Arizona State University (2023–2024)
Directed Indigenous doctoral education cohorts for Navajo and Pueblo communities. Supported culturally grounded leadership development and community-based research initiatives focused on sovereignty and equity in education.
Assistant Research Professor
School of Social Transformation, Arizona State University (2017–2023)
Taught undergraduate, master’s, and doctoral courses in Justice & Social Inquiry and Women & Gender Studies. Mentored diverse student cohorts, emphasizing critical Indigenous research methodologies, decolonial theory, and education justice.
Associate Director / Director of Operations
Center for Gender Equity in Science and Technology (CGEST), Arizona State University (2019–2020)
Led national research and programming to promote equity in STEM for girls of color. Co-developed CompuGirls: Cybersecurity Warriors and secured multi-million-dollar federal and foundation grants supporting Indigenous STEM initiatives.
Adjunct Faculty & Senior Doctoral Chair
College of Doctoral Studies, Grand Canyon University (2015–2020)
Mentored doctoral candidates in education and psychology programs through all stages of dissertation research and completion, focusing on culturally responsive qualitative inquiry and scholarly writing.
Postdoctoral Research Fellow & Senior Research Associate
Center for Indian Education, Arizona State University (2011–2017)
Conducted Indigenous education research, co-authored national policy reports, and trained undergraduate and graduate researchers in Indigenous and decolonizing methodologies.
Academic Mentor & Program Coordinator
Project Mashchamtam, Gila River Indian Community / ASU Center for Indian Education (2009–2013)
Coordinated Indigenous teacher training and academic support programs to prepare Native students for education careers grounded in cultural values and community priorities.
Academic Advisor & Mentor
Upward Bound, University of Utah (2008–2009)
Advised over 100 first-generation and low-income students on college readiness, scholarship access, and academic planning.
Academic Mentor & Writing Tutor
American Indian Teacher Training Program, University of Utah (2007–2008)
Provided individualized mentoring and academic writing support to Native pre-service teachers pursuing K–12 licensure.
Leadership and Service to ASU
- Associate Director of Academic Programs, American Indian Studies (2024–Present)
Oversees graduate academic programs and student success initiatives, aligning curriculum and mentorship with Indigenous community priorities. - Associate Director, Center for Indian Education (2023–Present)
Leads collaborative projects, conferences, and community partnerships that advance Indigenous educational sovereignty and culturally responsive research. - Director of Graduate Studies, American Indian Studies (2024–Present)
Guided academic policy, student support, and curriculum development for graduate programs in Indigenous Education. - Director, To Be Welcoming (Office of the Vice President for Social Advancement) (2021–2024)
Co-led development of the To Be Welcoming DEIB education series with Starbucks Global Academy, reaching over 94,000 learners globally. - Faculty Coordinator, Doctoral Teaching Development Program, School of Social Transformation (2020–2021)
Supported faculty and doctoral instructors in inclusive and equity-driven pedagogical practices.
Service to the Profession
- Advisory Board Member, Doing Research in Indigenous Communities (DRIC) Conference
- Reviewer, Journal of American Indian Education; American Journal of Education; Research in Urban Educational Settings
- Invited Judge, LEEDS School of Business Diversity & Ethics Case Competition, University of Colorado–Boulder
- Session Chair and Presenter, American Education Research Association (AERA) and National Indian Education Association (NIEA) conferences
Community and Public Engagement
- Trainer and curriculum designer for DEIB and culturally responsive education programs with the Virginia G. Piper Charitable Trust, Bureau of Indian Education, and Wilson-McShane Corporation
- Long-standing partnership facilitator between ASU and Indigenous nations, including the Navajo Nation, Gila River Indian Community, and Hawai‘i-based Indigenous education programs through Kamehameha Schools - Kaiāulu
- Mentor for first-generation, Indigenous, and underrepresented students through ASU’s INSPIRE, Tribal Nations Tour, and Graduate Mentorship Circles