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Academic Stress and Persistence Decisions Among Diné Students Attending Diné College 就读din<e:1>学院学生的学业压力与坚持决定
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.5749/jamerindieduc.60.1-2.0076
Gerald Shorty, S. Kurpius
{"title":"Academic Stress and Persistence Decisions Among Diné Students Attending Diné College","authors":"Gerald Shorty, S. Kurpius","doi":"10.5749/jamerindieduc.60.1-2.0076","DOIUrl":"https://doi.org/10.5749/jamerindieduc.60.1-2.0076","url":null,"abstract":"Abstract:Within an ecological systems framework, this study explored psychosociocultural factors related to academic success among American Indian students attending a tribal college. Specifically, the relation of financial concern, family support for education, cultural involvement, ethnic identity, and academic self-efficacy to academic stress and persistence decisions among 209 Diné students attending Diné College on the Navajo Nation was examined. More financial concern and lower academic self-efficacy predicted greater academic stress, while stronger private-regard ethnic identity and higher academic self-efficacy predicted more positive persistence decisions. These findings highlight the importance of understanding both supports and challenges to the academic success of Diné and similar American Indian students attending a tribal college.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"60 1","pages":"76 - 99"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42691302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reports from the Field: Fostering Indigenous STEM Education: Mobilizing the Adventure Learning Framework through Snow Snakes 实地报告:促进本土STEM教育:通过雪蛇动员冒险学习框架
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2012.a798480
Brant G. Miller, A. Doering, G. Roehrig, Robert Shimek
{"title":"Reports from the Field: Fostering Indigenous STEM Education: Mobilizing the Adventure Learning Framework through Snow Snakes","authors":"Brant G. Miller, A. Doering, G. Roehrig, Robert Shimek","doi":"10.1353/jaie.2012.a798480","DOIUrl":"https://doi.org/10.1353/jaie.2012.a798480","url":null,"abstract":"Abstract:In this contribution to JAIE's new section, Reports from the Field, the authors examine a novel approach to engaging elementary students with science, technology, engineering, and mathematics (STEM) content through the culturally based context of an Indigenous game. In an attempt to engage students in meaningful ways, the framework for the curriculum contains three carefully integrated elements: (1) a culturally-based game, (2) an explicit integration of STEM content, and (3) a hybrid educational approach known as adventure learning (AL). The culturally based game of snow snakes, traditional to many American Indian communities, was the situating context. This curriculum integrated scientific content and inquiry, technological solutions, engineering design principles, and mathematical reasoning under the auspices of the snow snake context within an AL environment. This article also posits the organic coupling of the AL framework with elements of Indigenous education as offered by Cajete (1994). To achieve this, AL, Indigenous education elements, and the enacted snow snake curriculum are presented in unison.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"51 1","pages":"66 - 84"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49046988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
Edinizing, Naadizewin, Minomaadiziwin, Miinawaa Kendaasewin: Establishing an Urban Great Lakes Indigenous Curriculum Edinizing、Naadizewin、Minomaadiziwin、Miinawaa Kendaasewin：建立城市大湖土著课程
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2014.a798518
J. Torrez
{"title":"Edinizing, Naadizewin, Minomaadiziwin, Miinawaa Kendaasewin: Establishing an Urban Great Lakes Indigenous Curriculum","authors":"J. Torrez","doi":"10.1353/jaie.2014.a798518","DOIUrl":"https://doi.org/10.1353/jaie.2014.a798518","url":null,"abstract":"Abstract:While much research addresses issues related to rural Indigenous communities, this article discusses an Indigenous youth-centered program serving an urban Great Lakes community. In collaboration with the local school district and county health department, the author collected data to frame a curriculum that responds to the specific needs of urban Indigenous youth in the Great Lakes region. The resulting program aims to bring together multiple generations to address high local dropout rates, health disparities, and the disconnect between the community and school. Dividing the curriculum into four areas — community/edinizing, culture/naadizewin, health/minomaadiziwin, and academics/kendaasewin) — allows the program to reflect an urban Great Lakes Indigenous experience. In addition to describing the need for each curricular component, this article provides examples of how each component is enacted through a summer program serving children 5-15 years of age.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"53 1","pages":"103 - 85"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49585587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
The Boarding School as Metaphor 作为隐喻的寄宿学校
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.5749/JAMERINDIEDUC.57.1.0037
Brenda J. Child
{"title":"The Boarding School as Metaphor","authors":"Brenda J. Child","doi":"10.5749/JAMERINDIEDUC.57.1.0037","DOIUrl":"https://doi.org/10.5749/JAMERINDIEDUC.57.1.0037","url":null,"abstract":"","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"57 1","pages":"37 - 57"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47639933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 13
American Indian Boarding Schools: What Went Wrong? What Is Going Right? 美国印第安人寄宿学校:哪里出了问题?什么是正确的?
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.5749/JAMERINDIEDUC.57.1.0058
J. Reyhner
{"title":"American Indian Boarding Schools: What Went Wrong? What Is Going Right?","authors":"J. Reyhner","doi":"10.5749/JAMERINDIEDUC.57.1.0058","DOIUrl":"https://doi.org/10.5749/JAMERINDIEDUC.57.1.0058","url":null,"abstract":"Abstract:Boarding schools for Indigenous children in the United States and Canada have a deservedly bad reputation for mistreatment and abuse. However, faced with rapid loss of land and ways of life, some Indigenous families intentionally sent their children to school to learn English and to cope with new realities. Experiences in the schools varied. Some students endured traumatic experiences, while at times boarding schools served as a place of refuge from the harsh realities of life on Indian reservations and reserves. Assimilationist policies and practices attacked Indigenous languages, cultures, and identities in the boarding schools. Today Indigenous nations are reclaiming the education of their children, promoting strong Indigenous identities through culture-based education and language immersion.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"57 1","pages":"58 - 78"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42194423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 13
Indigenous Pedagogies in the Oral Traditions of Belle Deacon Belle Deacon口头传统中的本土教育学
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2013.a798511
B. Leonard
{"title":"Indigenous Pedagogies in the Oral Traditions of Belle Deacon","authors":"B. Leonard","doi":"10.1353/jaie.2013.a798511","DOIUrl":"https://doi.org/10.1353/jaie.2013.a798511","url":null,"abstract":"Abstract:This article examines how Indigenous oral traditions and pedagogies inform coursework for elementary education preservice teachers at the University of Alaska Fairbanks School of Education. Oral traditions and \"story\" methodologies are used with students during the process of examining key relationships, worldviews and pedagogies in a story told by the late Deg Hit'an Elder, Belle Deacon, entitled \"The Old Man Who Came Down From Above the Second Layer of This World\" (also titled, \"The First Man and Woman\"). Course pedagogy engages Sarris's (1993) critical storytelling model, Archibald's (2008) \"storywork\" praxis and is validated by Brayboy's (2005) TribalCrit framework.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"52 1","pages":"20 - 3"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43052253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
I Can Do Everything: Family Influence on American Indian Women's Educational Aspirations 《我无所不能:家庭对美国印第安妇女教育抱负的影响
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2013.a798499
M. Andrade
{"title":"I Can Do Everything: Family Influence on American Indian Women's Educational Aspirations","authors":"M. Andrade","doi":"10.1353/jaie.2013.a798499","DOIUrl":"https://doi.org/10.1353/jaie.2013.a798499","url":null,"abstract":"Abstract:American Indian (AI) women participate in and complete higher education at higher rates than AI males, yet both are underrepresented. This study examined the role of immediate and extended family on the formation of AI women's educational aspirations during their middle and high school years. Participants had completed either an associate's or bachelor's degree. The framework for the study consisted of the following interrelated factors: sociocultural environment, validation, personal attributes, and cultural capital. Findings indicated that the familial role was multifaceted and critical to higher education dispositions. Participants valued education as a means of honoring family, securing their futures, and bettering the lives of family and tribes. Family members provided social models and validated participants as capable of success. The home environment supported the development of needed values and attributes. As a result of this cultural capital, the women were motivated, committed, and positioned to succeed.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"52 1","pages":"25 - 3"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43702119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Call for Manuscripts for a Special Issue of the "Journal of American Indian Education": Commemorating the 20th Anniversary of the Native American Languages Act of 1990/1992 为“美国印第安人教育杂志”特刊征集手稿：纪念1990/1992年《美洲原住民语言法》颁布20周年
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2011.a798436
Bryan McKinley, Jones Brayboy, T. Mccarty, D. Beaulieu, Ray Barnhardt, Nāmaka Rawlins, W. Wilson, Keiki K. C. Kawai'ae'a, R. Christensen, F. Darnell, B. Brayboy
{"title":"Call for Manuscripts for a Special Issue of the \"Journal of American Indian Education\": Commemorating the 20th Anniversary of the Native American Languages Act of 1990/1992","authors":"Bryan McKinley, Jones Brayboy, T. Mccarty, D. Beaulieu, Ray Barnhardt, Nāmaka Rawlins, W. Wilson, Keiki K. C. Kawai'ae'a, R. Christensen, F. Darnell, B. Brayboy","doi":"10.1353/jaie.2011.a798436","DOIUrl":"https://doi.org/10.1353/jaie.2011.a798436","url":null,"abstract":"Abstract:This article traces the Native American education policy career of William Demmert, Jr. from the development and implementation of the Indian Education Act of 1972 through the implementation of the Executive Order on American Indian and Alaska Native Education signed by President Clinton to the initiation of a unique research partnership to document the impact of culturally based education on the academic achievement of Native American students. It places his career within the context of both the history American education policy and the unique political-legal contexts and needs associated with the education of Native American students.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"50 1","pages":"1 - 1 - 2 - 2 - 3 - 31 - 32 - 48 - 49 - 59 - 6 - 60 - 7 - 73 - 74 - 85 - 86 - 86 - 87 - 87"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47955344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reports from the Field: Using Indigenous Research Practices to Transform Indigenous Literacy Education: A Canadian Study 实地报告:利用土著研究实践转变土著扫盲教育:一项加拿大研究
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2013.a798494
Elizabeth M. Banister, Deborah L. Begoray
{"title":"Reports from the Field: Using Indigenous Research Practices to Transform Indigenous Literacy Education: A Canadian Study","authors":"Elizabeth M. Banister, Deborah L. Begoray","doi":"10.1353/jaie.2013.a798494","DOIUrl":"https://doi.org/10.1353/jaie.2013.a798494","url":null,"abstract":"Abstract:Indigenous students face immense educational disadvantage in mainstream schooling which leads to a number of negative consequences for them as individuals and for their communities. Therefore, the issue of teaching literacy with principles derived from research informed by Indigenous ways of knowing is of critical importance. This article reviews adolescent literacy learning in general and the challenges faced especially by Indigenous students in Western classrooms. Next we discuss the importance of cultural sensitivity in literacy teaching and describe a literacy education program based on principles for teaching literacy to Indigenous students using Indigenous research practices. We found that Indigenous students need teachers who establish relationships with them; classroom activities that encourage active involvement, inclusion of their cultural background, power sharing in the classroom, and use of a variety of sign systems — especially oral and visual ones — in order to improve their literacy.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":" ","pages":"65 - 80"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48091275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Technology Integration in American Indian Education: An Overview 美国印第安人教育中的技术整合：综述
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2014.a798536
Trey Adcock
{"title":"Technology Integration in American Indian Education: An Overview","authors":"Trey Adcock","doi":"10.1353/jaie.2014.a798536","DOIUrl":"https://doi.org/10.1353/jaie.2014.a798536","url":null,"abstract":"Abstract:This article highlights current efforts to use educational technology in Indian Country with K-12 students, situated within the larger discourse on digital equity. The author argues that the current literature on digital equity marginalizes Native students by providing a narrow view of technology integration in American Indian education. As dynamic and innovative peoples, tribes are using and have used technologies to support the revitalization of language and culture, move Native students from consumers to producers of digital content and to strengthen tribal identity and sovereignty. Despite these recent trends, very little research has been conducted on the ways in which technology is, can and should serve Native students. This article centers stories of technological creativity and health while also describing potential frameworks for interested parties to engage in a discussion about ways in which educational technologies can support and strengthen Native students in the 21st century.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"53 1","pages":"104 - 121"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46071681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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