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The Impact of Sociability on College Academic Performance and Retention of Native Americans 社会性对美国原住民大学学业成绩和保留率的影响
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2014.a798514
K. A. Beck, P. Joshi, Christian Nsiah, Annette Ryerson
{"title":"The Impact of Sociability on College Academic Performance and Retention of Native Americans","authors":"K. A. Beck, P. Joshi, Christian Nsiah, Annette Ryerson","doi":"10.1353/jaie.2014.a798514","DOIUrl":"https://doi.org/10.1353/jaie.2014.a798514","url":null,"abstract":"Abstract:Colleges and universities have devoted considerable effort toward keeping students in school until graduation. Researchers accordingly have studied various factors that shape these retention rates, including integration into the school's culture and involvement in school activities as well as innate academic ability. Yet more studies need to specifically examine the complex mix of positive and negative influences on Native American student retention. This article evaluates some of those influences by investigating whether a strong desire for social interaction can encourage these students to succeed academically and remain in school until graduation. At one predominantly White institution lacking Native American organizations, we find that increased receptivity to social interactions by Native American students has a positive impact on grades but a negative influence on retention. We propose that schools should adopt a mix of general and culture-specific activities to encourage better Native American graduation rates.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"53 1","pages":"23 - 41"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46818276","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: 7
Identity, Meaning, and Engagement with School: A Native American Student's Composition of a Life Map in a Senior English Class 身份、意义与学校参与:一位美国原住民学生在高中英语课堂上所写的生活地图
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2012.a798467
P. Smagorinsky, Joanna L. Anglin, Cindy O’Donnell-Allen
{"title":"Identity, Meaning, and Engagement with School: A Native American Student's Composition of a Life Map in a Senior English Class","authors":"P. Smagorinsky, Joanna L. Anglin, Cindy O’Donnell-Allen","doi":"10.1353/jaie.2012.a798467","DOIUrl":"https://doi.org/10.1353/jaie.2012.a798467","url":null,"abstract":"Abstract:This case study of a Native American high school senior focuses on one of the final assignments he completed before dropping out of school early in the school year. The task was to draw a life map — a nonverbal text that identified 10 key life events on his journey to that point — as part of a larger unit on identity for his senior English class. The protocol analysis identified the possible topics he considered for inclusion in his life map, along with the cultural dimensions of the task that we infer kept him engaged enough to complete it at home while simultaneously producing the think-aloud protocol for the research. The article concludes with a consideration of the potential of assignments that enable nonverbal composing based on life and cultural experiences for engaging Indigenous students who are otherwise disengaged from school.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"51 1","pages":"22 - 44"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44030770","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: 6
Reports from the Field: The Family and Child Education (FACE) Program and School Readiness: A Structural Model Approach in an American Indian Reservation Context 现场报告:家庭和儿童教育(FACE)计划和入学准备:在美国印第安人保留地背景下的结构模型方法
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2011.a798465
J. Pfannenstiel, Debbie Lente-Jojola
{"title":"Reports from the Field: The Family and Child Education (FACE) Program and School Readiness: A Structural Model Approach in an American Indian Reservation Context","authors":"J. Pfannenstiel, Debbie Lente-Jojola","doi":"10.1353/jaie.2011.a798465","DOIUrl":"https://doi.org/10.1353/jaie.2011.a798465","url":null,"abstract":"Abstract:This study investigates the effects of the Family and Child Education (FACE) pre-kindergarten program on school readiness. The FACE program is located in Bureau of Indian Education-funded schools on some of the most rural American Indian (AI) reservations in the United States. It explicitly integrates the language and culture of the communities in home-based services for children pre-birth to age three and their parents and in a centerbased program providing preschool, adult education, and parenting education. This study addresses the question: Is the trajectory for lowered school achievement for American Indian children altered at school entry by pre-kindergarten early childhood opportunities such as the FACE program? A structural equation model tested the direct and indirect ways that background characteristics, FACE participation, preschool attendance, and home literacy contribute to school readiness. Direct assessment with standardized tests and teacher observational ratings of school readiness were employed in the study, which found that FACE participation indirectly predicts school readiness through its effects on preschool attendance and increased home literacy activity.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"50 1","pages":"84 - 96"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47479669","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: 2
“I Thought You'd Call Her White Feather”: Native Women and Racial Microaggressions in Doctoral Education “我以为你会叫她白羽毛”:博士教育中的土著妇女和种族微侵犯
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.5749/JAMERINDIEDUC.56.1.0032
Heather Shotton
{"title":"“I Thought You'd Call Her White Feather”: Native Women and Racial Microaggressions in Doctoral Education","authors":"Heather Shotton","doi":"10.5749/JAMERINDIEDUC.56.1.0032","DOIUrl":"https://doi.org/10.5749/JAMERINDIEDUC.56.1.0032","url":null,"abstract":"Abstract:Native students often face hostile and unwelcoming environments when they enter Non-Native Colleges and Universities. While conversations about racism in higher education have addressed the prevalence of racial microaggressions among marginalized populations, the issue of racial microaggressions against Native doctoral students, specifically Native women, has not been adequately addressed. Utilizing a phenomenological approach, this study explores the experiences of Native women in doctoral education in the United States. The findings indicate that encounters with racism, particularly racial microaggressions, were common experiences for Native women in doctoral programs. Racial microaggressions were experienced in the overall campus climate, the classroom, and in encounters with White peers and faculty in the form of microassaults, microinsults, and microinvalidations. The findings also provide insight into the complex and unique nature of racism experienced by Native women in doctoral education and demonstrate the need for deeper conversations that interrogate systemic, structural, and subtle forms of racism against Native people in higher education.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"56 1","pages":"32 - 54"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70946760","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: 11
Discipline Disproportionality among American Indian Students: Expanding the Discourse 美国印度学生学科失衡：话语拓展
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2014.a798525
Carolyn A. Brown
{"title":"Discipline Disproportionality among American Indian Students: Expanding the Discourse","authors":"Carolyn A. Brown","doi":"10.1353/jaie.2014.a798525","DOIUrl":"https://doi.org/10.1353/jaie.2014.a798525","url":null,"abstract":"Abstract:While disproportionality in discipline referrals and discipline action has been fairly well established among African American students, especially males, little research has looked at disproportionality among American Indian students. This article uses a large dataset from the State of Arizona, with rich data on American Indian students, to explore if and how these students are being disproportionately referred for discipline and punished more harshly for lesser violations than their peers. Findings indicate that disproportionality in discipline referrals and in the violation-to-action relationship for American Indians is on par with those of African Americans and significantly higher than White peers.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"53 1","pages":"29 - 47"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41458778","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
IN MEMORIAM: Ruth Wheeler Roessel April 15, 1934 - April 13, 2012 纪念:露丝·惠勒·罗塞尔1934年4月15日- 2012年4月13日
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2012.a798475
C. Roessel
{"title":"IN MEMORIAM: Ruth Wheeler Roessel April 15, 1934 - April 13, 2012","authors":"C. Roessel","doi":"10.1353/jaie.2012.a798475","DOIUrl":"https://doi.org/10.1353/jaie.2012.a798475","url":null,"abstract":"","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"51 1","pages":"3 - 4"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42812465","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
Editors' Introduction 编辑简介
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.5749/jamerindieduc.58.1-2.0001
Bryan McKinley Jones Brayboy, K. T. Lomawaima, T. Mccarty
{"title":"Editors' Introduction","authors":"Bryan McKinley Jones Brayboy, K. T. Lomawaima, T. Mccarty","doi":"10.5749/jamerindieduc.58.1-2.0001","DOIUrl":"https://doi.org/10.5749/jamerindieduc.58.1-2.0001","url":null,"abstract":"","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"54 1","pages":"1 - 2"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44351791","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
William G. Demmert, Jr. and the Circumpolar North: A Personal Remembrance 小威廉·G·德默特与环极北方：个人纪念
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2011.a798445
F. Darnell
{"title":"William G. Demmert, Jr. and the Circumpolar North: A Personal Remembrance","authors":"F. Darnell","doi":"10.1353/jaie.2011.a798445","DOIUrl":"https://doi.org/10.1353/jaie.2011.a798445","url":null,"abstract":"Abstract:This article traces the work of William Demmert, Jr. in the Arctic and Subarctic as a member of the Steering Committee on Cross-Cultural Education in the Circumpolar North. It seeks to fulfill in part Demmert's wish that the work of the steering committee, of which he was the last chairman, be chronicled. From the time of the first planning session at the University of Cambridge's Scott Polar Research Institute where the committee's work was initiated in 1975, this account illustrates Demmert's significant contributions to the success of the committee.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"50 1","pages":"60 - 73"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46749702","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
Keynote Address: "Preserving the Past to Secure the Future": The Center for Indian Education — The Next 50 Years 主题演讲:“保护过去，确保未来”:印度教育中心——未来50年
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2011.a798454
Monty Roessel
{"title":"Keynote Address: \"Preserving the Past to Secure the Future\": The Center for Indian Education — The Next 50 Years","authors":"Monty Roessel","doi":"10.1353/jaie.2011.a798454","DOIUrl":"https://doi.org/10.1353/jaie.2011.a798454","url":null,"abstract":"Abstract:This article presents the keynote address given by Dr. Monty Roessel, Superintendent of the Rough Rock (Navajo) Community School, at the Center for Indian Education Re-launch Celebration held on the ASU Tempe campus May 6, 2011. Here, the author reflects on the legacy of the Center, co-founded by his father, Dr. Robert A. (Bob) Roessel, Jr., who also co-founded the demonstration school at Rough Rock in 1966. Both of these early efforts had a strong community focus and were designed to \"amplify the voice of Native people\" by (re)claiming Indian control over Indian education. Arguing that a viable future for Indian education requires a \"bothand\" approach, the author illustrates this approach with the current Navajolanguage immersion program at Rough Rock Community School. Noting that the Center for Indian Education serves as a conduit for the future of Indian people, he concludes by urging Native nations to work together, along with the Center, and to take the \"next leap of faith\" in exercising tribal sovereign power over education.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"50 1","pages":"13 - 23"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42129360","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
Tribal Nation Building and the Role of Faculty: Paying the Debt on Indigenous Well-Being in Higher Education 部落民族建设与教师角色：高等教育中对原住民福祉的债务
Journal of American Indian education Pub Date : 2021-09-01 DOI: 10.1353/jaie.2021.a851811
P. Stevens, Vanessa Anthony‐Stevens, Dylan R. Hedden-Nicely, Christal Hamilton
{"title":"Tribal Nation Building and the Role of Faculty: Paying the Debt on Indigenous Well-Being in Higher Education","authors":"P. Stevens, Vanessa Anthony‐Stevens, Dylan R. Hedden-Nicely, Christal Hamilton","doi":"10.1353/jaie.2021.a851811","DOIUrl":"https://doi.org/10.1353/jaie.2021.a851811","url":null,"abstract":"Abstract:This article situates the experiences of faculty members, as tribal nation builders, within the academy of higher education. As creators of a 2020 convening on nation building in higher education, we ascertain the logic for interdisciplinary faculty collaboration as essential for performing and centering tribal nation-building efforts in higher education. We argue that the academy cannot honor its relationship with Indigenous lands and peoples without equitable investment in Indigenous faculty and curricular programs that engage deeply with Indigenous lifeways and lead restorative relationships with Indigenous communities and their citizens. As junior scholars using personal narrative to illuminate the complexities of advancing Indigenous programming, we propose investment in interdisciplinary work as a reflection of Indigenous knowledge. We conclude by highlighting ways for institutions to invest in Indigenous faculty and the co-conceptualization of nation building as a vital cornerstone of public education.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"60 1","pages":"13 - 43"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45848589","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
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