Online Learning Perspectives of Native American Students

2019 ◽  
Vol 48 (3) ◽  
pp. 321-334 ◽  
Author(s):  
Brittany D. Hunt ◽  
Beth Oyarzun
Keyword(s):  
Online Learning ◽  
Native American ◽  
Culturally Responsive ◽  
Project Based Learning ◽  
Indian Education ◽  
Online Course ◽  
College Matriculation ◽  
Native American Students ◽  
Online Classrooms ◽  
American Students

With Native American college matriculation on the rise and with online learning increasing in popularity, a need exists to bridge the two and to develop online learning practices that are culturally responsive. Kirkness and Barnhardt identify four principles central to American Indian education: respect, relevance, reciprocity, and responsibility. These four principles were used as the framework of this ethnographic, qualitative study, which included two Native American female students enrolled in an online course at a large 4-year University in the southeast. Results showed that students wanted supportive learning environments, Indigenous curriculum and perspectives represented online classrooms, interaction with professors and peers, and opportunities for project-based learning.

Culturally Responsive Instruction as Computer-Based Reading Engagement and Literacy Among Native American Students

2021 ◽  
pp. 82-101
Author(s):  
Jacob Lauritzen
Keyword(s):  
Native American ◽  
Culturally Responsive ◽  
Reading Program ◽  
Reading Engagement ◽  
Culturally Responsive Instruction ◽  
Reading Levels ◽  
Native American Students ◽  
American Students ◽  
Computer Based ◽  
Responsive Instruction

The chapter presents a review of the literature on Native American education and the use of culturally responsive instruction to guide the implementation of a computer-based reading program to increase engagement and reading levels for Native American secondary students for a quantitative single-case study on the effects of using Achieve3000 while using a culturally responsive model for selecting reading samples. Study findings noted though student reading levels increased and reading engagement improved in some key areas, no significant difference was found between groups. The implications of these findings are that use of a culturally responsive pedagogy to select self-relevant materials for a computer-based reading program may help Native American students to increase their reading levels and reading engagement scores, but not at a significant rate. Future research should consider whether these pedagogies and other strategies may improve Native American reading literacy.

scholarly journals Native Americans and Science: Enhancing Participation of Native Americans in the Science and Technology Workforce through Culturally Responsive Science Education

2021 ◽  
Vol 7 (1) ◽  
pp. 122-139
Author(s):  
Gregory Cajete
Keyword(s):  
Science Education ◽  
Native American ◽  
Native Americans ◽  
Culturally Responsive ◽  
Science And Technology ◽  
Santa Fe ◽  
Native American Students ◽  
Cultural Orientations ◽  
American Students

 A major issue that directly affects the participation of Native Americans in the science and technology workforce is the lack of preparation in science and math. This lack of preparation has many causes, but one of the most strategically important issues is the lack of culturally relevant curricula that engage Native American students in learning science in personal, social and culturally meaningful ways. This essay explores the needs, issues, research, and development of culturally responsive science education for Native American learners. A curriculum model created by the author at the Institute of American Indian Arts in Santa Fe, New Mexico, from 1974 to 1994 based on Native American cultural orientations is explored as a case study as one example of how to engage Native American students in science learning and become more prepared to participate in science and technology-related professions. As such, it presents a methodology for how trans-systemic work might be approached in building conceptual bridges between Indigenous and Western views of science. 

scholarly journals Perceptions Of Lakota Native American Students Taking Online Business Course At Oglala Lakota College (OLC)

2011 ◽  
Vol 4 (10) ◽  
pp. 43-50 ◽  
Author(s):  
Ahmed Al-Asfour ◽  
Carol Bryant
Keyword(s):  
Native American ◽  
Online Courses ◽  
Online Course ◽  
Native American Students ◽  
Pine Ridge ◽  
Oglala Lakota ◽  
American Students ◽  
Business Course ◽  
Online Business ◽  
Pine Ridge Reservation

This research examined the perceptions of Lakota Native American students taking a Business online course at the Oglala Lakota College on the Pine Ridge Reservation. The study was conducted in the fall of 2010 and spring of 2011. The themes found in this study were flexibility, transportation, communication, and technical support. Furthermore, the study found some of the advantages for students taking online courses as well as some obstacles encountered by students on the reservation.

scholarly journals Evaluation of a health sciences internship for Latino and Native American library students

2017 ◽  
Vol 104 (4) ◽  
Author(s):  
Alla Keselman, PhD, MA ◽  
Sanjana Quasem, BS ◽  
Janice E. Kelly, MLS ◽  
Gale A. Dutcher, MS, MLS, AHIP
Keyword(s):  
Native American ◽  
Qualitative Evaluation ◽  
Health Sciences ◽  
Library Science ◽  
Graduate Level ◽  
Structured Interviews ◽  
Native American Students ◽  
American Library ◽  
Career Opportunities ◽  
American Students

Purpose: This paper presents a qualitative evaluation of a graduate-level internship for Latino and Native American library science students or students who are interested in serving those populations.Methods: The authors analyzed semi-structured interviews with thirteen internship program graduates or participants.Results: The analysis suggests that the program increased participants’ interest in health sciences librarianship and led to improved career opportunities, both in health sciences libraries and other libraries with health information programming. It also highlights specific factors that are likely to contribute to the strength of career pipeline programs aiming to bring Latino and Native American students and students who are interested in serving those communities into health librarianship.Conclusions: Exposing graduate-level interns to a broad range of health sciences librarianship tasks, including outreach to Latino and Native American communities and formal mentorship, is likely to maximize interns’ interests in both health sciences librarianship and service to these communities.

Boarding School Poetry, Carlisle Indian Industrial School, and the Demands of Americanization Poetics and Politics at the Turn of the Twentieth Century

2018 ◽  
pp. 99-143
Author(s):  
Cristina Stanciu
Keyword(s):  
Twentieth Century ◽  
Native American ◽  
Original Poetry ◽  
School Personnel ◽  
Boarding School ◽  
Native American Students ◽  
American Students ◽  
Carlisle Indian Industrial School ◽  
Industrial School

This chapter focuses on the under-examined corpus of Carlisle poetry, viewing it as a vital archive for theorizing the role of the American Indian intellectual tradition in negotiating Americanization discourses at the turn of the twentieth century. Materials published in newspapers and magazines at Carlisle Indian Industrial School in Pennsylvania (1879–1918) include “Carlisle poetry,” which encompasses original poetry by Native American students, reprints of poems by Indian authors, poems by school personnel, and poems by well-known American authors. This poetry, along with the letters and articles published in Carlisle newspapers and magazines, is complicit with the ideological underpinnings of the institution’s ambitious goals of “making” Indian students into Americans, even as elements of this literature critique the Americanization that Carlisle boarding school demanded of its students.

What Is It Like to Be a Minority Student at a Predominantly White Institution?

2021 ◽  
pp. 191-209
Author(s):  
Lucila T. Rudge
Keyword(s):  
Native American ◽  
Predominantly White ◽  
Students With Disabilities ◽  
Campus Climate ◽  
Minority Student ◽  
University Campus ◽  
Predominantly White Institution ◽  
Native American Students ◽  
American Students ◽  
White Institution

This study examines the differences in experiences and perceptions of campus climate of 38 minority students enrolled in a predominantly white institution (PWI). African American students, Native American students, gender and sexually diverse students, students with disabilities, Latinx students, and international students participated in the study. About half of the participants reported negative experiences with racism and discrimination on campus whereas the other half reported the opposite. Attribution to discrimination theory informed the theoretical framework of this study and the data analysis. Policy recommendations to improve the climate of diversity on university campus are provided.

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