The Role of Parental Involvement, Including Parenting Beliefs and Styles, in the Academic Success of American Indian Students

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2098583
Author(s):  
Jeffrey M. Warren ◽  
Leslie A. Locklear
Keyword(s):  
Student Achievement ◽  
Academic Success ◽  
Parental Involvement ◽  
American Indian ◽  
School Counselors ◽  
Correlation Coefficients ◽  
Rational Beliefs ◽  
American Indian Students ◽  
The Impact ◽  
Indian Students

We collected data on parental involvement from 101 American Indian parents in the Southeastern United States with children enrolled in kindergarten–12th grade. We analyzed the data using Pearson product–moment correlation coefficients and multiple regression modeling. Findings suggested that parental involvement is related to student achievement. Rational beliefs accounted for a significant amount of variance explained in authoritative parenting. School counselors familiar with the impact of parenting on student achievement are best positioned to support the success of American Indian students.

School psychologists’ supporting American Indian students on the path to academic success: a community cultural wealth approach

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Margaret R. Rogers ◽  
Erin D. Churchill ◽  
Mehwish Shahid ◽  
Teressa O. Davis ◽  
Crassandra Mandojana-Ducot
Keyword(s):  
Academic Success ◽  
American Indian ◽  
School Psychologists ◽  
Community Cultural Wealth ◽  
Content Type ◽  
Cultural Wealth ◽  
Intrinsic Factors ◽  
College Age ◽  
American Indian Students ◽  
Indian Students

Purpose This study involves a content analysis of research published from 2000 to 2018 about American Indian students with the principal aim to identify investigations addressing the supportive factors that contribute to student academic success. Secondary aims involved better understanding the parameters of the investigations, such as sample tribal affiliations and journal outlets. Design/methodology/approach Out of 6,341 total articles published in PsycARTICLES, PsycINFO and Education Resources Information Center over the time period, 86 articles covering the pre-school to college age years were identified, almost evenly distributed between pre-college (n = 42, 48.8%); and college age samples (n = 44, 51.2%). The 86 articles account for a mere 1.4% of all published articles over the 19 year period. A community cultural wealth approach (Yosso, 2005) was used as a framework for understanding the myriad of strengths students bring to their school experiences and was used as a lens for interpreting the study findings. Findings When disaggregated, the most common supports for pre-college age youth were culturally-sensitive schooling, personal/intrinsic qualities along with family and social support. For college age students, the most common supports were university personnel, community-based supports and student intrinsic factors. Further results, study limitations and implications are discussed. Originality/value This research is original.

Student Development in Tribal Colleges and Universities

NASPA Journal ◽  
2008 ◽  
Vol 45 (2) ◽  
Author(s):  
Juan R Guardia ◽  
Nancy Evans
Keyword(s):  
Higher Education ◽  
Identity Development ◽  
American Indian ◽  
Adult Development ◽  
Student Development ◽  
Tribal College ◽  
Tribal Colleges ◽  
American Indian Students ◽  
The Impact ◽  
Indian Students

Tribal colleges play a powerful role in the personal development as well as the academic development of American Indian students. By providing access, exposure to native culture, personal support, preparation for further education, and a sense of empowerment, tribal colleges are influential in advancing self-awareness, interpersonal sensitivity, intellectual development, acculturation, and identity development of their enrolled students. While theories of student development have helped to explain the psychosocial, cognitive, and moral development of students in American higher education, very little research has specifically investigated the development of American Indian students, particularly those enrolled in tribal colleges. Theories of adult development and learning, acculturation, and identity development are gaining greater attention in the human development literature and have potential for enhancing understanding of the development that American Indian students experience. These theories, however, rarely consider the effects of higher education on development. In this article, we present a brief overview of several adult development, acculturation, and identity development theories, along with what little research does exist relating these theories to American Indian students. We speculate about the impact that tribal college environments have on development and discuss potentially influential factors in these environments that enhance development. Finally, we present implications for practice and future research focusing on the development of American Indian students in tribal college settings.

scholarly journals Factors associated with the personal assessment of college among American Indian students at a rural university

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Terry Huffman
Keyword(s):  
American Indian ◽  
Transition To College ◽  
Independent Variables ◽  
Significant Relationships ◽  
American Indian Students ◽  
Dependent Variables ◽  
The Impact ◽  
The Relationship ◽  
Indian Students ◽  
Personal Assessment

This study examines the relationship between four independent variables (gender, age, reservation background, and cultural traditionalism) with three dependent variables (assessment of college, transition to college, and impact of college on an appreciation of Native heritage) among a sample of American Indian students attending a small, rural university. Findings include no significant relationships between any of the independent variables and the assessment of college. However, the transition to college is associated with age, reservation background, and cultural traditionalism while the impact of college on an appreciation of Native heritage is related to cultural traditionalism.  

Wounding the Spirit: Discrimination and Traditional American Indian Belief Systems

1988 ◽  
Vol 58 (3) ◽  
pp. 315-331 ◽  
Author(s):  
Carol Locust
Keyword(s):  
Language Learning ◽  
American Indian ◽  
American Indians ◽  
Belief Systems ◽  
Educational Practice ◽  
Communication Styles ◽  
Indian Children ◽  
Learning Patterns ◽  
American Indian Students ◽  
Indian Students

When educators debate the effects of cultural differences on educational practice, they are normally concerned with issues of language, learning patterns, and preferred communication styles. Seldom do they consider how differences in belief systems might affect educational practice. Carol Locust argues that fundamental differences exist between the belief systems of American Indians and those of non-Indians, and that the lack of knowledge about these belief systems on the part of the U.S. educational system has led to discriminatory treatment of American Indian students. Locust concludes that educators must understand and respect American Indian belief systems before they can begin to improve the educational experiences of American Indian children.

NSF-OEDG Manoomin Science Camp Project: A Model for Engaging American Indian Students in Science, Technology, Engineering, and Mathematics

2014 ◽  
Vol 62 (2) ◽  
pp. 227-243 ◽  
Author(s):  
Diana Dalbotten ◽  
Emi Ito ◽  
Amy Myrbo ◽  
Holly Pellerin ◽  
Lowana Greensky ◽  
...  
Keyword(s):  
American Indian ◽  
Science Camp ◽  
Science Technology ◽  
American Indian Students ◽  
And Mathematics ◽  
Indian Students
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