scholarly journals Native Pathways to Health: A Culturally Grounded and Asset-based CBPR Project Exploring the Health of North Carolina’s American Indian Communities

2021 ◽  
Vol 82 (6) ◽  
pp. 398-405
Author(s):  
Megan B. Irby ◽  
Parissa J. Ballard ◽  
Tony Locklear ◽  
Vivette Jeffries-Logan ◽  
Teryn Brewington ◽  
...  
Keyword(s):  
American Indian ◽  
Culturally Grounded

scholarly journals Growing from Our Roots: Strategies for Developing Culturally Grounded Health Promotion Interventions in American Indian, Alaska Native, and Native Hawaiian Communities

2018 ◽  
Vol 21 (S1) ◽  
pp. 54-64 ◽  
Author(s):  
Karina L. Walters ◽  
Michelle Johnson-Jennings ◽  
Sandra Stroud ◽  
Stacy Rasmus ◽  
Billy Charles ◽  
...  
Keyword(s):  
Health Promotion ◽  
American Indian ◽  
Alaska Native ◽  
Native Hawaiian ◽  
Culturally Grounded ◽  
Health Promotion Interventions

Culturally Grounded Group Work with Adolescent American Indian Students

1999 ◽  
Vol 21 (1-2) ◽  
pp. 89-102 ◽  
Author(s):  
Flavio Francisco Marsiglia ◽  
Suzanne Cross ◽  
Violet Mitchell-Enos
Keyword(s):  
American Indian ◽  
Group Work ◽  
Culturally Grounded ◽  
American Indian Students ◽  
Indian Students

College Pride, Native Pride: A Portrait of a Culturally Grounded Precollege Access Program for American Indian, Alaska Native, and Native Hawaiian Students

2016 ◽  
Vol 86 (1) ◽  
pp. 72-97 ◽  
Author(s):  
Adrienne J. Keene
Keyword(s):  
American Indian ◽  
Alaska Native ◽  
Native Hawaiian ◽  
Application Process ◽  
College Application ◽  
Culturally Grounded ◽  
Portraiture Methodology ◽  
Native Identity ◽  
Native Hawaiian Students ◽  
Access Program

In this article Adrienne J. Keene employs the portraiture methodology to explore the story of College Horizons. She examines this precollege access program for American Indian, Alaska Native, and Native Hawaiian students to understand how a program rooted in Native cultures and identities can not only provide a space to create knowledge surrounding the college application process but also create a college-bound Native identity. The motto of the program, “College Pride, Native Pride” embodies a duality that emerges through the program itself.

Speech-Language Assessment Considerations for American Indian and Alaska Native Children Who Are Dual Language Learners

2017 ◽  
Vol 2 (14) ◽  
pp. 29-40 ◽  
Author(s):  
Christine Vining ◽  
Edgarita Long ◽  
Ella Inglebret ◽  
Megan Brendal
Keyword(s):  
American Indian ◽  
Language Learners ◽  
Alaska Native ◽  
Dual Language ◽  
Linguistic Diversity ◽  
Critical Role ◽  
Language Assessment ◽  
Assessment Process ◽  
Dual Language Learners ◽  
Native Communities

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

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