The Role that Cultural Plays in Fostering Educational Sovereignty for American Indian Youths: A Transformative Mixed Methods Study

Abstract

In this Indigenous grounded, transformative sequential explanatory study, the author examines the influence an American Indian way of knowing educational paradigm had on cultural connectedness in a sample (n = 41) of American Indian youths attending a public school on a federally recognized Indian reservation. The author uses ethnographic writing to share his cultural journey with American Indian cultural immersion teachers. Participants completed a survey packet including a demographic form and, an adapted cultural connectedness survey. Results indicated that positive aspects of an American Indian way of knowing educational paradigm were associated with increased cultural connectedness (Spirituality, Identity, and Traditions) for American Indian youths. The author also sought to capture youth participants' perspectives to develop a deeper understanding of how they conceptualize cultural connectedness resulting in the identification of eleven culturally specific categories. These findings may help inform a broader development and application of an American Indian way of knowing instructional model that contributes to strengthening cultural identity in American Indian youths through culturally sustaining and revitalizing pedagogies.

Breathing the Air of Their Ancestors: The Influence of Ethnic-Racial Identity on School Connectedness for Native American Youths

“…Finally, while the mean value of Identity significantly increased for 10-year-old children, the increase by 9-year-old children was not deemed statistically significant. The complete results of the cultural connectedness survey can be found in a separate manuscript titled "The Role that Cultural Connectedness Plays in Fostering Educational Sovereignty for American Indian Youth: A Transformative Mixed Methods Study" (Clark, 2022a).…”

“…The new interview guide began by asking the participants if they knew their Indian name. They were then encouraged to tell a story of what their Indian name means, where their Indian name came from, and why it is important (Clark, 2022a). The post-survey was administered following the youths' interviews.…”

“…Ruedas-Gracia and associates (2020) indicate a connection between Native American caregivers' degree of educational attainment and school belongingness for their children. Hill (2006) suggests a link between a sense of belonging and mental health well-being when viewed through a cultural worldview (Hill, 2009) that may buffer against the ill effects of historical trauma (Clark, 2022a). Covarrubias and Fryberg (2015) claim that Native American youths experience a greater sense of school belongingness when interacting with self-relevant role models.…”

“…Cultural connectedness is an understanding and association with facets of one's culture (Henson et al, 2016;Snowshoe, Crooks, Tremblay, & Hinson, 2017). Clark (2022a) found that ethnic-racial identity exploration significantly influences cultural connectedness. Scholars wrote that cultural connectedness and school connectedness are interrelated (Ruedas-Gracia et al, 2020).…”

“…The Hoop of Values affixed to the Blackfeet Education Standards (Clark, 2022a), and the five Great Values developed by Sanchez (2007) guided the analysis. I used a data analysis process described by Saldaña (2013) in which the researcher uses interviews, observations, and field notes.…”