Explaining achievement patterns of American Indian children: A transcultural and developmental model

McShane, Damian

doi:10.1080/01619568309538426

Cited by 12 publications

(3 citation statements)

References 14 publications

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“…Although numerous models of school learning have been investigated within the past 40 years (Diperna et al, 2002), few have applied these models to American Indian learners (McShane, 1983;Pavel & Padilla, 1993). One notable exception is a study by Keith and Benson (1992) in which they applied a model of school learning to data collected from a national sample of five different ethnic groups of students.…”

Section: Rationalementioning

confidence: 99%

An Exploratory Study of Cultural Identity and Culture-Based Educational Programs for Urban American Indian Students

Powers

2006

Urban Education

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Extant survey data collected from 240 urban American Indian students were used to examine the impact of culture-based and universally accepted effective practices in education on American Indian educational outcomes. The results found that culture-based programs had a largely indirect effect, affecting students'educational outcomes via universal constructs, such as a safe and positive school climate, parent involvement in school, and instruction quality. Furthermore, individual students' cultural identification appears to moderate the effects of cultural programs. Cultural programming appeared to have greater influence on urban American Indian students who were most strongly identified with their American Indian culture.

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Section: Rationalementioning

confidence: 99%

An Exploratory Study of Cultural Identity and Culture-Based Educational Programs for Urban American Indian Students

Powers

2006

Urban Education

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“…Further, within-group differences are an important source of variance when studying developmental outcomes on child behavioral measures. Investigators have examined the variables of social class (Carter, 1983;DeVos, 1973;Hakuta, 1987;Shon & Ja, 1983), identification with ethnic culture (Buriel, 1984;McShane, 1983), generation status (Buriel, Calzada, & Vasques, 1982), geographic origin (Shon & Ja, 1983), father absence (Powell et al, 1983;Scott-Jones, 1987), gender (Hare & Castenell, 1985), home environment (Slaughter & Epps, 1987), and geographical habitats (McShane & Berry, 1986) as examples of important determinants of intragroup heterogeneity.…”

Section: Cognitive Developmental Outcomesmentioning

confidence: 99%

Family Ecologies of Ethnic Minority Children

Harrison¹,

Wilson²,

Pine³

et al. 1990

Child Development

410

324

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N.; PINE, CHARLES J.; CHAN, SAMUEL Q.; and BURIEL,RAYMOND. Family Ecologies of Ethnic Minority Children. CHILD DEVELOPMENT, 1990, 61,347-362. This article discusses a proposed interconnectedness between the ecologies of ethnic minority families, adaptive strategies, socialization goals, and child behavioral outcomes. The ethnic minority groups included are African American, American Indian/Alaskan Native, Asian Pacific Americans, and Hispanics. Demographic information on population size, geographic area of concentration, and preferred identity terms is provided. It is argued that adaptive strategies, including extendedness of families and role flexibility, biculturalism, and ancestral worldview, emerge from the ecological challenges of ethnic stratification status. These adaptive strategies foster the child-rearing goals of positive orientation to the ethnic group and socialization for interdependence, which in turn enhance the developmental outcomes of cognitive fiexibility and sensitivity to discontinuities among ethnic minority children.Except for the first two, authors are listed in the order of joining the project. Special thanks to

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“…Theoretical sophistication seemed to be lacking; narrow perspectives were the norm rather t~n explorations capturing the full breadth and scope of multiv~iate &omplexity "t that. exls s. McShane (1983)found no ;~oncentrated focus upon the interrelationships between cognition, affect and behavior. For mstanc, the contributmn~ cf physical status, 1an~age and cultural orientation to the child's developing abilid ulturaI orientation to motivation orientation and behavio~l styie~" health, support, and stability of family to emotlona health of the ch~|d, the relmionships between abilities, mot1 atlon oriemation, behavioral style, *l emotional health~in ter~ of the fam, y, pee~, the child and the teacher, had not been intc~clated and studied together in a lor~=gitudinal design.…”

Section: Mcshanementioning

confidence: 99%

An analysis of mental health research with American Indian youth

McShane¹

1988

Journal of Adolescence

Self Cite

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A comprehensive search and review of literature, documents, publications and other material written since 1970, relevant to American Indian mental health research, was completed in order to generate a list of research and of training needs. A content analysis of this literature enabled a synthesis which describes important biopsychosocial issues faced by American Indian communities, gaps in past and current research efforts, specific problems in past research, and recommendations in each of these areas with regards to future research possibilities and needs. The portion of the analysis presented in this paper deals with American Indian infants, preschoolers, children and adolescents. In order of presentation, the specific issue domains dealt with include: otitis media, fetal alcohol syndrome, abuse and neglect, failure‐to‐thrive/autism/enuresis, which are examined together (early development) in terms of research gaps; and neurosensory disorders/developmental disabilities/handicapping conditions/school‐related problems, foster care and adoption, self‐concept/identity, conduct disorders/delinquency, drug and alcohol use, and suicide and depression, which are examined (school‐age children and adolescents) in relation to research gaps and needs.

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Explaining achievement patterns of American Indian children: A transcultural and developmental model

Cited by 12 publications

References 14 publications

An Exploratory Study of Cultural Identity and Culture-Based Educational Programs for Urban American Indian Students

An Exploratory Study of Cultural Identity and Culture-Based Educational Programs for Urban American Indian Students

Family Ecologies of Ethnic Minority Children

An analysis of mental health research with American Indian youth

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