Navajo Mothers and Daughters: Schools, Jobs, and the Family

Abstract

Navajo women's historically problematic relation to public schools might be best understood by considering the role that matrilineal networks play in giving Navajo women a place of respect as mothers and daughters-+ life course to which schools contribute little. Navajo women's commitment to cooperative family relations is sharply at odds with contemporary educational practice and much educational thought, which assumes the desirability of an individualistic lifestyle and is devoted to helping students adopt a middle-class orientation.

Models of American Indian Education: Cultural Inclusion and the Family/Community/School Linkage

“…Much of the research focusing on American Indian education has tied the educational outcomes of American Indian students to key factors including language, culture, and family/community interactions with the school system (Demmert 2001;Deyhle 1995;Deyhle and Margonis 1995;Deyhle and Swisher 1997;Evans, Okifugi, and Thomas 1995;Lightfoot 1981;Whitbeck et al 2001). However, while some educators believe American Indian students are not successful because of their cultural and language differences, following a deficiency explanation, other research finds that it is exactly this indigenous culture, language, and family/community interaction that makes students more successful (Demmert 2001;Deyhle 1995;Deyhle and Margonis 1995;Deyhle and Swisher 1997;Dick, Estell, and McCarty 1994;Whitbeck et al 2001).…”

“…However, while some educators believe American Indian students are not successful because of their cultural and language differences, following a deficiency explanation, other research finds that it is exactly this indigenous culture, language, and family/community interaction that makes students more successful (Demmert 2001;Deyhle 1995;Deyhle and Margonis 1995;Deyhle and Swisher 1997;Dick, Estell, and McCarty 1994;Whitbeck et al 2001). Based on this latter research, several models of education, integrating the elements of culture, language, and family/community interaction with schools, have been proposed.…”

“…Although largely ignored, students' perceptions of these interactions and the model of education they perceive being implemented is an essential component of educational policy (Epstein 2001). Furthermore, research has shown that culture1 language and the familylcommunitylschool connection is essential to the educational process (Demmert 2001;Deyhle 1995;Deyhle and Margonis 1995;Deyhle and Swisher 1997;Dick, Estell, and McCarty 1994;Epstein 1995;Lightfoot 1981; Whitbecket al 2001). Thus, evaluating students' perceptions can provide important insight into the specific mechanisms by which this relationship impacts the involvement of American Indians in the educational arena.…”

“…The rituals of parentl teacher conferences that are based on monolingual, monocultural assimilation models are inadequate to bridge these separate spheres. Since this connection has been tied to academic success (Demmert 2001;Deyhle 1995;Deyhle and Margonis 1995;Deyhle and Swisher 1997;Dick, Estell, and McCarty 1994;Epstein 1995;Lightfoot 1981;Whitbeck et al 2001), these results indicate a need to reevaluate practices of including families in the educational process to ensure educational achievement among these students.…”

Discursive geographies in science: space, identity, and scientific discourse among indigenous women in higher education

“…Deyhle and Margonis (1995) look at how an individualistic lifestyle in western culture conflicts with an Indigenous woman's connection to, and leadership in, family and clans. Almeida (1997) shows that historically American Indian women have been empowered through gender roles as mothers, aunts, and grandmothers.…”