I wish to look into the area of Culture, specifically the loss of Native American Indian identity in today's schools.
Purpose & Rationale:
I chose this area because I have noticed a readiness to help those of Hispanic, Asian, Mid-Eastern, etc, but a distinct lack of supporting the "original" American. I hope to find a way to promote some of this cultural heritage to students, making them aware of 'who was here first'. As many of us have some blood tie to a Native American Tribe, it might be an interesting alternative to having them research their European heritage.
Impact: How will this research impact your current/future teaching/administrative assignment?
I am not sure just how much of an impact this will have on my future teaching assignment, however I do hope it will be an area that I can work into the TEKS standards.
Research Highlights:
Traditionally, when teachers in public schools try to teach their students about American Indian culture, the subject material usually refers to t American Indians as people: who helped the Pilgrims and brought us Thanksgiving; say 'how' and raise their right hand as a greeting; have black hair that they wear in long, black braids and with a head band; live in teepees; and sit with legs folded and arms crossed. Along with this, many classroom books and materials are socially, culturally and historically incorrect ( Chiago, 1981).
When teaching about American Indians, teachers should use books that portray the Native American as REAL people and include the various contributions to the American society (agricultural, the code talkers during WWII, Wiley Post and Will Rogers, Sequoyah, Ira Hayes, etc.) (Chiago, 1981)
In a past study (1997), high-achieving students worked hard to gain school membership by downplaying their cultural identity while underachievers were found to have worked hard to keep their cultural identity, and strengthen their relationships with their home community (Holloway, 2003).
Teachers can improve their ability to deal with a diverse student population through training and interpersonal communication and problem solving (Holloway, 2003)
American Indian Education Act, 1994, Title IX was devised to improve American Schools. Several school districts, including the Dallas ISD have incorporated programs to assist in improving educational skills and community involvement with the Native American population in Dallas, approximately 674 k-12 students (1995). They provide programs and in-service type training for teachers and student service professionals (Franklin, C; Waukechon, J; 1995).
4 factors primary factors were recommended by educators to improve relationships between American Indian communities and the schools. These include: Include language and culture as part of the school program; encourage partnership and participation from American Indian parents and communities; actively promote intrinsic rewards for use of their native language; and advocating for students in the school assessment process (Franklin, C; Waukechon, J; 1995)
One of the problems incorporating American Indian students into the public school system seems to be the preponderance of conflicting information. While some 'experts' claim that, as a race, the American Indian student may shy away from speaking aloud in class, avoid eye contact, avoid asking questions of authority figures, (Machamer, A; Gruber, E; 1998) other researchers claim these are myths and cannot be applied to the race as a whole (Franklin, C; Waukechon, J; 1995). To avoid alienating students due to bad information/practices, and unreliable/outdated materials, school districts should try to increase awareness by, among other things, by consulting local American India organizations and Title IX programs, Native parent groups and American Indian commissions, as well as provide guidance and cultural training to teachers and administrators in order to create " a culturally aware educational environment" (Machamer, A; Gruber, E; 1998) .