Urban Public Schools: Lived Experiences of Indigenous Students

Autor/in	Hudson Smith, Georgianne M.
Titel	Urban Public Schools: Lived Experiences of Indigenous Students
Quelle	(2014), (173 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-1767-7
Schlagwörter	Hochschulschrift; Dissertation; Urban Schools; Public Schools; Student Experience; American Indian Students; Qualitative Research; Phenomenology; Alaska Natives; Student Attitudes; Bullying; Alienation; Learning Problems; Racial Bias; Culturally Relevant Education; American Indian Education; Urban American Indians; Ohio + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Studienerfahrung; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Inuit; Schülerverhalten; Mobbing; Entfremdung; Lernproblem; Racial discrimination; Rassismus
Abstract	More than half of the Native American population has migrated to cities during the last 30 years resulting in a higher percentage of American Indian/Alaskan Native (AI/AN) youth growing up in urban areas than those of their parents' generation. The survival of the American Indian is no less a miracle when combining staggering statistics of poor health, lowest per capita incomes, and highest rates of infant mortality with educational outcomes that predict more than half AI/AN students will drop out. Students are at a disadvantage when the culture of their school is foreign or it marginalizes their cultural backgrounds. This qualitative phenomenological study explored the lived experiences of 20 Indigenous students between the ages of 18-28 who attended urban public schools in three cities in northeastern Ohio, a non-reservation state. The research questions explored a range of factors that may influence the perceptions, feelings, and beliefs of the participants with the central question being; how do young AI/AN students describe their urban public school experiences? Data analysis revealed three major themes concerning social, cultural, and individual teacher issues with several sub-themes emerging highlighting pervasive issues such as, bullying, alienation, learning difficulties, and overt racism. Interpretations of the data from the surveys and narratives resulted in three main recommendations: (a) increasing cultural competency of educational leaders and practitioners reflective of local ethnic and cultural environs, (b) maintaining critical support to local urban Indian centers, and (c) enhancing a model of teaching that enables personal connections with American Indian students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01