A Case Study of Culturally Relevant School-Based Programming for First Nations Youth: Improved Relationships, Confidence and Leadership, and School Success

Autor/inn/en	Crooks, Claire V.; Burleigh, Dawn; Snowshoe, Angela; Lapp, Andrea; Hughes, Ray; Sisco, Ashley
Titel	A Case Study of Culturally Relevant School-Based Programming for First Nations Youth: Improved Relationships, Confidence and Leadership, and School Success
Quelle	In: Advances in School Mental Health Promotion, 8 (2015) 4, S.216-230 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1754-730X
DOI	10.1080/1754730X.2015.1064775
Schlagwörter	Canada Natives; Foreign Countries; Indigenous Populations; Culturally Relevant Education; Mixed Methods Research; Program Evaluation; Elementary School Students; Elementary School Teachers; Secondary School Students; Secondary School Teachers; Principals; Interviews; Interpersonal Relationship; Academic Achievement; Student School Relationship; Self Esteem; Leadership Qualities; Role Models; Program Effectiveness; Tribes; Mentors; Case Studies; Surveys + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Programme evaluation; Programmevaluation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Principal; Schulleiter; Interviewing; Interviewtechnik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulleistung; Schüler-Lehrer-Beziehung; Self-esteem; Selbstaufmerksamkeit; Führungseigenschaft; Identifikationsfigur; Tribal society; Stammesgesellschaft; Case study; Fallstudie; Case Study; Survey; Umfrage; Befragung
Abstract	Schools are expected to promote social and emotional learning skills among youth; however, there is a lack of culturally-relevant programming available. The Fourth R: Uniting Our Nations programs for Aboriginal youth include strengths-based programs designed to promote healthy relationships and cultural connectedness, and improve school success during the transition from elementary to secondary school. A mixed methods evaluation of these programs was undertaken utilizing 35 elementary and secondary student interviews, survey data from 45 secondary students, and 7 educator, and principal interviews. Four themes emerged: (1) programming was perceived to contribute to student success; (2) participants experienced improved relationships, and an increased sense of belonging; (3) participants gained confidence and leadership skills; and (4) the provision of culturally relevant experiences and role models was key to program success. The results underscore the importance of developing and implementing culturally relevant programs for Aboriginal youth, who as a group have been historically marginalized in the education system. Furthermore, promoting cultural connectedness in schools facilitates the development of bicultural competence, and reduces the pressure many of these youth experience to choose between success at school and their Aboriginal identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01