Attributes of American Indian parent involvement in native culture which effect student achievement and success in American Indian elementary students grades 3-5.

Persistent Link:
http://hdl.handle.net/10150/187378
Title:
Attributes of American Indian parent involvement in native culture which effect student achievement and success in American Indian elementary students grades 3-5.
Author:
Wynn, Karen Victoria Dahlberg.
Issue Date:
1995
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
In general many school districts are seeking ways in which to increase numbers of parent involvement participants and achieving and successful students, specifically ethnic minority parents and students. Research into the question of the effect of Native Culture on parent involvement and student achievement and success is incomplete. Specific studies on the effect of Native Culture on American Indian parent involvement and student achievement and success, especially on students in the intermediate grades, are not available. Therefore, to ascertain perceptions of American Indian parents regarding their participation in Native Culture, their level of participation in parent involvement activities, and the level of achievement and success of their children in grades 3-5, this study was conducted. The central research question was: Which attributes of Native Culture, collectively or individually, when actively participated in by the parent at home or within the native community affect parent involvement and student achievement and success. The secondary research question was: In which types are American Indian parents are active participants of parent involvement as defined within the Epstein model of parent involvement. One hundred twelve Pascua Yaqui Indian parents residing on the Pascua Yaqui reservation approximately 15 miles south by southwest of Tucson, Arizona, representing their 132 Yaqui elementary students, responded to a 16-item questionnaire designed to collect data on Native Culture, parent involvement activities, and student achievement and success from their family archive. The Yaqui tribal community is a trilingual population of Yoeme, English, and a regional dialect of Spanish. This study found that of the 95 parents who attended social and community events (ceremony) and 86 other; self defined cultural activities parents who also reported high levels of participation in speaking their language also had high levels of participation in parent involvement activities as defined by the Epstein model and their children also had higher levels of student achievement and success on Math ITBS scores. The effect of Native Culture on parent involvement participation and student achievement and success indicators was significant.
Type:
text; Dissertation-Reproduction (electronic)
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Teaching and Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Paul, Alice

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleAttributes of American Indian parent involvement in native culture which effect student achievement and success in American Indian elementary students grades 3-5.en_US
dc.creatorWynn, Karen Victoria Dahlberg.en_US
dc.contributor.authorWynn, Karen Victoria Dahlberg.en_US
dc.date.issued1995en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIn general many school districts are seeking ways in which to increase numbers of parent involvement participants and achieving and successful students, specifically ethnic minority parents and students. Research into the question of the effect of Native Culture on parent involvement and student achievement and success is incomplete. Specific studies on the effect of Native Culture on American Indian parent involvement and student achievement and success, especially on students in the intermediate grades, are not available. Therefore, to ascertain perceptions of American Indian parents regarding their participation in Native Culture, their level of participation in parent involvement activities, and the level of achievement and success of their children in grades 3-5, this study was conducted. The central research question was: Which attributes of Native Culture, collectively or individually, when actively participated in by the parent at home or within the native community affect parent involvement and student achievement and success. The secondary research question was: In which types are American Indian parents are active participants of parent involvement as defined within the Epstein model of parent involvement. One hundred twelve Pascua Yaqui Indian parents residing on the Pascua Yaqui reservation approximately 15 miles south by southwest of Tucson, Arizona, representing their 132 Yaqui elementary students, responded to a 16-item questionnaire designed to collect data on Native Culture, parent involvement activities, and student achievement and success from their family archive. The Yaqui tribal community is a trilingual population of Yoeme, English, and a regional dialect of Spanish. This study found that of the 95 parents who attended social and community events (ceremony) and 86 other; self defined cultural activities parents who also reported high levels of participation in speaking their language also had high levels of participation in parent involvement activities as defined by the Epstein model and their children also had higher levels of student achievement and success on Math ITBS scores. The effect of Native Culture on parent involvement participation and student achievement and success indicators was significant.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairPaul, Aliceen_US
dc.contributor.committeememberPate, Glennen_US
dc.contributor.committeememberMoll, Luis C.en_US
dc.identifier.proquest9620434en_US
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