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Cultural discontinuity between home and school and American Indian and Alaska Native children's achievement.
- Source :
- Journal of Educational Research; 2017, Vol. 110 Issue 4, p331-347, 17p, 6 Charts
- Publication Year :
- 2017
-
Abstract
- An assumption of culture-based education with respect to American Indian and Alaska Native (AI/AN) children is that discontinuity between home and school cultures is responsible for educational underachievement. Using data from the 2009 round of the National Indian Education Study, a subset of the larger National Assessment of Education Progress (NAEP), the author constructed a measure of cultural discontinuity and examined its relationship to AI/AN students' Grade 4 and 8 reading and mathematics achievement. Contrary to the cultural discontinuity hypothesis, there is no statistically significant negative relationship when the culture of the home is discontinued at school. On the Grade 4 NAEP reading assessment, in particular, cultural discontinuity was positively associated with students' achievement, net of both student- and school-level controls. Findings suggest that the assumptions of culture-based education may be overstated, though longitudinal data are still needed to be able to make causal claims. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00220671
- Volume :
- 110
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Journal of Educational Research
- Publication Type :
- Academic Journal
- Accession number :
- 122728398
- Full Text :
- https://doi.org/10.1080/00220671.2015.1103686