A Dakota Cultural Intervention's Influence on Native Students' Sense of Belonging: A CBPR Case Study
Saved in:
| Title: | A Dakota Cultural Intervention's Influence on Native Students' Sense of Belonging: A CBPR Case Study |
|---|---|
| Language: | English |
| Authors: | Heather J. Peters (ORCID |
| Source: | AERA Open. 2024 10(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Institute on Minority Health and Health Disparities (NIMHD) (DHHS/NIH) |
| Contract Number: | U54MD008164 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools Grade 10 High Schools Secondary Education |
| Descriptors: | American Indian Students, Student Attitudes, Sense of Community, Culturally Relevant Education, American Indian Education, Social Studies, Grade 6, Grade 10, Socialization, Student School Relationship, Multicultural Education, Intervention, Inclusion, American Indian Languages, American Indian History |
| ISSN: | 2332-8584 |
| Abstract: | This community-based participatory research case study demonstrates how Dakota Wico?a? utilized Indigenous and feminist epistemologies to create, implement, and evaluate a cultural intervention, the Mni Sota Makoce: Dakota Homelands Curriculum, to increase Native 6th- and 10th-grade social studies students' peoplehood sense of belonging (Tachine et al., 2017). Findings demonstrate Native students liked the curriculum and reported an increase in support and a decrease in invalidation of their sense of belonging. While the curriculum provided a source of racial-ethnic socialization, some European American students criticized the curriculum, which likely negatively impacted 6th-grade students psychological sense of school membership (Goodenow, 1993). Results indicate Indigenous culture, epistemologies, and pedagogies should be infused throughout all curricula, teachers need to be prepared to effectively deal with racist and discriminatory behavior, and Indian education is important to Native students' belonging. Implications and recommendations for funders, schools, researchers, teacher education programs, and Native communities are discussed. |
| Abstractor: | As Provided |
| Notes: | https://www.openicpsr.org/openicpsr/project/194830/version/V1/view |
| Entry Date: | 2025 |
| Accession Number: | EJ1455289 |
| Database: | ERIC |
| Abstract: | This community-based participatory research case study demonstrates how Dakota Wico?a? utilized Indigenous and feminist epistemologies to create, implement, and evaluate a cultural intervention, the Mni Sota Makoce: Dakota Homelands Curriculum, to increase Native 6th- and 10th-grade social studies students' peoplehood sense of belonging (Tachine et al., 2017). Findings demonstrate Native students liked the curriculum and reported an increase in support and a decrease in invalidation of their sense of belonging. While the curriculum provided a source of racial-ethnic socialization, some European American students criticized the curriculum, which likely negatively impacted 6th-grade students psychological sense of school membership (Goodenow, 1993). Results indicate Indigenous culture, epistemologies, and pedagogies should be infused throughout all curricula, teachers need to be prepared to effectively deal with racist and discriminatory behavior, and Indian education is important to Native students' belonging. Implications and recommendations for funders, schools, researchers, teacher education programs, and Native communities are discussed. |
|---|---|
| ISSN: | 2332-8584 |
