Journal of American Indian Education
Abstracts — 2001

THE MATHMATICAL ECOLOGY OF THE SHOSHONI AND IMPLICATIONS FOR ELEMENTARY MATHEMATICS EDUCATION AND THE YOUNG LEARNER
Jim Barta; Ann Abeyta; Drusilla Gould; Ed Galindo; Georgia Matt, Delverne Seaman; Garrit Voggessor Vol. 40, #2, pp. 1-27; 2001

The Shoshoni are an indigenous people who traditionally inhabited parts of what is now northern Utah, central and southern Idaho, and western Wyoming for the past 14,000 years. While many facets of their historical and recent culture have been analyzed, little investigation has taken place to date concerning their use of mathematics in culturally specific ways. This manuscript is the report of a two-year study involving semi-structured interviews of Shoshoni representatives to describe the culturally specific use of mathematics in Shoshoni traditional living practices. Qualitative research methods were selected in order to gain a rich understanding of the mathematical insight and uses of mathematics for the Shoshoni. The inquiry methods and related interview questions may serve as a model to structure research investigating mathematical practices of other American Indian cultures, thus allowing for a broader understanding of indigenous people and cultures, thus allowing for a broader understanding of indigenous people and the culturally-specific mathematical practices of each tribe. Insight gained from this research prepares the way for American Indian educators to create culturally specific mathematics curricula reflecting the local culture of those they teach.

POSTSECONDARY TRANSITIONS AMONG NAVAJO INDIANS
Aaron P. Jackson; Steven A. Smith Vol. 40, #2, pp. 28-47, 2001

This study used interviews to examine the postsecondary transition experiences of 22 Navajo Indians. The interviews were transcribed and the interview texts analyzed using a synthesis of qualitative methods. The analysis showed that (1) family connections, (2) discrepancy between high school and college learning environments, (3) focus on faculty relationships, (4) vague educational and vocational constructs, and (5) connection to homeland and culture were prominent themes. Implications for interventions with Navajo Indians and suggestions for future research are discussed. In particular, the results of the study indicate a need for stable mentoring relationships with other American Indians who are involved and successful in college and related postsecondary experiences.

TRADITIONAL CULTURE AND ACADEMIC SUCCESS AMONG AMERICAN INDIAN CHILDREN IN THE UPPER MIDWEST
Les B. Whitbeck; Dan R Hoyt; Jerry D. Stubben; Teresa LaFromboise Vol. 40, #2, pp. 48-60, 2001

This research examines factors affecting school success for a sample of 196 fifth-eighth grade American Indian children from three reservations in the upper Midwest. The regression model included age, gender, family structure, parent occupation and income, maternal warmth, extracurricular activities, enculturation, and self-esteem. The results indicate that traditional culture positively affects the academic performance of fifth-eighth grade children. The bivariate correlation between enculturation and self-esteem was nonsignificant and there was no significant interaction between enculturation and self-esteem indicating that enculturation was directly associated with school success. The findings are discussed in terms of resiliency effects of enculturation for American Indian children.

RESISTANCE THEORY AND THE TRANSCULTURATION HYPOTHESIS AS EXPLANATIONS OF COLLEGE ATTRITION AND PERSISTENCE AMONG CULTURALLY TRADITIONAL AMERICAN INDIAN STUDENTS
Terry Huffman Vol. 40, #3, pp. 1-23, 2001

This paper reports the findings of a qualitative research investigation on the educational experiences of 69 American Indian college students. Specifically, the data involving two groups of culturally traditional students (estranged students and transculturated students) are considered. Estranged students are culturally traditional American Indian students who experienced intense alienation while in college and, subsequently, fared poorly academically. Conversely, transculturated students are also culturally traditional students. However, these students overcame acute alienation and generally experienced successful college careers. After an examination of the dominant theoretical perspectives on American Indian educational achievement and attrition, the findings of the research are extended to new theoretical considerations: resistance theory and the transculturation hypothesis.

THERE ARE DOORWAYS IN THESE HUTS: AN EMPIRICAL STUDY OF EDUCATIONAL PROGRAMS, NATIVE CANADIAN STUDENTS NEEDS, AND INSTITUTIONAL EFFECTIVENESS IN BRITISH COLUMBIA AND ONTARIO, CANADA
Keith James Vol. 40, #3, pp. 24-37, 2001

The focus of this paper is on differences in approaches to Native Canadian education at post-secondary institutions in Canada that might influence success by Native Canadian college and university students. In the current study, characteristics of Native Canadian educational programming at 27 colleges and universities in British Columbia and Ontario, Canada’s two most populous provinces, were examined. Existing institutional documents were used to determine the programs for Native students, as well as the numbers of Native students at each institution. Questionnaires completed by staff members from each institution were used to determine number of Native faculty, other institutional characteristics, and to identify the perceived major problems for improving Native education at each. The problems identified were factor analyzed, yielding seven categories of issues. These and the institutional characteristics were then tested for their ability to predict ratings of the quality of Native Canadian education provided by each college or university. The rating came from two Native Canadian professionals who were familiar with each of the schools. Two significant program characteristics predicted a substantial amount of the variation in quality ratings. One category of issues (problems) from the factor analysis was also a significant predictor of education quality ratings. Implications of these results for Native Canadian post-secondary education are discussed, as are needs for future research on the issues addressed in this study.