Extant survey data collected from 240 urban American Indian students were used to examine the impact of culture-based and universally accepted effective practices in education on American Indian educational outcomes. The results found that culture-based programs had a largely indirect effect, affecting students'educational outcomes via universal constructs, such as a safe and positive school climate, parent involvement in school, and instruction quality. Furthermore, individual students' cultural identification appears to moderate the effects of cultural programs. Cultural programming appeared to have greater influence on urban American Indian students who were most strongly identified with their American Indian culture.
Algozzine, B., & Ysseldyke, J. (1992-1993). Strategies and tactics for effective instruction. Longmont, CO: Sopris West.
2.
Allen, N., Christal, M., Perrot, D., Wilson, C., Grote, B., & Earley, M. A. (1999). Native American schools move into the new millennium. Educational Leadership, 56(7), 71-74.
3.
Arbuckle, J. L. (1994). AMOS(Version 3.51) [Computer software]. Chicago: Small Waters.
4.
Arter, J. A., & Jenkins, J. R. (1979). Differential diagnosis-prescriptive teaching: A critical appraisal. Review of Educational Research, 49(4), 517-555.
5.
Blum, R. W., Harmon, B., Harris, L., Bergeisen, L., & Resnick, M. D. (1992). American Indian-Alaskan Native Youth Health. Journal of the American Medical Association, 26(12), 1637-1644.
6.
Bradley, C. (1984). Issues in mathematics education for Native Americans and directions for research. Journal for Research in Mathematics Education, 15(2), 96-106.
7.
Brophy, J., & Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching. New York: Macmillan.
8.
Chrisjohn, R., Towson, S.,& Peters, M. (1988). Indian achievement in school: Adaptation to hostile environments. In J. W. Berry et al. (Eds.), Indigenous cognition: Functioning in cultural context(pp. 257-283). Dordrecht, the Netherlands: Marinus Nijhoff.
9.
Christenson, S. L., Rounds, T., & Gorney, D. (1992). Family factors and student achievement: An avenue to increase students' success. School Psychology Quarterly, 7(3), 178-206.
10.
Coladarci, T. (1983). High school drop out among Native Americans. Journal of American Indian Education, 23(1), 15-22.
11.
Comer, J. P. (1984). Home-school relationships as they affect the academic success of children. Education and Urban Society, 16(3), 323-337.
12.
Dehyle, D. (1992). Constructing failure and maintaining cultural identity: Navajo and Ute school leavers. Journal of American Indian Education, 31(2), 24-47.
13.
Diperna, J., Volpe, R., & Elliott, S. N. (2002) A model of academic enablers and elementary reading/language arts achievement. School Psychology Review, 31(3), 298-312.
14.
Donovan, M. S.,& Cross, C. T. (Eds.). (2002). Minority students in special and gifted education. Washington, DC: National Academy.
15.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142.
16.
Friedel, T. L. (1999). The role of aboriginal parents in public education: Barriers to change in an urban setting. Canadian Journal of Native Education, 23(2), 139-157.
17.
Geenen, S., Powers, L., Vasquez, A. L.,& Bersani, H. (2003). Understanding and promoting the transition of minority adolescents. Career Development for Exceptional Individuals, 26(1), 27-46.
18.
Goldenberg, C., & Gallimore, R. (1989). Teaching California's diverse student population: The common ground between educational and cultural research. California Public Schools Forum, 3, 41-56.
19.
Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1), 79-90.
20.
Grantham-Campbell, M. (1998). It's okay to be Native: Alaska Native cultural strategies in urban and school settings. American Indian Culture and Research Journal, 22(4), 385-405.
21.
Greenbaum, P. E. (1985). Nonverbal differences in communication style between American Indian and Anglo elementary classrooms. American Educational Research Journal, 22(1), 101-115.
22.
Haertel, G. D., Walberg, H. J., & Weinstein, T. (1983). Psychological models of educational performance: A theoretical synthesis of constructs. Review of Educational Research, 53(1), 75-91.
23.
Hornett, D. M. (1990). Elementary-age tasks, cultural identity, and the academic performance of young American Indian children. Action in Teacher Education, 12(3), 43-49.
24.
Hoyle, R. H. (1995). The structural equation modeling approach: Basic concepts and fundamental issues. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications(pp. 1-36). Thousand Oaks, CA: Sage.
25.
Huang, L. N., & Gibbs, J. T. (1992). Partners or adversaries? Home-school collaboration across culture, race, and ethnicity. In C. Christenson & J. Conoley (Eds.), Home-school collaboration: Enhancing children's academic and social competence(pp. 81-110). Silver Spring, MD: The National Association of School Psychologists.
26.
Hull, J., Phillips, R., & Polyzoi, E. (1995). Indian control and the delivery of special education services to students in band-operated schools in Manitoba. The Alberta Journal of Educational Research, 41(1), 36-62.
27.
Indian Nation At-Risk Task Force. (1994). True Native education. Journal of American Indian Education, 31(3), 30-50.
28.
Keith, T. Z. (1993). Causal influences on school learning. Advances in Educational Productivity, 3, 21-47.
29.
Keith, T. Z. (1996). Structural equation modeling in school psychology. In C. R. Reynolds& T. B. Gutkin (Eds.), Handbook of school psychology(3rd ed., pp. 78-107). New York: John Wiley.
30.
Keith, T. Z.,& Benson, M. J. (1992). Effects of manipulable influences on high school grades across five ethnic groups. Journal of Educational Research, 86(2), 85-93.
31.
Kleinfeld, J.,& Nelson, P. (1988). Adapting instruction to Native Americans'learning styles: An iconoclastic view. Unpublished manuscript, University of Alaska, Anchorage.
32.
LaFromboise, T., Coleman, H., & Gerton, J. (1993). Psychological impact of biculturalism: Evidence and theory. Psychological Bulletin, 114(3), 395-412.
33.
Leveque, D. M. (1994, March). Cultural and parental influences on achievement among Native American Students in Barstow Unified School District. Paper presented at the national meeting of the Comparative and International Educational Society, San Diego, CA.
34.
Lomawaima, K. T. (1995). Educating Native Americans. In J. A. Banks & C. A. McGee Banks (Eds.), The handbook of research on multicultural education(pp. 331-345). New York: Macmillan.
35.
Machamer, A. M., & Grueber, E. (1998). Secondary school, family, and educational risk: Comparing American Indian adolescents and their peers. Journal of Educational Research, 91(6), 357-370.
36.
McCarthy, T. L., Wallace, S., Lynch, R. H., & Benally, A. (1991). Classroom inquiry and Navajo learning styles: A call for reassessment. Anthropology and Education Quarterly, 22(1), 42-59.
37.
McInerney, D. M.,& Swisher, K. G. (1995). Exploring Navajo motivation in school settings. Journal of American Indian Education, 34(3), 28-51.
38.
McShane, D. (1983). Explaining achievement patterns of American Indian children: A transcultural and developmental model. Peabody Journal of Education, 61(1), 34-48.
39.
Mehan, H., Lintz, A., Okamoto, D.,& Wills, J. S. (1995). Ethnographic studies of multicultural education in classrooms and schools. In J. A. Banks & C. A. McGee Banks (Eds.), The handbook of research on multicultural education(pp. 129-144). New York: Macmillan.
40.
Mullis, I. V. S., Campbell, J. R.,& Farstup, A. E. (1993). NAEP 1992 reading report card for the Nation and the States(NCES No. 23-ST06). Washington, DC: Government Printing Office.
41.
Murdoch, J. (1988). Cree cognition in natural and educational contexts. In J. W. Berry et al. (Eds.), Indigenous cognition: Functioning in cultural context(pp. 231-256). Dordrecht, the Netherlands: Marinus Nijhoff.
42.
Ogbu, J. (1981). Summary. InM. B. Spencer et al. (Eds.), Beginnings: The social and affective development of Black children(pp. 67-73). Hillsdale, NJ: Lawrence Erlbaum.
43.
Oetting, E. R., & Beauvais, F. (1990-1991). Orthogonal cultural identification theory: The cultural identification of minority adolescents. The International Journal of the Addictions, 25(5A, 6A), 655-685.
44.
Pavel, D. M., & Padilla, R. V. (1993). American Indian and Alaska Native postsecondary departure: Anexample of assessing a mainstream model using national longitudinal data. Journal of American Indian Education, 32(2), 1-23.
45.
Pewewardy, C. (2002). Learning styles of American Indian/Alaska Native students: A review of the literature and implications for practice. Journal of American Indian Education, 41(3), 22-56.
46.
Phelan, P., Yu, H. C., & Davidson, A. L. (1994). Navigating the psychosocial pressures of adolescence: The voices and experiences of high school youth. American Educational Research Journal, 31(2), 415-447.
47.
Plank, G. A. (1994). What silence means for educators of American Indian children. Journal of American Indian Education, 34(1), 3-19.
48.
Powers, K., Potthoff, S.J., Bearinger, L.H.,& Resnick, M.D. (2003). Does cultural programming improve educational outcomes for American Indian students?Journal of American Indian Education, 42(2), 17-49.
49.
Rampaul, W. E., Singh, M.,& Didyk, J. (1984). The relationship between academic achievement, self-concept, creativity, and teacher expectations among Native children in a Northern Manitoba school. Alberta Journal of Educational Research, 30(3), 213-225.
50.
Red Horse, J. (1988). Cultural evolution of American Indian families. In C. Jacobs & D. D. Bowles (Eds.), Ethnicity and race: critical concepts in social work(pp. 86-102). Silver Spring, MD: National Association of Social Workers.
51.
Robinson-Zanartu, C. (1996). Serving Native American children and families: Considering cultural variables. Language, Speech, and Hearing Services in Schools, 27, 373-384.
52.
Safran, S. P., Safran, J. S.,& Pirozak, E. (1994). Native American youth: Meeting their needs in a multicultural society. Journal of Humanistic Education and Development, 33, 5-57.
53.
Shapiro, E. S. (1996). Academic skill problems. New York: Guilford.
54.
Snipp, C. M. (1995). American Indian studies. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education(pp. 245-258). New York: Macmillan.
55.
Stokes, S. M. (1997). Curriculum for Native American students: Using Native American values. Reading Teacher, 50(7), 576-585.
56.
U.S. Bureau of Census. (1994). Census of population and housing 1990: Characteristics of American Indians by tribe and language(Subject Summary Tape File 13). Washington, DC: Author.
57.
U.S. Department of Education. (1992). Sixteenth annual report to Congress. Washington DC: Government Printing Office.
58.
Wang, M. C., Haertal, G. D., & Walberg, H. J. (1993). Towards a knowledge base for school learning, Review of Educational Research, 63, 249-294.
59.
Wehlage, G. G., & Rutter, R. A. (1986). Dropping out: How much do schools contribute to the problem?Teachers College Record, 87(3), 374-392.
