Education - Tacoma
Permanent URI for this collectionhttps://digital.lib.washington.edu/handle/1773/20065
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Item type: Item , American Indian and Alaska Native Self-Concept in Math and Reading: Academic Support, Ethnic Identity, and Gender Differences(2015-09-29) Strong, Zoe Higheagle; Jegatheesan, BrindaThis dissertation study explored both the influence of academic support and aspects of identity that contribute to American Indian and Alaska Native (AI/AN) eighth grade student’s Self-concept in math and reading. The secondary data analysis utilized the National Indian Education Study (NIES) 2011 secured data set, a part of the National Assessment of Educational Progress (NAEP) report card. Participants included 10,300 AI/ANs from public schools (96%), Bureau of Indian Education schools (6%), and private schools (2%) located in 12 different states. The NIES (2011) survey provides student-reported responses on educational perceptions and experiences. On average, males rated themselves higher in math self-concept, whereas females rated themselves higher in reading self-concept. Students rated the amount of two types of academic support received from parent/family, teachers and peers, homework help and academic planning. Parent/family academic planning support was a strong predictor of self-concept in math and reading. Parent homework support significantly predicted math self-concept, but not reading self-concept. Students who reported never receiving academic planning support from their teachers in the past year had low self-concept in math and reading, yet receiving guidance four or more times per year only predicted higher math self-concept. Peer academic planning support predicted female student’s self-concept in math and reading. No relationship was found for male students. Cultural identity also showed gender differences. Female students who reported knowing a lot about important AI/AN issues had a higher reading self-concept, and knowing a lot about AI/AN history predicted a higher math self-concept. Male students who attended several of their own AI/AN cultural gatherings/ceremonies had a lower math self-concept. Ethnic identity is highly complex. In this study, students are identified as AI/AN based on parent report. Research could benefit from examining differences between students who self-identify as AI/AN, identify with more than one ethnicity, and do not identify as AI/AN. Also needed are comparisons between students who live on AI/AN reservations or villages versus those who do not. Other important findings and implications for practice are discussed.