THE IMPACT OF INCORPORATING MUCKLESHOOT CULTURE INTO THE CURRICULUM ON STUDENT OUTCOMES

Abstract

In this paper, I study the outcomes of Indigenous students who participate in educational systems that are Tribally controlled. Within these Tribally controlled systems, culture is purposefully placed into the curriculum. Utilizing a mixed methods approach that incorporates both surveys and interviews of both graduated students and faculty, I uncovered the importance of relationships in educational spaces and the positive impacts of culturally implemented classroom and place-based learning on student outcomes. Understanding the outcomes of Indigenous students who go through educational systems not originally designed for them but augmented for Tribal needs is a step forward for all Indigenous communities to successfully have their people walk in two worlds.