Jegatheesan, BrindaStrong, Zoe Higheagle2013-07-252013-07-252013-07-252013Strong_washington_0250O_11973.pdfhttp://hdl.handle.net/1773/23627Thesis (Master's)--University of Washington, 2013This qualitative study examined academically successful middle school Native American students' definition of educational success and pathways to success. The study also examined the relationship between students' cultural values and their identity development in predominately non-Native public and the Bureau of Indian Education schools. The study was in collaboration with the Native American community. Analyses were based on data gathered during `talking circles' with the students and participant observation field-notes. Students narrated their experiences emphasizing the impact of the school culture on their values and identity formation, and importance of culturally responsive mentoring in bridging the gap between native and mainstream school needs and expectations. Key components of culturally responsive mentoring for positive identity development and educational success are discussed.application/pdfen-USCopyright is held by the individual authors.Culturally Responsive; Cultural Values; Educational Success; Identity; Mentoring; Native AmericanEducational psychologyEducationNative American studieseducation - seattleThesis