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Cultural Models of Education and Academic Performance for Native American and European American Students

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Title: Cultural Models of Education and Academic Performance for Native American and European American Students
Language: English
Authors: Fryberg, Stephanie A., Covarrubias, Rebecca, Burack, Jacob A.
Source: School Psychology International. Aug 2013 34(4):439-452.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Descriptors: Trust (Psychology), Teacher Student Relationship, White Students, Role, Self Concept, Cultural Background, High School Students, Academic Achievement, American Indian Students, Prediction, Correlation, Models, Rural Areas, Multivariate Analysis, Questionnaires
Geographic Terms: Washington
DOI: 10.1177/0143034312446892
ISSN: 0143-0343
Abstract: We examined the role of cultural representations of self (i.e., interdependence and independence) and positive relationships (i.e., trust for teachers) in academic performance (i.e., self-reported grades) for Native American ("N"?=?41) and European American ("N"?=?49) high school students. The Native American students endorsed marginally more interdependent representation of self and marginally less trust for teachers than did the European American students. While interdependent representations of self and trust for teachers were positively related for the Native American students, neither cultural representations of self were related to trust for teachers for the European American students. However, with respect to academic performance, interdependent representations of self and trust for teachers were positively related to academic performance for the Native American students. Conversely, independent and interdependent representations of self were positively related to academic performance for the European American students, but trust for teachers was not associated with academic performance. Finally, as predicted, culturally congruent representations of self predicted academic performance. Specifically, trust for teachers and interdependent representations of self positively predicted academic performance for Native American students, whereas only independent representations of self predicted academic performance for European American students. Implications for culturally congruent models of education are discussed.
Abstractor: As Provided
Number of References: 51
Entry Date: 2014
Accession Number: EJ1019787
Database: ERIC
FullText Text:
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  Data: Cultural Models of Education and Academic Performance for Native American and European American Students
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  Data: <searchLink fieldCode="AR" term="%22Fryberg%2C+Stephanie+A%2E%22">Fryberg, Stephanie A.</searchLink><br /><searchLink fieldCode="AR" term="%22Covarrubias%2C+Rebecca%22">Covarrubias, Rebecca</searchLink><br /><searchLink fieldCode="AR" term="%22Burack%2C+Jacob+A%2E%22">Burack, Jacob A.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+International%22"><i>School Psychology International</i></searchLink>. Aug 2013 34(4):439-452.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Background%22">Cultural Background</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indian+Students%22">American Indian Students</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+Analysis%22">Multivariate Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Washington%22">Washington</searchLink>
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  Data: 10.1177/0143034312446892
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  Data: 0143-0343
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: We examined the role of cultural representations of self (i.e., interdependence and independence) and positive relationships (i.e., trust for teachers) in academic performance (i.e., self-reported grades) for Native American ("N"?=?41) and European American ("N"?=?49) high school students. The Native American students endorsed marginally more interdependent representation of self and marginally less trust for teachers than did the European American students. While interdependent representations of self and trust for teachers were positively related for the Native American students, neither cultural representations of self were related to trust for teachers for the European American students. However, with respect to academic performance, interdependent representations of self and trust for teachers were positively related to academic performance for the Native American students. Conversely, independent and interdependent representations of self were positively related to academic performance for the European American students, but trust for teachers was not associated with academic performance. Finally, as predicted, culturally congruent representations of self predicted academic performance. Specifically, trust for teachers and interdependent representations of self positively predicted academic performance for Native American students, whereas only independent representations of self predicted academic performance for European American students. Implications for culturally congruent models of education are discussed.
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  Data: 2014
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  Label: Accession Number
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  Data: EJ1019787
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        Value: 10.1177/0143034312446892
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: American Indian Students
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