Description
The growing population of American Indian students who attend off-reservation school has been under researched. This absence in American Indian education research, their unique needs, and their growing numbers warrant more attention. To address this absence in education research literature,

The growing population of American Indian students who attend off-reservation school has been under researched. This absence in American Indian education research, their unique needs, and their growing numbers warrant more attention. To address this absence in education research literature, this study captures the experiences of American Indian students in an off-reservation high school. Through Social Reproduction Theory and Cultural Capital Theory this qualitative study makes known the varying ways that American Indian students in off-reservation high schools comply and resist formal schooling. Through interviews and observations of these students, in addition their teachers and administrators, I document and interpret their experiences. The data suggest that American Indian students strongly connect to and use their tribal identities to negotiate school. By recognizing the rules of the school, these students employ different forms of cultural and social capital, specifically the importance of space and forms of communication. Even though their high school has a high population of American Indian students, they continue to experience challenges in academic success through stereotypical assumptions, expected roles, and structural barriers. Illustrating student identity as effects of the social reproduction process clearly demonstrates resistance, compliance, and agency of these students in their high school.
Reuse Permissions
  • Downloads
    pdf (476.8 KB)

    Details

    Title
    • The cultural capital of American Indian students in an off-reservation public high school
    Contributors
    Date Created
    2014
    Resource Type
  • Text
  • Collections this item is in
    Note
    • Partial requirement for: Ph. D., Arizona State University, 2014
      Note type
      thesis
    • Includes bibliographical references (p. 95-101)
      Note type
      bibliography
    • Field of study: Educational leadership and policy studies

    Citation and reuse

    Statement of Responsibility

    by Victor H. Begay

    Machine-readable links