Alienation and Achievement Among Oglala Sioux Secondary School Students. Final Report.

Autor/in	Spilka, Bernard
Titel	Alienation and Achievement Among Oglala Sioux Secondary School Students. Final Report.
Quelle	(1970), (529 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement; American Indians; Anglo Americans; Aspiration; Attitudes; Culture; Culture Conflict; Curriculum; Dropouts; Education; Intelligence; Motivation; Parents; Psychological Patterns; Schools; Self Concept; Social Influences; Socioeconomic Status; Teacher Alienation + Suchen Sie Ihr Suchwort? Performance; Leistung; American Indian; Indianer; Streben; Attitude; Einstellung; Verhalten; Kultur; Kulturkonflikt; Curricula; Lehrplan; Rahmenplan; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildung; Erziehung; Intelligenz; Klugheit; psychologische; Motivation (psychologisch); Eltern; School; Schule; Selbstkonzept; Sozialer Einfluss; Socio-economic status; Sozioökonomischer Status
Abstract	As a final report on alienation and achievement among 753 Oglala Sioux secondary school students on the Pine Ridge Reservation, this document attempts to portray the circumstances affecting the Indian child in school. To provide a basis for comparison, the sample also contained 855 white secondary school pupils. General findings which are believed to contribute to the Indian child's severe cultural disruption are that alienation increases as intelligence and achievement decline; that alienation tends to be significantly greater among those who do not continue their education than among those who continue attending school; that as degree of Indian blood increases, intelligence and achievement measures decline; and that as Indian children progress through school, alienation scores tend to be reduced and IQ increased. It is also noted that teacher role is believed to play a significant part in academic success of the Indian student. It is concluded (1) that factors of political and economic realities in which Indian students exist override immediate local influences and (2) that any thoroughgoing program must deal with the fact that poor performance or failure to complete schooling is very much a function of alienation on the part of the child in a conflicted community where middle-class values clash with residues of the Indian cultural heritage. (EL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC