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Relevant bibliographies by topics / American Indian parent involvement

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Academic literature on the topic 'American Indian parent involvement'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "American Indian parent involvement"

1

Garcia, Jeremy. "Re-examining Indigenous Conceptualizations of Family and Community Involvement." Journal of Family Diversity in Education 1, no. 1 (2014): 58–74. http://dx.doi.org/10.53956/jfde.2014.24.

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In this article, I highlight the importance of schools and educators serving Indigenous children and youth to draw upon the power of family and community engagement that is culturally defined and guided by Indigenous values and knowledge systems. In addressing these concepts, I draw upon my own personal narratives and current research with American Indian families in an urban setting. The expectation of this research was to develop an understanding of how parents respond to a process of constructing healthy and purposeful relations between the home and school for student success among American Indian families living in an urban setting. Throughout, I use the terms Native American, American Indian, and Indigenous peoples interchangeably. Native American and American Indian refers specifically to Indigenous peoples of the United States. When I use the term Indigenous peoples, it is intended to reflect people joining in the global effort to decolonize their worldviews and reposition our epistemology and ontology.

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Warren, Jeffrey M., and Leslie A. Locklear. "The Role of Parental Involvement, Including Parenting Beliefs and Styles, in the Academic Success of American Indian Students." Professional School Counseling 25, no. 1 (2021): 2156759X2098583. http://dx.doi.org/10.1177/2156759x20985837.

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We collected data on parental involvement from 101 American Indian parents in the Southeastern United States with children enrolled in kindergarten–12th grade. We analyzed the data using Pearson product–moment correlation coefficients and multiple regression modeling. Findings suggested that parental involvement is related to student achievement. Rational beliefs accounted for a significant amount of variance explained in authoritative parenting. School counselors familiar with the impact of parenting on student achievement are best positioned to support the success of American Indian students.

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Kim, Jungnam, Julia Bryan, Younyoung Choi, and Ji Hyun Kim. "Understanding Asian American Student Achievement." Professional School Counseling 21, no. 1 (2017): 2156759X1878853. http://dx.doi.org/10.1177/2156759x18788534.

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This study investigated the relationships of parent networks and parent empowerment to the academic performance of the children of Asian immigrant parents in U.S. schools. It also examined the role of parent networks in explaining the association between parent empowerment and children’s academic performance. We conducted multinomial logistic regression and path analysis on responses of 317 Asian immigrant parents from the Parent and Family Involvement Survey of the National Household Education Survey, 2007. Parent networks and some parent empowerment components (i.e., competence, parent contact with the school counselor) were significantly related to academic performance. Findings suggest the importance of school counselors utilizing empowerment strategies to help those Asian immigrant parents who need support with their children’s education.

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Trotman, Michelle Frazier. "Involving the African American Parent: Recommendations to Increase the Level of Parent Involvement within African American Families." Journal of Negro Education 70, no. 4 (2001): 275. http://dx.doi.org/10.2307/3211280.

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Bates, Scott C., Fred Beauvais, and Joseph E. Trimble. "American Indian Adolescent Alcohol Involvement and Ethnic Identification." Substance Use & Misuse 32, no. 14 (1997): 2013–31. http://dx.doi.org/10.3109/10826089709035617.

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Subasi Singh, Seyda. "Family Involvement and Immigrant Parents: Perceptions of Indian mothers in Vienna." Shanlax International Journal of Education 8, no. 3 (2020): 61–66. http://dx.doi.org/10.34293/education.v8i3.3172.

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This study was conducted in Austria with Indian immigrant mothers to understand their perceptions and experiences about family involvement in education. Family involvement in education can promote a wide range of benefits for all, and especially for immigrant children. The qualitativeinterpretative research methodology was adopted, and ten mothers participated in the research through semi-structured interviews. The constant-comparative data analysis policy made it possible to adapt the following interviews based on the emerging domains. The data analysis yielded four domains, including the meaning of family involvement, barriers to family involvement, the support systems for family involvement, and being involved as an immigrant parent. The findings showed that the cultural capital of parents has a significant impact on the understandings of family involvement for immigrant parents.On the other hand, the support that the families get is limited to the support provided by teachers. However, this type of support is understood as encouragement and is highly appreciated by parents. Lastly, being an immigrant adds up to the challenges due to a lack of knowledge about the culture of school-parent communication even after long years of being a resident in the country.

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Anicama, Catherine, Qing Zhou, and Jennifer Ly. "Parent involvement in school and Chinese American children's academic skills." Journal of Educational Research 111, no. 5 (2017): 574–83. http://dx.doi.org/10.1080/00220671.2017.1323718.

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Sy, Susan R., Stephanie J. Rowley, and John E. Schulenberg. "Predictors of Parent Involvement across Contexts in Asian American and European American Families." Journal of Comparative Family Studies 38, no. 1 (2007): 1a—28. http://dx.doi.org/10.3138/jcfs.38.1.1a.

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Rodríguez, Richard F., and Linda C. López. "Mexican-American Parental Involvement with a Texas Elementary School." Psychological Reports 92, no. 3 (2003): 791–92. http://dx.doi.org/10.2466/pr0.2003.92.3.791.

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A sample of 403 Mexican-American parents of elementary school age children were surveyed regarding their involvement in school. Helping children with school work, attending parent-teacher conferences, and fundraising were identified by the parents as activities in which they most frequently participated.

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Wurster, Hannah E., Michelle Sarche, Caitlin Trucksess, Brad Morse, and Zeynep Biringen. "Parents’ adverse childhood experiences and parent–child emotional availability in an American Indian community: Relations with young children's social–emotional development." Development and Psychopathology 32, no. 2 (2019): 425–36. http://dx.doi.org/10.1017/s095457941900018x.

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AbstractThis study examined relations among parent adverse childhood experiences (ACEs), parent mental distress, child social–emotional functioning, and parent emotional availability (EA) among parents and children served by an Early Head Start program in an American Indian community. The majority of parents and children in the study were American Indian/Alaska Native. American Indian/Alaska Native communities experience relatively high rates of trauma, socioeconomic disparities, and mental health challenges. In this context, young children may be especially vulnerable to early life stress. Further, a strong body of literature demonstrates the long-term effects of ACEs on individuals’ mental health, as well as their child's social–emotional functioning. In this study we examined a model to test the relation of parent ACEs to children's social–emotional functioning, with an indirect effect via a latent “mental distress” variable consisting of parent depression, anxiety, and parenting-related distress. Results supported this model, suggesting that parent ACEs related to children's social–emotional problems by way of parent mental distress. However, when a categorical measure of parent EA was added as a moderator, the model only remained significant in the low EA parent group. These results provided evidence for a “buffering” effect of high parent EA on the relation between parent ACEs, parent mental distress, and children's social–emotional problems.

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Dissertations / Theses on the topic "American Indian parent involvement"

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Wynn, Karen Victoria Dahlberg. "Attributes of American Indian parent involvement in native culture which effect student achievement and success in American Indian elementary students grades 3-5." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187378.

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In general many school districts are seeking ways in which to increase numbers of parent involvement participants and achieving and successful students, specifically ethnic minority parents and students. Research into the question of the effect of Native Culture on parent involvement and student achievement and success is incomplete. Specific studies on the effect of Native Culture on American Indian parent involvement and student achievement and success, especially on students in the intermediate grades, are not available. Therefore, to ascertain perceptions of American Indian parents regarding their participation in Native Culture, their level of participation in parent involvement activities, and the level of achievement and success of their children in grades 3-5, this study was conducted. The central research question was: Which attributes of Native Culture, collectively or individually, when actively participated in by the parent at home or within the native community affect parent involvement and student achievement and success. The secondary research question was: In which types are American Indian parents are active participants of parent involvement as defined within the Epstein model of parent involvement. One hundred twelve Pascua Yaqui Indian parents residing on the Pascua Yaqui reservation approximately 15 miles south by southwest of Tucson, Arizona, representing their 132 Yaqui elementary students, responded to a 16-item questionnaire designed to collect data on Native Culture, parent involvement activities, and student achievement and success from their family archive. The Yaqui tribal community is a trilingual population of Yoeme, English, and a regional dialect of Spanish. This study found that of the 95 parents who attended social and community events (ceremony) and 86 other; self defined cultural activities parents who also reported high levels of participation in speaking their language also had high levels of participation in parent involvement activities as defined by the Epstein model and their children also had higher levels of student achievement and success on Math ITBS scores. The effect of Native Culture on parent involvement participation and student achievement and success indicators was significant.

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Chanderbhan-Forde, Susan. "Asian Indian Mothers’ Involvement in Their Children’s Schooling: An Analysis of Social and Cultural Capital." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1596.

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This qualitative study utilized concepts drawn from the theories advanced by Coleman (1988) and Pierre Bourdieu (1987) to examine the extent to which Asian Indian mothers utilize embodied cultural capital and social capital (specifically social norms and social networks) in their engagement in their children's education. Using interviews with 12 Asian Indian mothers whose children were enrolled in a large urban school district in West Central Florida, the study examined their beliefs about the value of education, the origin of those beliefs, their roles in their children's education, family and community norms surrounding education, and how they utilized social networks to assist them in negotiating the American public school system. Several themes emerged from the interviews. Mothers' habitus included a view of education as critical to building a secure future for their children. They attributed their strong emphasis on education to personal experiences within their own families and particular historical and local conditions present within Indian society, including a history with colonialism, overpopulation, and a very competitive schooling system. Mothers' habitus also included playing an extremely active role in their children's educations, including extensive academic supplementing of the American curriculum. Academic supplementing was based on both their perceptions of a lack of rigor in the American elementary school curriculum and their belief in the importance of continuous learning for children. How participants' habitus likely functioned as embodied capital in interaction with schools is discussed. Participants reported that norms about education in the larger Asian Indian community included an emphasis on educatio as central priority in the lives of children as well as competitiveness around academics. They indicated that this competitiveness had both positive and negative effects on children. Partly due to their lack of knowledge about the American school system, mothers reported extensive use of co-ethnic social networks to access information that they used to help them support their children's educational success. They discussed how the composition of these networks limited their usefulness and how they sought knowledgeable outsiders to compensate for these weaknesses. Implications of the findings for researchers are discussed and suggestions for future research are offered.

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Mathew, Subhas. "Asian and Asian Indian American Immigrant Students: Factors Influencing Their Academic Performance." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538646/.

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Asian American students have done well in school; they have had higher academic achievements, higher academic scores, lower dropout rates and higher college entrance rates as compared to other minorities and generally other students in the United States (U.S.). A possible explanation to the higher academic performance and achievement of the Asian American students is that they are more likely to have experienced an environment that is conducive to learning at home; their parents were involved and held higher expectations. Immigrant minorities have been found to do well in schools in many parts of the world. Similarly, here in the U.S. there has been increasing evidence that students of Asian ancestry, both immigrants and U.S. born, complete more years of education than most of the other ethnicities. Current research and data on the academic performance of Asian immigrants includes most Asian countries. This study reviewed the current literature regarding the factors that influence the academic performance of "Asian Indian Americans" who attended high schools in the U. S. This correlational study examined the relationship between various factors, such as parental participation, parental expectations and involvement, discipline, cultural beliefs, personal identity and values, language spoken at home, and the academic performance of the Asian Indian Americans.

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Forde, Susan Chanderbhan. "West Indian parents', guardians', and caregivers' perceptions, understandings, and role beliefs about K-12 public schooling in the United States." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002457.

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BigFoot, Dolores Subia. "Parent training for American Indian families /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1989.

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6

Foley, Avis. "African American Parent Perceptions of Barriers to Parental Involvement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1846.

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Parental involvement in schools has been linked to student academic success and dropout prevention. However, some parents are disenfranchised by the educational system because they do not know how to become involved in the schools. The purpose of this study was to identify the barriers to parental involvement in a rural school district with increased dropouts and low academic success. Epstein's framework provided structure to analyze the ways parents participate in schools, classify the barriers, and organize suggestions for improvement. The research questions focused on African American parents' perceptions of barriers to parental involvement by using a focus group, interviews, and a questionnaire. A qualitative research design and case study interviewing approach identified barriers to parental involvement. The sample consisted of 20 African American parents of middle and high school students. Data analysis included coding and categorizing themes. Findings revealed 4 specific barriers to parental involvement that included (a) unclear understanding of parental involvement, (b) inadequate school communication, (c) ineffective school leader support, and (d) communal disintegration. In addition, most parents identified varied teacher conference times as the most effective influence in promoting parental involvement. The project stemming from this doctoral study is the beginning of an ongoing parent engagement network that will utilize the educational network platform Edmodo to aid parents in implementing effective parental practices. The potential for social change includes increased academic success, improved behavior, and increased esteem among students as a result of active parental involvement.

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Hailer, Julie Ann. "American Indian Youth Involvement in Urban Street Gangs: Invisible No More?" Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195960.

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Urban street gang characteristics and crimes are present on American Indian reservations. The research on American Indian gangs has focused on the reservations with minimal attention paid to their interaction with American Indian gang members in the urban setting. Examining this interaction is of particular importance since Census 2000 figures indicate that 64 percent of American Indian/Alaskan Natives reside in the urban areas. If we are to continue building the knowledge base about American Indian gangs, then any exploration of Native gangs must include American Indians in the urban setting. This is the first study to focus on urban Indian gangs.The purpose of this study was to explore the extent and nature of American Indian involvement in contemporary street gangs with a secondary goal of assessing the influence of a gang impacted metropolitan area on Native gangs on the reservations. For this study, forty-two metropolitan areas in the U.S. were chosen as well as reservations with a tribal police department and sheriff's departments whose jurisdiction was inclusive of, or adjacent to, the metropolitan and/or tribal areas. A survey instrument methodology was employed.The literature on American Indian gang members alleged that urban Indian gang members only joined other established ethnic gangs. This study found that urban Indian youth have formed their own gangs with criminal participation running the gamut as other gangs. However, the levels of participation and severity are lower than other street gangs. Results also found no correlation between distance or exposure to an urban center and the presence of gangs on the reservations. It appears that it is an adoption of a 'gang mentality' that is occurring as opposed to a physical exposure to other gang members.Fortunately, the levels of American Indian gang involvement are still lower than established street gangs, particularly in the area of gang violence. This fact makes this a timely opportunity for strengthening prevention and intervention efforts towards lessening the lure of the 'gang life' for American Indian youth, both in the urban and reservation settings, before they too become entrenched in the destructive gang lifestyle.

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Henry, Deloris P. Arnold Robert. "African American parent involvement in the elementary education of their children." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633413.

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Thesis (Ed. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 22, 2006. Dissertation Committee: Robert Arnold (chair), Patricia Klass, Larry McNeal, Joe Parks, Seymour Bryson. Includes bibliographical references (leaves 76-84) and abstract. Also available in print.

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McGowan-Robinson, Laura J. "African American Parental Engagement in a Public Middle School| Contributing Factors." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155685.

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<p> Parental engagement with schools is often considered one of the major contributing factors to a child’s success in school. There is not, however, a definition of parental engagement that takes into account the social, historical, and cultural factors that shape a parent’s view of their own engagement. This qualitative case study examines how African American parents in a high poverty, urban, charter middle school, come to understand practices and beliefs at their child’s school, while building relationships with other parents and school staff. Through the lenses of critical race theory and cultural-historical activity theory, the researcher analyzes how the convergence of race, power, history, and culture frame perspectives of policy makers, those who work in schools, and parents. Through the voices of African American parents, in a socioeconomically disadvantaged school community, they define their own engagement.</p>

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Varghese, Anita Jenkins Sharon Rae. "Acculturation, parental control, and adjustment among Asian Indian women." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3600.

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Books on the topic "American Indian parent involvement"

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At-risk "parent and family" school involvement: Strategies for low income families and African-American families of unmotivated and underachieving students. Charles C. Thomas, 1993.

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Keepers of the children: Native American wisdom and parenting. Walk in Peace Productions, 2004.

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ERIC Clearinghouse on Reading, English, and Communication., ed. Hispanic parental involvement in home literacy. ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2000.

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Jackson, Eric, Carolyn Turner, and Dorothy E. Battle. Unique Challenges in Urban Schools: The Involvement of African American Parents. Rowman & Littlefield Publishers, Incorporated, 2015.

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Jackson, Eric, Carolyn Turner, and Dorothy E. Battle. Unique Challenges in Urban Schools: The Involvement of African American Parents. Rowman & Littlefield Publishers, Incorporated, 2015.

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We Can Speak for Ourselves: Parent Involvement and Ideologies of Black Mothers in Chicago. BRILL, 2015.

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Educational Resources Information Center (U.S.), ed. Parent perceptions of home visitors: A comparative study of parents who are American Indian and non-Indian parents. University of North Carolina at Chapel Hill, 1997.

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Bates, Scott C. A cross-validated model of the causes and effects of alcohol involvement on American Indian adolescents. 1994.

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Effects of the September 11 Terrorist Attack on Pakistani-American Parental Involvement in U. S. Schools. Lexington Books/Fortress Academic, 2015.

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Sleeper-Smith, Susan. Indigenous Prosperity and American Conquest. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469640587.001.0001.

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Examines the Ohio River valley though an environmental lens and explores the role that American Indian women played in creating a sedentary agrarian village world in this rich and fertile landscape. Focuses on the crescent of Indian communities located along the banks of the Wabash River valley, a major Ohio tributary, to trace the evolution of the agrarian-trading nexus that shaped village life. The agricultural work of Indian women and their involvement in an Indian-controlled fur trade provides a glimpse into a flourishing village world that has escaped historical attention and refutes the notion that this region was continually torn asunder by warfare. Trade and diplomacy allowed Indians to successfully control the Ohio River valley until the late eighteenth century, with neither the French nor the British exercising hegemony over these lands. Instead, Indians incorporated numerous Europeans and vast numbers of Indian refugees into their highly diverse world, enabling different Algonquian-speaking Indians to live adjacent to and with each other, eventually paving the way for the Pan-Indian Confederacies of the late eighteenth and early nineteenth centuries. The Indian world that Americans encountered in the 1780s was an Indian-controlled landscape that they had long defended from repeated foreign intrusions, not the middle ground of fragmented Native groups associated with imperial contact. Until the crushing defeat at Fallen Timbers in 1794, Indians believed that Americans were another wave of intruders that could be repulsed.

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Book chapters on the topic "American Indian parent involvement"

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Hiatt-Michael, Diana B. "Parent Involvement in American Christian Schools." In International Handbooks of Religion and Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2387-0_36.

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Edwards, E. Daniel, and Margie Egbert-Edwards. "The American Indian Child Welfare Act: Achievements and Recommendations." In The State as Parent. Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-1053-9_3.

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BigFoot, Dolores Subia, and Beverly Funderburk. "Cultural Enhancement of PCIT for American Indian Families: Honoring Children, Making Relatives." In Handbook of Parent-Child Interaction Therapy. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97698-3_15.

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Sleeper-Smith, Susan. "The Agrarian Village World of the Ohio Valley Indians." In Indigenous Prosperity and American Conquest. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469640587.003.0002.

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Explores Indian women’s involvement in environmentally shaping the agrarian landscape of the almost-thousand-mile-long Ohio River valley. Women planted their crops in riverway bottomlands and produced a surplus food supply that encouraged trade with nearby and distant villages. An extensive trading network preceded European arrival. Extensive cornfields, bountiful vegetable gardens, and fruit orchards characterized Indian villages along the Ohio’s tributary rivers. Indigenous women developed a stable, continuous cropping system that maintained the organic matter in the soils by not plowing, and this provided long-range village stability. Environmental abundance in the Ohio River valley sustained high population levels. Rivers and streams teemed with more than a hundred varieties of fish; lakes abounded with wildlife and 250 species of mussels. Villages were strategically located within landscape niches that ensured sedentism and increased village size. These niches, or openings, provided access to adjacent, fertile fields, rich wetlands with nutritional plants, and forests that supplied meat and furs. Numerous bison, elk, and deer herds populated the region. Wetlands food sources were breadbaskets, and even small wetland patches produced high yields of food resources.

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Kondapalli, Srikanth. "Regional Multilateralism with Chinese Characteristics." In China and the World. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190062316.003.0015.

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While it is notable that China has become a member of almost all international organizations (excepting the OECD, International Energy Agency, and Missile Technology Control Regime), much less noticeable has been China’s steadily increasing involvement in regional multilateral organizations and groups of nations. As China has expanded its global footprint into literally every continent and part of the planet, Beijing has sought to join existing institutions in those regions—but what is particularly noteworthy is that China has stimulated and created a wide range of new organizations and regional groupings all around the world. That is what this chapter is about—China’s regional multilateralism. Such Chinese initiatives most notably include: the Asian Infrastructure Investment Bank (AIIB), Shanghai Cooperation Organization (SCO), Association of Southeast Asian Nations Plus China (ASEAN + 10), Brazil-Russia-India-China-South Africa (BRICS), Forum for China-Africa Cooperation (FOCAC), China–Arab States Cooperation Forum (CACF), China–Central and Eastern Europe Countries (CEEC), and a series of groupings in Latin America (China–Latin America Forum, China-Caribbean Economic and Trade Cooperation Forum, China–Latin America Common Market Dialogue, and China–Latin America Business Summit). China has been either the initiator of, or actively engaged in, the creation of all these groupings.

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Beinart, William, and Lotte Hughes. "Environmental Aspects of the Atlantic Slave Trade and Caribbean Plantations." In Environment and Empire. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780199260317.003.0007.

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The Atlantic world became Britain’s main early imperial arena in the seventeenth century. Subsequent to Ireland, North America and the Caribbean were the most important zones of British settler colonialism. At the northern limits of settlement, around the Atlantic coast, the St Lawrence River, the Great Lakes and on the shores of the Hudson Bay, cod fisheries and fur-trading networks were established in competition with the French. This intrusion, while it had profound effects on the indigenous population, was comparatively constrained. Secondly, British settlements were founded in colonial New England from 1620. Expanding agrarian communities, based largely on family farms, displaced Native Americans, while the ports thrived on trade and fisheries. In the hotter zones to the south, both in the Caribbean and on the mainland, slave plantations growing tropical products became central to British expansion. Following in Spanish footsteps, coastal Virginia was occupied in 1607 and various Caribbean islands were captured from the 1620s: Barbados in 1627, and Jamaica in 1655. The Atlantic plantation system was shaped in part by environment and disease. But these forces cannot be explored in isolation from European capital and consumption, or the balance of political power between societies in Europe, Africa, and America. An increase in European consumer demand for relatively few agricultural commodities—sugar, tobacco, cotton, and to a lesser extent ginger, coffee, indigo, arrowroot, nutmeg, and lime—drove plantation production and the slave trade. The possibility of providing these largely non-essential additions for British consumption arose from a ‘constellation’ of factors ‘welded in the seventeenth century’ and surviving until the mid-nineteenth century, aided by trade protectionism. This chapter analyses some of these factors and addresses the problem of how much weight can be given to environmental explanations. Plantations concentrated capital and large numbers of people in profoundly hierarchical institutions that occupied relatively little space in the newly emerging Atlantic order. In contrast to the extractive enterprise of the fur trade, this was a frontier of agricultural production, which required little involvement from indigenous people. On some islands, such as Barbados, Spanish intrusions had already decimated the Native American population before the British arrived; there was little resistance.

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Anderson, E. N. "Learning from the Land Otter: Religious Representation of Traditional Resource Management." In Ecologies of the Heart. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195090109.003.0008.

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Throughout the forests of the Northwest Coast of North America— those few forests that have not been logged—one finds cedar trees from which long strips of bark have been removed. These strips were taken, at various times in the recent or distant past, by local Native American peoples, to use for a wide variety of reasons. The trees were never cut for their bark; only one long, narrow strip was removed. The process made it necessary for someone to climb high up in the tree to cut the top of the strip. This difficult and dangerous climb was economically reasonable; cutting a cedar is a long job, and would, in any case, eliminate the chance of future bark. But the climb was required for a more immediate and compelling reason: the cedar is sacred, and its indwelling spirit must be respected. Wanton cutting of a cedar is unthinkable. Before a cut is made, prayers and apologies are made to the tree. The cutter explains that he or she really needs the bark, and often adds that he or she will take as little as possible, in the most careful way. In spite of two centuries of contact with, and borrowing from, the outside world, this reverence for the cedar continues today. It is part of a wider religious involvement with the landscape—with water, mountains, plants, and animals— that incorporates environmental management rules as part of sacred ethics. Across the Pacific from China, the Native American peoples of the Northwest Coast maintained, until recently, a way of life based on fishing. While the Chinese changed from foragers to farmers, and slowly built the world’s most populous civilization, the Northwest Coast Indians developed more and more sophisticated ways of harvesting the abundant fish and shellfish resources of their cold and rainy coastlines and rivers. Although they built no cities and wrote down no literature, they created a brilliant, complex culture that had an extremely finetuned adjustment to its environment.

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Henderson, Karla A., and Barbara E. Ainsworth. "Social support, constraints, and time for physical activity involvement: Perspectives of American Indian women from the cultural activity participation study." In Contemporary Perspectives in Family Research. Elsevier, 2001. http://dx.doi.org/10.1016/s1530-3535(01)80036-4.

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"The Link between Environmental Policy and the Colonization Process and Its Effects on American Indian Involvement in Crime, Law, and Society, Linda Robyn and Thom Alcoze." In Native Americans and the Criminal Justice System. Routledge, 2015. http://dx.doi.org/10.4324/9781315633312-14.

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Swartz, David R. "Sat Tal 1958." In Facing West. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190250805.003.0004.

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In the 1950s and 1960s, significant numbers of missionaries and converts began to object to evangelical Cold War triumphalism. Describing racial segregation in the American South, they pointed out the limits of American democracy. One of these critics, E. Stanley Jones, was a long-time missionary to India, member of the evangelical wing of the Methodist Church, and trustee of Asbury College in Kentucky. During revival meetings at his alma mater—and in speeches around the world—he preached against segregation. With critiques birthed from his involvement in the Sat Tal Ashram in the foothills of the Himalayas, his interactions with the Indian caste system, and his friendship with Mahatma Gandhi, he pointed out how racism sabotaged Christian missions and the reputation of American democracy abroad.

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Conference papers on the topic "American Indian parent involvement"

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Hernandez, Susan D., and Mary E. Clark. "Building Capacity and Public Involvement Among Native American Communities." In ASME 2001 8th International Conference on Radioactive Waste Management and Environmental Remediation. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/icem2001-1251.

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Abstract The United States Environmental Protection Agency (U.S. EPA) supports a number of local community initiatives to encourage public involvement in decisions regarding environmental waste management and remediation. Native American tribal communities, in most cases, operate as sovereign nations, and thus have jurisdiction over environmental management on their lands. This paper provides examples of initiatives addressing Native American concerns about past radioactive waste management practices — one addresses uranium mining wastes in the Western United States and the other, environmental contamination in Alaska. These two projects involve the community in radioactive waste management decision-making by encouraging them to articulate their concerns and observations; soliciting their recommended solutions; and facilitating leadership within the community by involving local tribal governments, individuals, scientists and educators in the project. Frequently, a community organization, such as a local college or Native American organization, is selected to manage the project due to their cultural knowledge and acceptance within the community. It should be noted that U.S. EPA, consistent with Federal requirements, respects Indian tribal self-government and supports tribal sovereignty and self-determination. For this reason, in the projects and initiatives described in the presentation, the U.S. EPA is involved at the behest and approval of Native American tribal governments and community organizations. Objectives of the activities described in this presentation are to equip Native American communities with the skills and resources to assess and resolve environmental problems on their lands. Some of the key outcomes of these projects include: • Training teachers of Navajo Indian students to provide lessons about radiation and uranium mining in their communities. Teachers will use problem-based education, which allows students to connect the subject of learning with real-world issues and concerns of their community. Teachers are encouraged to utilize members of the community and to conduct field trips to make the material as relevant to the students. • Creating an interactive database that combines scientific and technical data from peer-reviewed literature along with complementary Native American community environmental observations. • Developing educational materials that meet the national science standards for education and also incorporate Native American culture, language, and history. The use of both Native American and Western (Euro-American) educational concepts serve to reinforce learning and support cultural identity. The two projects adopt approaches that are tailored to encourage the participation of, and leadership from, Native American communities to guide environmental waste management and remediation on their lands. These initiatives are consistent with the government-to-government relationship between Native American tribes and the U.S. government and support the principle that tribes are empowered to exercise their own decision-making authority with respect to their lands.

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Reports on the topic "American Indian parent involvement"

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Lee, Kirk. Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3100.

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