Attributes of American Indian parent involvement in native culture which effect student achievement and success in American Indian elementary students grades 3-5.

Abstract

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.