| dc.description.abstract | This qualitative study examined the relationship between Native student
traditional tribal values and beliefs and the secondary school retention of seven
Amerindian secondary school graduates. It is a departure from previous studies on
retention in that it has taken a positive rather than a deficit or cultural discontinuity
perspective to the problem. Several key constructs emerged as essential to understanding
the successful retention of these Amerindian secondary school students: family life,
strategies for coping, life experiences, academic experiences, relevancy in programming,
traditional tribal values and beliefs, and Aboriginal epistemology. Respondents’
previous family and life experiences contributed to the development of strong positive
identities which empowered them to harmonize and balance two cultures. Respondents
had developed positive relations with at least one teacher. These positive relations
compensated for other experiences where content was emphasized. A positive rapport
between teacher and student and holistic or learner-centred teaching methods appear to
have contributed to the success of some of these Amerindian students. Epistemology was
an intricate part of the fabric of the Native learning experience for three of the
respondents (ie, dreams, lifepath, nature). The findings suggest that key stakeholders
such as the family, Native agencies and organizations, the community, and educational
systems have responsibilities in promoting the successful retention of Amerindian
secondary school students. Further ethnographic and phenomenological studies are
recommended to explore and describe those factors and processes which contribute to the
successful retention of the Amerindian student. | |
