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ERIC Number: ED058989
Record Type: RIE
Publication Date: 1970-Jan-31
Pages: 56
Abstractor: N/A
Reference Count: 0
Social, Cultural and Educational Factors Associated with Relative Vocational Success of Navajo High School Graduates.
Bylund, H. Bruce
The objective of this study was to explore the feasibility of analyzing educational and cultural factors associated with the vocational success of graduates of a large boarding school for Navajo Indians (i.e., the 1964 graduates of Intermountain School in Utah). In order to locate these graduates, letters were sent to the parents or guardian. When this brought no response, an interviewer was sent to the reservation to speak to parents, other family members, or the local trader to obtain current addresses for the graduates. An interview schedule was developed, tested on Navajos living on or near the reservation, and revised. Information obtained from Intermountain School included the student's total amount of schooling, age when he started school, age when he graduated, information concerning courses he had taken, grade point averages, test data for achievement and aptitude tests, evaluation which had been made by counselors and teachers on various aspects of the student's life and behavior, and information on the summer placement program. Included in the sample were 80 graduates, each of whom was personally interviewed. The data, analyzed by stepwise regression, indicated that the best variable for predicting total productive activity was teacher evaluation of the student's respect for property; the next best prediction variable was knowing the traditional Navajo stories. However, "these results are only suggestive because of the smallness of the sample, but it appears that among the variables used in the study are those which can be meaningfully combined to give an explanation of and be useful for predicting a reasonable percentage of relative vocational success among Navajo males." (LS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Manpower Administration (DOL), Washington, DC.
Authoring Institution: Utah State Univ., Logan.
Identifiers: N/A