NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ988342
Record Type: Journal
Publication Date: 2007
Pages: 6
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1478-8497
The Role of Connectedness in American Native School Success
Iverson, Marilyn K.
International Journal on School Disaffection, v5 n1 p16-21 2007
Educators in the Northern Plains have long discussed dropout rates among American Native youth. Human potential is lost in allowing any one American Native student to drop out of school. The problems among this group of adolescents are apparent, yet nebulous. This document investigates the complexities of achieving school success among American Native Youth. A foundation for understanding these complexities is limited within the confines of this article; nonetheless, the author attempts to provide a basis for understanding Native school disaffection. According to the US Census Bureau, tribes in the Northern Plains primarily consist of Sioux, Arikara, Three Affiliated Tribes, Mandan, and Chippewa (2000). This article discusses issues relevant to any of these tribes. In order to reduce the dropout rate among American Native students, the author suggests that schools need to take a "one size does not fit all" approach. Additionally, a balanced approach that incorporates school, community and family can increase the high school graduation rate of these at-risk youth. Supportive families who demand school attendance and create routines in children's lives assist in creating school success. Responsive communities build healthy environments through supporting education and offering job opportunities. Factors such as understanding the culture, making adjustments to the curriculum, utilizing a variety of teaching strategies and addressing different learning styles are all vitally important. But next to building relationships, they are secondary. (Contains 6 online resources.)
Trentham Books Ltd. Westview House 734 London Road, Oakhill, Stoke-on-Trent, Staffordshire, ST4 5TP, England. Tel: +44-1782-745567; Fax: +44-1782-745553; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States