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Cultural discontinuity between home and school and American Indian and Alaska Native children's achievement

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  • D. Diego Torres

Abstract

An assumption of culture-based education with respect to American Indian and Alaska Native (AI/AN) children is that discontinuity between home and school cultures is responsible for educational underachievement. Using data from the 2009 round of the National Indian Education Study, a subset of the larger National Assessment of Education Progress (NAEP), the author constructed a measure of cultural discontinuity and examined its relationship to AI/AN students' Grade 4 and 8 reading and mathematics achievement. Contrary to the cultural discontinuity hypothesis, there is no statistically significant negative relationship when the culture of the home is discontinued at school. On the Grade 4 NAEP reading assessment, in particular, cultural discontinuity was positively associated with students' achievement, net of both student- and school-level controls. Findings suggest that the assumptions of culture-based education may be overstated, though longitudinal data are still needed to be able to make causal claims.

Suggested Citation

  • D. Diego Torres, 2017. "Cultural discontinuity between home and school and American Indian and Alaska Native children's achievement," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(4), pages 331-347, July.
    • Handle: RePEc:taf:vjerxx:v:110:y:2017:i:4:p:331-347
    DOI: 10.1080/00220671.2015.1103686
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