There is a need for alcohol

prevention in schools for Native

Americans.

 Substance dependence in Native Americans is a result of environmental and genetic factors

(Ehlers, 393).

Native Americans are four times more likely to die of alcoholism than are other ethnic minority

groups in the United States.

A study conducted of 163 6th-8th grade Native American Students in the Southwest 52.7% (86 of

the 163 students polled) have drunk alcohol.

Last time drank alcohol (N= 86) N

Over a year
In last year
In last six months
In last month
In last week

20
13
18
17
18

%
23.3
15.1
20.9
19.8
20.9 (Ma, 131-3).

Educational strategies for the prevention of alcohol, based on the feedback from the students,

include peer resistance training, peer teaching and role modeling in schools. Additionally, using
the preferred communicating tools to educate the students (Ma, 131-5).

 There are 565 different recognized Native American tribes

Native American students have a high school graduation rate of only

46.6% (2010 survey). This is the lowest percentage of any racial group.
For those that move to a college level, the percentage of students that
will complete a 4 year degree is only 38.3%. This is also the lowest
percentage of any racial group.
Students living in poverty are frequently under-represented in gifted and
talented programs. In fact, Native American students from this setting
are 5-10 times less likely than White middle class students to be served
in a talent enrichment program.
The primary reason given by a Native American student for dropping
out of school is a poor relationship with their teachers and stressful
interactions within their school environment.

 Formal education may not be valued on the

reservation due to both the history of the cultural

assimilation of the boarding schools as well as the
rural isolation of the reservations.
Families and tribal culture should guide curriculum
as much as possible.
Many tribes do not trust public education. They
believe they are in the best position to educate their
own children.

 Tribes that are fortunate enough to run successful

casinos are reinvesting in tribal schools for their

children.
These schools are not dependent on federal money
and the curriculum is set by the tribe.
Red Cloud Indian School and the Morongo School
show that when curriculum is left in tribal hands,
significant improvements in student performance
can occur.

 In a Wisconsin study, a FAST

(families & schools together)

program was implemented.
Results confirmed that family and
teacher involvement in a students
academic welfare will lessen
behavior issues, make the student
less withdrawn, and increase
achievement academically.
Developing a deep understanding
of a students family & culture
will be a key component in his
success.

How to discover & develop

talent:
Embrace the idea that talent exists

within the Native American population

All school personnel need to foster
opportunities for development, growth,
and motivation
Optimize the recognition and
development of talent among students
from marginalized populations to make
an effort to understand their culture
Put role models & inspiring teachers in
place who will connect with students

 The recognition & use of Native American languages (when able)

Contextually based pedagogy stressing the current cultural

characteristics and values of the community

Pedagogical strategies that combine the traditional culture with
contemporary techniques, allowing for opportunities to observe,
practice, and demonstrate skills
A culturally developed curriculum recognizing the spirituality of the
traditional culture of visual arts, legends, and oral histories in a
contemporary context
Strong Native community participation & collaboration with parents,
elders, and other community resources
The understanding and use of the social and political mores of the
community

American Indian students culture affects the way

they learn.

American Indian students all learn alike.

American Indian students culture does affect the way they learn.
American Indian students behave and react to teaching strategies in
ways that are different from mainstream students
American Indian communities value humility and harmony.
Therefore, they underachieve to not look superior.
They value unity, oneness and cooperation.
American Indian cultures teach from observation and modeling. Watch
then do, listen then do. Therefore visualization and demonstration are
important.

Types of Learning styles:

Global learners require an overall picture when learning a task
Analytic learners are fact-oriented and learn a task in a sequential manner
Field-sensitive learners work with others to achieve a goal and look to the teacher
for guidance and demonstration.
Field-independent learners work independently, compete, and ask the teacher for
assistance only in relation to the task
Reflective learners respond slowly and have a lower rate of error
Impulsive learners respond quickly and with a higher rate of error
Cooperative learners excel in community projects and in group activities that are
designed for collaboration
Individualistic learners do best in competitive and teacher-oriented settings.

American Indian learner styles:

Global learners require an overall picture when learning a task.
Field-sensitive learners work with others to achieve a goal and look to the teacher for
guidance and demonstration.
Reflective learners respond slowly and have a lower rate of error.
Cooperative learners excel in community projects and in group activities that are
designed for collaboration.
Mainstream learner styles:
Analytic learners are fact-oriented and learn a task in a sequential manner.
Field-independent learners work independently, compete, and ask the teacher for
assistance only in relation to the task.
Impulsive learners respond quickly and with a higher rate of error.
Individualistic learners do best in competitive and teacher-oriented settings.

Present the big idea first and relate the details to it, rather than providing details first and then
constructing the bigger picture

Use storytelling to introduce or convey ideas that are being studied, since Native Americans have a
long and venerated tradition of oral literature.

Respect the needs of students in avoiding individual competition and drawing attention to
themselves.

Cooperative learning strategies and team games need to be utilized to promote a sense of teamwork
and respect.

Allow students to work in pairs or groups to tutor or mentor younger children allows for the
promotion of a cooperative and caring spirit.

Provide multiple means of assessment, including portfolios, paper or computerized tests, nonstandardized tests, and criterion-referenced tests in conjunction with standardized assessments.
Often when single forms of assessment are used, low achievement is the result.

Ehlers, Cindy L, Tiebing Liang, and Ian R Gizer. "ADH And ALDH Polymorphisms And Alcohol Dependence In Mexican
And Native Americans." The American Journal Of Drug And Alcohol Abuse 38.5 (2012): 389-394.MEDLINE with Full
Text. Web. 30 Aug. 2014.
Ma, G X, et al. "Native American Adolescents' Views Of Fetal Alcohol Syndrome Prevention In Schools." The Journal Of
School Health 68.4 (1998): 131-136. MEDLINE with Full Text. Web. 30 Aug. 2014.
Gentry, Marcia. Gifted Native American Students: Underperforming, Under-identified, and Overlooked. Psychology in
the Schools. 49(7). (2012). 631-646. Ebscohost. 1 Sept. 2014.
Maxwell, Leslie A. Education in Indian Country: Running in Place Education Week. Vol. 33, Issue 12, Pages 1, 14-20.
Gillard, Jennifer L. and Moore, Rita A. An Investigation of How Culture Shapes Curriculum in Early Care and Education
Programs on a Native American Indian Reservations. Early Childhood Education Journal, Vol. 34, No. 4, February
2007, 251-258..
Gillard, Jennifer L. and Moore, Rita A. Preservice Teachers Perceptions of Culture in Early Care and Education Programs
on a Native American Indian Reservation. Early Childhood Teacher Education, Vol. 28, No. 1, January 2007, 128 .
Morgan, H. Teaching Native American Students: What Every Teacher Should Know. Education Digest, (2010) 75(6), 4447.
Price, M. The Learning Styles of Native American Students and Implications for Classroom Practice. (2013) Retrieved
from: http://homepages.se.edu/nas/files/2013/03/NAS-2009-Proceedings-M-Price.pdf
North Dakota Department of Public Instruction. Menu of Possible Interventions for Native American Students: Guidance,
Practices, Programs, Strategies and Resources. Retrieved August 26, 2014.
http://www.dpi.state.nd.us/title1/progress/menus/menunativeam.pdf