The Role of Language and Culture on Math Achievement: The American Indian and Alaska Native Experience

• In Event: Culturally Relevant Instruction in Indigenous Contexts: New Sites of Meaning

Abstract

Knowledge of traditional culture has been shown to affect academic success in students, though conflicting reports call into question the exact nature of that relationship. This exploratory research aims to investigate the role that degree of culture and language has on math achievement among fourth grade American Indian and Alaska Native students. Results of a national math assessment and accompanying survey data show that students who know the name of their tribe/group had higher math scores than those who did not. However, moderate levels of involvement and knowledge of one’s own tribe produced the highest levels of math scores, with increased knowledge leading to a decrease in scores. Directions for further research are discussed.

Authors

• Juliette Lyons-Thomas, The University of British Columbia

• Reky Groendal, The University of British Columbia

• Paulina Biernacki, The University of British Columbia