Strengths-Based Principles for Improving Educational Outcomes for American Indian, Alaskan Native, and Native Hawaiian Males

• In Event: Poster Session 8
  In Poster Session: Studies of Diversity and Variation Within Social Contexts of Education Poster Session

Abstract

The legacy of colonization and forced assimilation means Indigenous peoples experience heightened instances of discrimination, racism, low college enrollment, and suppressed high school and college graduation rates. Although Native women and girls tend to fare better in educational attainment, Native boys and men lag far behind their Native and non-Native counterparts. This paper presents findings from a literature field scan of educational and social programs and interventions (from 2000–2016) that address the needs of American Indian, Alaska Native, and Native Hawaiian boys and men ages 12 to 25. We used Critical Indigenous Research Methodologies and Tribal Critical Race Theory to identify asset-based culturally relevant education programs, practices, and approaches utilized by schools and communities to enhance education outcomes.

Authors

• Jessica Solyom, Arizona State University

• Colin Ben, University of Utah

• Amanda R. Tachine, Arizona State University - Tempe

• Jeremiah Chin, Arizona State University

• Bryan McKinley Jones Brayboy, Arizona State University