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• W1501156969 abstract "Introduction Research has suggested that mainstream teachers, and the institutions they work for, are often disconnected from the language, culture, and approaches to learning that facilitate Native students' achievement in school (Deyhle & Swisher, 1997; Klug& Hall, 2002; Lomawaima, 2001 ; Pewewardy, 2002; Reyhner& Jacobs, 2002; Tharp, 2006). Yet, while the overall Native population has increased over the past few decades, the number of Native teachers has decreased (Writer & Chavez, 2002). As a result, many Native students will be taught by non-Native teachers with limited training in cultural competency. Cultural competency in this context refers to teachers' knowledge of and ability to incorporate their students' cultural, social, and linguistic backgrounds into curriculum and instruction (Banks et ah, 2005). A number of prior studies have identified some of the barriers and challenges Native students have confronted in mainstream school settings (Cleary & Peacock, 1997; Deyhle & Swisher, 1997; Klug & Whitfield, 2003; Lomawaima & McCarty, 2006; Pewewardy & Hammer, 2003; Reyhner & Jacobs, 2002). In this study, the cultural divide between mainstream teachers and the Mohawk community is examined as a group of Mohawk and non-Native educators collaborated on the development of a cultural competency professional development program. Similar to other school districts serving Native students, all of the classroom teachers and administrators in this study in Farmingdale, New York (1) are non-Native. Farmingdale is a reservation border town district with a rapidly growing Mohawk student population, having increased 500% over the last decade. Further, the Native student population is projected to continue growing at a similar rate (Chief Donald Coolidge, Group Meeting, November 18,2008). Despite the growing Native student population and the persistent cultural divide between faculty and students, Farmingdale has provided limited professional development opportunities on Mohawk cultural competency for the non-Native staff. Members of the Farmingdale Native American Resource Program, who had recently been hired by the district, believed the lack of professional development on this issue was problematic for Native students and families (Field Notes, December 4, 2007). The American Council on Education found that Native students exhibit the highest dropout rates, the lowest academic performance rates, and the lowest college admission and retention rates in the nation (Grande, 2004, p. 5). Similar to national statistics, Mohawk students in the Farmingdale Central School District scored lower on standardized measures of achievement when compared with their non-Native counterparts (The New York State District Report Card, 2006-2007). In 2007, for example, Farmingdale district's Grade 5 English Language Arts assessment reports that 0% of Native students scored at the highest level compared with 7% of White students. On that same assessment, 50% of Farmingdale's Native students performed in the top two levels compared with 70% of White students. The lower standardized test scores among Native students remain relatively constant throughout the grade levels in Farmingdale. For instance, the results of the 2007 secondary-level English assessment indicate that 18% of Native students performed at the highest level compared with 37% of White students. On that same assessment, 55% of Native students scored in the highest two levels compared with 72% of White students. Further, The New York State Comprehensive Information Report from 2001-2002 reported a 36% drop out rate for Native students in Farmingdale compared with 17% for White students (The New York State District Report Card, 2006-2007). Historically, education for Native students and associated federal and state policies promoted a blatant and intentional degradation of Native culture (Adams, 1995; Lomawaima & McCarty, 2006; Reyhner, 1992). …" @default.
• W1501156969 created "2016-06-24" @default.
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• W1501156969 date "2013-01-01" @default.
• W1501156969 modified "2023-09-27" @default.
• W1501156969 title "Outsider Teacher/insider Knowledge: Fostering Mohawk Cultural Competency for Non-Native Teachers" @default.
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