Culturally Immersive Programming for Native American/Alaska Native Students: Benefits, Impacts, and Implications Based Upon a Survey of NERDS (Native Education Raising Dedicated Students)

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Abstract/Contents

Abstract: This study seeks to understand the ways in which a culturally immersive, extracurricular program affects Native American /Alaska Native (NA/AN) youth attitudes towards education. Furthermore, this study analyzes how NA/AN youth identities are tied to issues of curriculum, representation, and community involvement. A survey was conducted of 37 NA/AN youth participating in a program entitled Native Education Raising Dedicated Students (NERDS) to examine how they felt represented, engaged, and respected in educational settings. While most previous research has focused on the implementation and pedagogical roots of culturally responsive teaching, this research instead evaluates how students have been affected during their involvement in a culturally responsive program called NERDS. Findings of this research show that there was no measured difference between the attitudes of new and veteran NERDS students. Participating students also stated that their involvement in NERDS allowed them opportunities to connect with and take pride in their NA/AN identity. The survey demonstrates that while NA/AN youth believe NERDS to be a positive representation of NA/ANs, they also feel that they are not represented in what is taught and read during school. The successful influence of the NERDS program offers a promising culturally responsive model for schools seeking to better serve NA/AN students.

Type of resource	text
Date created	May 2015

Author	Brown, Dahlton

Subject	Native American/Alaska Native
Subject	Youth
Subject	Culture
Subject	Cultural Programming
Subject	Education
Subject	NERDS
Subject	Attitudes
Genre	Thesis

Location	https://purl.stanford.edu/ty743wm0288

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License: This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).

Preferred Citation: Brown, Dahlton. (2015) Culturally Immersive Programming for Native American/Alaska Native Students: Benefits, Impacts, and Implications Based Upon a Survey of NERDS (Native Education Raising Dedicated Students). Unpublished Honors Thesis. Stanford University, Stanford CA.

Undergraduate Honors Theses, Graduate School of Education

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