Connecting with Students of Alaska Native HeritageConnecting with Students of Alaska Native Heritage

From a Non-Native Perspective

Laury Roberts Scandling

From a Non-Native Perspective

Laury Roberts Scandling

Other working titles:Other working titles:

“You’d think we’d get it after 250 years!”

“If we’re educated educators, why aren’t we

educated about this?”

“You’d think we’d get it after 250 years!”

“If we’re educated educators, why aren’t we

educated about this?”

Please know that I know . . .Please know that I know . . .• No group is monolithic• My perspective is SE urban Alaska• My perspective is western, dominant culture• I can be and have been unintentionally racist• Alaska cultural groups are not alike • Ultimately, kids are more alike than different• There’s only one deficit I assume: the system

• No group is monolithic• My perspective is SE urban Alaska• My perspective is western, dominant culture• I can be and have been unintentionally racist• Alaska cultural groups are not alike • Ultimately, kids are more alike than different• There’s only one deficit I assume: the system

DisproportionalityDisproportionality• 23% of student population

• 30% of special education

• 34% - 40% of drop outsgrades 7-12, between 2000-2008; 10% WORSE since 2000

• 23% of student population

• 30% of special education

• 34% - 40% of drop outsgrades 7-12, between 2000-2008; 10% WORSE since 2000

• 1 in 6 Alaskans is Native• 1 in 3 incarcerated Alaskans is

Native

• 1 in 10 Alaskans lives in poverty• 1 in 4 Alaska Natives lives in poverty

• 1 in 6 Alaskans is Native• 1 in 3 incarcerated Alaskans is

Native

• 1 in 10 Alaskans lives in poverty• 1 in 4 Alaska Natives lives in poverty

DisproportionalityDisproportionality

• 30-point difference between Natives and Caucasians on state standards testing

• 30-point difference between Natives and Caucasians on state standards testing

Correlation between education andCorrelation between education and

• Incarceration• 80% of inmates are drop outs

• Poverty• Drop out earns $250,000 less than

grad

• Incarceration• 80% of inmates are drop outs

• Poverty• Drop out earns $250,000 less than

grad

Correlation between low income and low oral language development

Correlation between low income and low oral language development• Language development is related to

brain growth and learning readiness

• For children who enter school with limited vocabulary, the gap only gets worse over time*

* Todd Risley, UAA

• Language development is related to brain growth and learning readiness

• For children who enter school with limited vocabulary, the gap only gets worse over time*

* Todd Risley, UAA

Correlation between mother’s education and child’s attainment

Correlation between mother’s education and child’s attainment

44% of Alaska Natives are under 20 years old

(compared to about one-third of other Alaskans)

44% of Alaska Natives are under 20 years old

(compared to about one-third of other Alaskans)

Reasons for leaving schoolReasons for leaving school• 3 in 5: family or personal problems

• 1 in 5: family doesn’t value education

• 1 in 5: academic reasons

* First Alaskans Institute phone survey of 1,000 Native households, 2001

• 3 in 5: family or personal problems

• 1 in 5: family doesn’t value education

• 1 in 5: academic reasons

* First Alaskans Institute phone survey of 1,000 Native households, 2001

Survey also showedSurvey also showed

• Virtually 100% rated high school graduation as important

• 4 in 10: the system favors non-Natives

• Virtually 100% rated high school graduation as important

• 4 in 10: the system favors non-Natives

“Stereotype Threat”“Stereotype Threat”

• 200 studies have replicated when a member of a group perceives that the group is considered incapable, that individual and that group will perform below what it’s already demonstrated it’s capable of

• 200 studies have replicated when a member of a group perceives that the group is considered incapable, that individual and that group will perform below what it’s already demonstrated it’s capable of

Take-way understandingsTake-way understandings• Native kids are capable• Native families value education• Native students deeply influenced by family• Native families desire culture in the classroom• Native students may need personal support• Native students may need academic support• Native students may need different teaching• Native students perceive racism or favoritism;

that perception can affect performance

• Native kids are capable• Native families value education• Native students deeply influenced by family• Native families desire culture in the classroom• Native students may need personal support• Native students may need academic support• Native students may need different teaching• Native students perceive racism or favoritism;

that perception can affect performance

Culture matters -especially classroom

“culture”

Culture matters -especially classroom

“culture”• Absolutely maintain and

deliberately exhibit a culture of HIGH REGARD and HIGH EXPECTATIONS

• Absolutely maintain and deliberately exhibit a culture of HIGH REGARD and HIGH EXPECTATIONS

Culture matters - learn itCulture matters - learn it

• Participate in local events; be present• Learn with your students . . . and

don’t assume they know it• Seek help; find resources

• Alaska Native Knowledge Network• Math in a Cultural Context• Loads of curriculum

• Participate in local events; be present• Learn with your students . . . and

don’t assume they know it• Seek help; find resources

• Alaska Native Knowledge Network• Math in a Cultural Context• Loads of curriculum

Culture mattersCulture matters• Make it omnipresent

• Posters, written word, language, presenters, staff, leaders, art, music, elders

• Role models front and center• Honor students; invite speakers and former

students; use deliberate language

• Make it omnipresent• Posters, written word, language,

presenters, staff, leaders, art, music, elders

• Role models front and center• Honor students; invite speakers and former

students; use deliberate language

Family matters - create it

Family matters - create it

• Personalization• Advisors: a go-to person for each

student and each family

• Advisories: small group time to talk and plan; creates relationships; reduces social hierarchy and racism

• Personalization• Advisors: a go-to person for each

student and each family

• Advisories: small group time to talk and plan; creates relationships; reduces social hierarchy and racism

Family matters -connect with them!

Family matters -connect with them!

• Be deliberately invitational• Home visits• One-to-one talks at school• Participation - ASK

• Governance• School events• Talent, skills, help

• Be deliberately invitational• Home visits• One-to-one talks at school• Participation - ASK

• Governance• School events• Talent, skills, help

Family matters - accommodate it

Family matters - accommodate it

• Check your systems: are “entitled” students getting preference?

• Develop an attendance policy which is strong but accommodates issues which can interfere with school

• Check your systems: are “entitled” students getting preference?

• Develop an attendance policy which is strong but accommodates issues which can interfere with school

Learning mattersLearning matters

• HOW students learn should be how you teach

• Small, cooperative, verbal, physical• Creates enjoyment, trust,

community, engagement

• HOW students learn should be how you teach

• Small, cooperative, verbal, physical• Creates enjoyment, trust,

community, engagement

Learning mattersLearning matters

• Provide support• Be deliberate; don’t wait to be asked• Make it “automatic,” so that students

maintain efficacy• Cluster by literacy levels; make it the

norm; measure it and talk about it matter-of-factly; show path of growth

• Provide support• Be deliberate; don’t wait to be asked• Make it “automatic,” so that students

maintain efficacy• Cluster by literacy levels; make it the

norm; measure it and talk about it matter-of-factly; show path of growth

Learning mattersLearning matters• Teach students how to do school

• Why attendance is important in life• The value of a diploma• What they’re being measured on and

what that looks like in the classroom• Purpose of “institutional etiquette”

• Teach students how to do school• Why attendance is important in life• The value of a diploma• What they’re being measured on and

what that looks like in the classroom• Purpose of “institutional etiquette”

Relevancy mattersRelevancy matters• Develop a plan for success• Real-life experiences

• Jobs, service, internships - rate skills• Site visits• Independent living workshops

• Budgets• Problem-solving• Post-sec prep

• Develop a plan for success• Real-life experiences

• Jobs, service, internships - rate skills• Site visits• Independent living workshops

• Budgets• Problem-solving• Post-sec prep

What really matters?What really matters?

• Loving every student

• Keeping the faith every day

• Loving every student

• Keeping the faith every day