Ulteriori informazioni
Carol Ward examines persistent dropout rates among Native American youth, which remain high despite overall increases in Native adult education attainment in the last twenty years. Focusing on the experiences of the Northern Cheyenne nation, she analyses historical, ethnographic, and quantitative data. This volume will be of use to policy makers, instructors of comparative education, Native American studies, sociology, and anthropology.
Sommario
1 Chapter 1: American Indian High School Completion: A Contradiction in Need of Explanation
2 Chapter 2: Contributions of Schooling and Community Research to an Ecological Approach to the Study of School Outcomes
3 Chapter 3: The Northern Cheyenne Reservation: The Setting for an Analysis of High School Completion
4 Chapter 4: Case Study Approach and Descriptive Data
5 Chapter 5: Evaluating Ecological Models of School Performance: The Relative Effects of Individual, Family, School and Community Influences
6 Chapter 6: Evaluation of School Dropout Models
7 Chapter 7: Evaluating Models of School Performance and Completion for Indian and White Students at Colstrip High School
8 Chapter 8: Conclusion: Native Capital and Northern Cheyenne Dropout Rates
9 References
Info autore
Carol Ward is Associate Professor in the Department of Sociology at Brigham Young University and was the Director of the Northern Cheyenne Dropout Research Project.
Riassunto
Examines persistent dropout rates among Native American youth, which remain high despite overall increases in Native adult education attainment over the years. Focusing on the experiences of the Northern Cheyenne nation, this work analyses historical, ethnographic, and quantitative data.
