Indian Cultur

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Creating Identity-Safe Contexts for American Indian Students Stephanie A. Fryberg, Ph.D. University of Arizona

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Agenda Introduction Culture and Self European American (middle class) cultural contexts American Indian cultural contexts Cultural Models of Education Implications for academic performance Enhancing Identity Safety The power of representations Models for success

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Goals Have a conversation… Provide background information Highlight cultural differences Discuss implications for enhancing feelings of belonging and academic success Strategies for Connecting with Students Setting up Identity-Safe Environments Creating inclusive environments Creating “ME” environments

Part I Cultural and Self: European American & American Indian Cultural Contexts : 

Part I Cultural and Self: European American & American Indian Cultural Contexts

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Culture consists of explicit and implicit patterns of historically derived and selected ideas and their embodiment in institutions, practices, and artifacts. Cultural systems may, on one hand, be considered as products of action, and on the other as conditioning elements of further action. (Kroeber & Kluckholn, 1963, p. 357)

Independent Model of Self: 

Independent Model of Self The natural, necessary, “ healthy, ” and good person … is a bounded, coherent, stable, autonomous, “ free ” entity; “ possesses ” a set of characteristic identifying attributes — preferences, motives, goals, attitudes, beliefs, and abilities — which are the primary forces that enable, guide, or constrain actions is principally oriented toward independent “ success ” and “ achievement; ” makes (or should make) independent, more or less rational choices in the pursuit of goals; is largely in control of — and individually responsible for – “ personal ” behaviors and outcomes; gives personal beliefs and needs priority over norms and relationships; strives to feel good about the self; is active, innovative and creative (Adapted from Fiske, Kitayama, Markus & Nisbett, 1998)

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WHAT IS A PERSON? (Independent view of self) Self X X X X X X X X X X X X X X X X X X Mother Father Sibling Friend Friend Co-worker X X X X X X X X

A Gathering of Wisdom: Swinomish Mental Health: 

A Gathering of Wisdom: Swinomish Mental Health Pervasive Cultural Ideas Individuals are inseparably connected and continuously interacting with family, community (tribe), and spirit world. Respect for Elders and Ancestors (part of one’s family who has passed on) – the hierarchy of wisdom. People can be seen as having their own individuality and unique gifts, but they are also seen as a reflection on their family and community. American Indians living in tribal communities tend to be highly responsive to the opinions of other tribal members. Tribal community opinion exerts social pressure on members of that community to conform to its norms and unspoken rules. For example: Respect your elders Be loyal to your family members Do not stand out as different Value Indian tradition; do not be too ‘white’. Contribute to the community good. Participate in community gatherings and events Share your time, your money and your possessions. Respect religious and spiritual leaders and beliefs. Don’t be too assertive; know your place. Recognize your relations. Don’t hurt other people’s feelings. Noninterference

Interdependent Model of Self: 

Interdependent Model of Self The natural, necessary, “ healthy, ” and good person … is a connected, fluid, flexible, committed being bound to others; participates in a set of relationships, roles, groups, and institutions which are the primary forces that enable, guide or constrain actions; is principally oriented toward the harmonious functioning of these social entities; persists to meet obligations and conforms to expected norms and standards; engages in self-reflection and self-criticism is a partner in interaction with others who are mutually responsible for each other and for the consequences of their joint behavior; treats personal beliefs and needs as subordinate to norms and relationships; tries to improve and master skills; perseveres and endures hardship

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WHAT IS A PERSON? (Interdependent view of self) Self X X X X X X X X X X X X X X X X X X X X X X X X Mother Father Sibling Friend Friend Co-worker

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Culture: More than race/ethnicity Individual differences Social class, gender, parent’s education, religion Past experiences, family dynamics Being Native is more than culture practices… History of Betrayal & Mistrust Struggle, resistance, survival Social Problems Divorce, Single Parent homes Poverty Physical/Sexual Abuse Drug & Alcohol Abuse

Part II Cultural Models of Education: Implications for Academic Performance : 

Part II Cultural Models of Education: Implications for Academic Performance

Cultural Models of Education:: 

Cultural Models of Education: Historically and socially instituted sets of ideas about the meaning of education, about how to be a good student, about the role of education in becoming a “good” self, and about the nature of the relationship between teachers and students. Frequently practiced ways of teaching, studying, evaluating, and rewarding students. Conventional patterns of interactions between teachers and students. (Fryberg & Markus, 2007)

What comes to mind when you think of “education”?: 

What comes to mind when you think of “ education ”? European American students #7 Freedom to think and express your own ideas in comparison to what course material is taught…formulating conclusions individually and applying these to your own life in order to achieve the good life. #24 Education is the key to a successful, happy professional future. American Indian students #5 I think of the reservation because I was education on the reservation where education was horrible. #20 Oral learning, passing down knowledge, elder to grandchildren, parents to student.

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What comes to mind when you think of education ? % European American (n = 57) % American Indian (n = 42) Acquisition of Knowledge (e.g., learning, gaining knowledge) 68.4 a 40.5 b Attributes of School Setting (e.g., teacher, apple, grades, books) 38.6 28.6 b Tool for Success (e.g. a path or key to get ahead) 38.6 42.9 Tool-Community Success (e.g., move community ahead) 5.3 b 21.4 a Negative View of Education (e.g., biased, unequal, boring) 3.5 b 35.7 a Think of Family (e.g., parents, siblings, grandma) 0.0 b 19.0 a

What comes to mind when you think of a “teacher”?: 

What comes to mind when you think of a “ teacher ”? European American students # 7 A teacher should be encouraging and help students think for themselves and discover their opinions. #24 Helper in quest for learning. Formally, one who instructs/directs students’ learning. Someone who makes seeking knowledge and spreading knowledge a primary goal in life. American Indian students #5 I think of the White teachers back on the reservation who thought we were all slow, so they never challenged us. #17 I think of someone older than me. Mostly I think of my parents and elders. I guess they were my first teachers.

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What comes to mind when you think of a teacher ? % European American (n = 57) % American Indian (n = 42) Provides Knowledge (e.g., instructs, teachers) 52.6 57.1 Role Model/Mentor (e.g., guides, sets good example) 40.4 a 19.0 b Negative View of Teacher (e.g., biased, boring, uncaring) 19.3 b 35.7 a Positive Attributes (e.g., kind, respectable, inspires) 49.1 31.0 Physical Traits (e.g., white, woman, old, short) 17.5 31.0 Close Others-not teachers (e.g., family, parents, grandpa) 5.3 b 28.6 a Low Pay (e.g., low wages, under-paid) 10.5 9.5

Part III Enhancing Identity Safety Story time… : 

Part III Enhancing Identity Safety Story time…

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As I read this children’s book, try thinking about what messages it conveys to girls and boys about... abilities earnings/wages roles prestige power

Why this book? : 

Why this book? This book is an example of the messages children (i.e., future students) receive about what is possible for them and what is not. Despite our best intentions, faculty and administrators have ideas about how students should appear and how they should behave, and we unconsciously act on these ideas. Do not worry…even the best stereotyping and prejudice researchers in psychology fall prey to these behavior--it is, in part, the nature of how our brains function (social learning theory).

Stereotype Threat Contends that….: 

Stereotype Threat Contends that…. Stereotypes exist in the world, not simply inside individual minds Stereotypes are reflected and inscribed in the practices, policies, and institutions that comprise society Stereotypes are enacted in everyday, interpersonal behavior Stereotypes are powerful and influential in the performance of minorities

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For many non-Indians, an Indian must resemble a historical image, one frozen in the past and in historical archives--the noble, proud warrior dancing about and worshipping nature ’ s mysteries … (Trimble, 1987)

Mascot Conditions: 

Mascot Conditions Condition 2 : Haskell Indian Nations University mascot “Indians” Condition 1 : Cleveland Indian’s team mascot “Chief Wahoo”

Mascot Conditions: 

Mascot Conditions Condition 4 : Control No prime Condition 3 : University of Illinois mascot “Chief Illiniwek” Participants completed the possible selves measure

Positive Condition: 

Positive Condition Condition 5 : American Indian College Fund Ad “Have you ever seen a real Indian?”

What are Possible Selves?: 

What are Possible Selves? Possible selves are the selves that people would like to become or are afraid of becoming They are the cognitive manifestations of enduring goals, aspirations, motives, fears and threats. (Cross & Markus, 1994; Markus & Nurius, 1986; Oyserman & Fryberg, 2006)

Identity Safe Classrooms: 

Identity Safe Classrooms Classrooms that promote culture-congruent models of education Classrooms free from social identity threat (i.e., stereotyping and prejudice) Classrooms that include positive and inclusive student representations Identity-safe classrooms communicate to ALL students that they belong and can succeed.

Models for Success…: 

Models for Success… Does the combination of culture-congruent models of education and positive, inclusive racial-ethnic identity primes increase motivation and academic engagement more than culture-congruent models or inclusive racial-ethnic identity primes alone?

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Getting an education will benefit you in the future. Independent Model (You) Outgroup Member (EA)

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Getting an education will benefit you in the future. Independent Model (You) Ingroup Member (AI)

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Getting an education will benefit your tribe in the future. Interdependent Model (Tribe) Ingroup Member (AI)

Primes: Models for Success: 

Primes: Models for Success *All primes were gender-matched to the participant. Independent Model (You) Outgroup Member (EA) Independent Model (You) Ingroup Member (AI) Interdependent Model (Tribe) Ingroup Member (AI) Control No Prime

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( You / EA ) ( You / AI ) ( Tribe / AI )

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( You / EA ) ( You / AI ) ( Tribe / AI )

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( You / EA ) ( You / AI ) ( Tribe / AI )

Models in Action? Social Representations of American Indians: 

Models in Action? Social Representations of American Indians

Models in Action: Classroom representations and Student-Teacher relationships: 

Models in Action: Classroom representations and Student-Teacher relationships The greater the proportion of American Indian positive, inclusive representations in the classroom, the more American Indian students thought their teacher liked them and wanted to help them.

Discussion: 

Discussion One model does not work for all… some of the onus for the underachievement of American Indian students lies in the incongruent cultural models prevalent in the academic environment. Models for success… culture-congruent and identity inclusive representations may promote academic success for American Indian students. Models in action… controlling the representations in the classroom can promote positive relationships with students.

Implications: 

Implications School teachers and administrators can ensure that the existing or relevant social representations do not devalue or limit individual identity or potential. Efforts should be made to show ALL students in the classroom a diversity of positive representations of their group. Taking care not to use stereotypical representations or ‘only’ historical representations. Creating and developing new and positive social representations may be one route to creating new “possible future selves” for students.

WHAT CAN UNIVERSITIES DO?: 

WHAT CAN UNIVERSITIES DO? Examine the prevalent model of education within the university. Acknowledge that students come to the university with different expectations about the purpose of education, what it means to be a student, and the relationship between faculty and students--educate administrators and faculty. Recognize that participation in different cultural contexts has consequences for how students approach the university experience, but there are no hard fast rules. Create an environment that welcomes and values various social and cultural identities.

Thank You!: 

Thank You! Collaborators Hazel Rose Markus Irene Yeh Andy Wilson Renn Hershey Alisha Watts Research Assistants Yvonne Perez Deleana OtherBull Rabiah Muhammad University of Arizona Culture Collaboratory