Ethnography Draft – MP # 2

Native American Students Surviving in Traditional American Schools

Have you ever wondered if school is harder for someone of a different ethnic group? Well this project proved to me that it is. For this ethnography I gathered information from online sources, interviews, and fieldsite notes to support that it is harder for someone of a different ethnic group to attend a traditional American school.

Native American students learning in traditional American schools is like an French student trying to learn in a German school, the culture and traditional customs are very different therefore it’s harder for the students to learn growing up in a school that’s different from their native background. Studies have shown that many Native American students are having trouble learning in an American classroom because there’s such a cultural difference. Teachers should become educated about these multicultural differences and use a range of different learning methods to increase the graduating rate of Native American students. Growing up as a child we’ve learned the stereotypes of Native Americans. In movies and stories the Natives were the people who dressed up in costumes, lived in tents without electricity, and were the people who always ended up getting chased by the cowboys. But throughout this project I’ve learned that the Native American people are so much more than that. They have a whole different culture, outlook on life, and are truly great people.

For the past few months I’ve been working on field-site with East Carolina’s Native American Organization.  ECNAO is an on campus, multicultural organization, established in 1970. The main goal of this organization is to serve as a cultural resource for all and to provide the community with programs that will expose them to the riches of the Native American contribution to American’s history and culture. When attending the group meetings the students in the organization weren’t all that different from myself. Most of them were tan, had dark hair, and had very strong southern accents. Everyone was friendly and the meetings were very informal and laid back. They had a president like most organizations but with ECNAO the decisions made were more of a group effort. Everyone came up with ideas and everyone contributed; it was like a big family atmosphere. Luckily I was able to attend the big Pow-Wow that the Native American Organization puts on every year.  The Pow-Wow is a large Native American gathering open up to anyone who wants to come. Many Native Americans were wearing bright, colorful costumes that had bells attached and made noises when they danced. When attending the Pow-Wow the drums played a very dominant role, the drum was also the item I chose for my artifact. I learned that it was the center of the Native lifestyle; it was a way to talk to the dead, and the Greatest Spirits. The drums were very powerful and loud making them the center of the Pow-Wow. Also at the Pow-Wow there were booths set up with different cultural items on display and for sale. There were dancers at the Pow-wow of all ages, and the whole event was very family oriented.

When working on field-site it seemed like the Native American students were just like me and so I thought that they would have just as easy as a time in school as I did, but when doing online research and completing my interview with Aleshia Hunt I found that to be completely false. Aleshia Hunt is the Co-Advisor of ECNAO, and is a Lumbee Native American. She is tan female, with dark short hair, and has a very strong southern accent. In my interview Aleshia told me that tradition and family was a big part of the Native American lifestyle. She started traditional dancing at the age of three, she learned from her ancestors how to bead and make necklaces and she was taught how to make traditional Native food, because in her Native lifestyle a lot of their gatherings are centered around food. To lean more about the difficulties of being a Native American student in a traditional American school I asked Aleshia to tell me about her hardships with school and some of her encounters. When Aleshia was a freshman in the dorms many people thought she was just mixed with another race, but when she told them that she was Native American she would get crazy questions such as; Do you live on a reservation? Do you have electricity at home and running water? When she got asked questions like that she said it was bothersome because like I said earlier those aren’t true at all, they’re just stereotypes that us American students have grown up learning from movies and books. Aleshia said that sometimes it was harder to adjust to school because Native Americans don’t have the representation of staff and students on campus like most populations do. She felt like the teachers didn’t understand much about her as a Native student and how she needs to learn being in a different environment.

When doing online research about Native Americans in traditional classrooms, I learned a great deal of information I would have never thought would help contribute to someone’s learning process. Native American students are becoming an academic concern across the world. Research suggests the Native American students have a low self-image and the highest drop out rate of all ethnic groups. Native students view the world based on their cultural values. In the Native community they value humility and harmony; therefore Native students will underachieve to avoid appearing superior so that they don’t violate their cultures traditional norms. Parents of Native students strongly emphasize on performing an activity correctly; therefore that student may not attempt to answer a question if they don’t know the exact answer because they’re scared of not performing well. Teacher’s who don’t understand these values will just think that the student is lazy and doesn’t care which in reality the student is just following their cultural norms. Native American students are very visual and learn best from observing and demonstrating. They do well in classes that are visual like math class because it offers a variety of visual learning opportunities. They also prefer to work in groups rather than alone and they always look to authority for guidance because that’s their cultural norm.

Teachers play a big role in helping Native American students adjust in traditional American schools. Teachers should talk to their students and understand their preferred ways of learning so that each student can reach their fullest potential. When teaching a new task teachers should teach slowly to give students time to familiarize themselves with what is being taught. One aspect in the school curriculum that allows for all students regardless of cultural customs to achieve in is physical education. For hundreds of years as part of the Native American culture they have participated in a variety of athletic games, physical activities, and outdoor challenges. In their culture theses types of activities were very important for daily living. The activities were designed to improve endurance, strength, speed, fitness, and courage. P.E. teachers should educate themselves about the cultural similarities relating to their Native American students. They should also incorporate multicultural themes relating to the Native background. Physical Education plays a great deal in the development of multicultural education. The students who participate in P.E. class will have a rewarding experience, which will open up their learning environment.

My positionality on the topic of Native American students learning in traditional American classrooms has changed since I started this project. At first I didn’t think Native American students should be taught any differently. I thought that since they spoke the same language, and they were from America that they shouldn’t have any difficultly learning. After learning Aleshia’s point of view, and after reading my secondary sources I found out just how hard it is for someone with a different cultural background to adjust to a traditional American school like ECU regardless if they’re from America and speak english. Schools and instructors need to become leaders in educating themselves, and students about multiculturalism. By educating themselves and others about Native American lifestyles and culture the Native students will better adjust when learning in a traditional American school.

Works Cited

 Sutliff, M. (1996). Multicultural education for native American students in physical education. Physical Educator, 53(3), 157. Retrieved from EBSCOhost.

 Morgan, H. (2010). Teaching Native American Students: WHAT EVERY TEACHER SHOULD KNOW.Education Digest, 75(6), 44-47. Retrieved from EBSCOhost.

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One Response to Ethnography Draft – MP # 2

  1. clt18 says:

    The mini-ethnography really doesn’t pose a question it more so explains what they have learned through observations. The question is there in hiding but it’s not out in the open. I saw no tensions being expressed in the mini-ethnography it seemed as though there weren’t any tensions. The point of the mini-ethnography was never expressed. It tells about their point but doesn’t introduce the point and where the whole ethnography is heading.
    The details in this ethnography is very good I can visualize the setting of the meetings and Powwow.
    The author does describe the fieldsite and observations that were made. The details that work best are the ones on the overall atmosphere of the ECNAO meetings. Details that may need to be added include: details of the person you interviewed, Aleshia Hunt.
    The author’s focus in this mini- ethnography seems to be that Native Americans need to be taught differently in our school because of their different ways of being raised, their background comes into an effect when they begin to learn. I really couldn’t find the thesis this is something that needs to be added.
    The significance of the artifact is that it’s something that the subculture values. The artifact represents the idea that every subculture has something that’s important to them and something they value.
    The interview gives the mini-ethnography an insiders point of view and what how they define the subculture and what they think about their value at ECU and/or the community.
    The secondary sources give the paper more information about how Native Americans learn and adapt to learning differently. It also shows how difficult it is for Native Americans to transition in our society. The thesis needs to be developed a little more.
    I don’t think that there is complexity in the conclusion its pretty straight forward its saying that teachers are going to be the biggest help and they can do this by just recognizing and working with the situations that Native Americans have with learning in our society.
    I think the structure of this mini-ethnography is organized by sub-topics and I would have to say it is well organized to me. You might want to consider organizing your ideas a little like putting everything that you think together and everything that you have gathered from other sources together because it is kind of hard to understand what’s your ideas and what are someone else’s, in-text citations should help with that.

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