| Citation: | Willeto, A. A. A. (1999). Navajo culture and family influences on academic success: Traditionalism is not a significant predictor of achievement among young Navajos. Journal of American Indian Education, 38(2), 1-24. EJ605532. |
Annotation:
This research study examines the positive and negative effects of Navajo traditionalism on academic attainment of high school students and investigates gender differences in achievement. Overall, a traditional orientation to Navajo culture was modestly correlated with the grades, school commitment, and college aspirations. The variables included three domains of Navajo traditionalism: ritual behavior, Navajo language use, and cultural conventions which entail recognized Navajo activities. Personal investment in cultural conventions was most strongly correlated with evidence of an achievement orientation, followed at a distance by involvement in Navajo rituals. All these associations, except those involving cultural conventions, faded to insignificance when family processes and origins were added to a series of hierarchical regressions. Additionally, girls did consistently better than boys on achievement orientation, as was expected in the matriarchal society of Navajos. Data was collected and analyzed from the results of questionnaires administered to a random selection of 451 Navajo students from 11 high schools both on and off the Navajo reservation. These results suggest no negative effects of Navajo traditionalism and found a positive influence of family processes on educational outcomes for Navajo youth. The author concludes that school success does not require a student to assimilate into the dominant society. The findings are based on only one cross-sectional sample, and longitudinal research is needed to fully explain educational outcomes of Navajo youth.
The Connection Collection: ©SEDL 2024