Exploring a Cultural Intervention's Influence on Sense of Belonging: Bringing Dakota Story into 6th and 10th Grade Social Studies Classrooms
2015-06
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Exploring a Cultural Intervention's Influence on Sense of Belonging: Bringing Dakota Story into 6th and 10th Grade Social Studies Classrooms
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2015-06
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Research has determined the importance of sense of belonging on one's health and well-being. Furthermore, sense of belonging has been correlated to academic success. The persistent academic achievement gap in the American Indian student population afflicts both educational policy makers and classroom teachers. This community-based participatory action research project drew upon the recommendations of the American Indian community to establish partnerships with American Indian communities and the inclusion of American Indian representation in curricula. This project utilized a mixed methodology to investigate the pilot of a cultural intervention (i.e., a culturally-based curriculum built upon storytelling) in sixth and tenth grade social studies classrooms and explored its influence on American Indian student's sense of belonging. The results also assisted in improving the curriculum and effectively meeting the state's new mandate that calls for the inclusion of American Indian contributions in curricula.
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University of Minnesota D.Ed. dissertation. June 2015. Major: Education, Curriculum and Instruction. Advisor: Joyce Strand. 1 computer file (PDF); ix, 127 pages.
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Peterson, Teresa. (2015). Exploring a Cultural Intervention's Influence on Sense of Belonging: Bringing Dakota Story into 6th and 10th Grade Social Studies Classrooms. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/175299.
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