Download American Indian Dropout Rate - Community Unit School District 200

CULTURAL DISCONTINUITY AND THE AMERICAN INDIAN DROPOUT RATE
For the most part, members of subgroups have little problem living within the predominant culture of society. However, some
subgroup members find that the values, beliefs, and practices of the larger culture are at odds with those of their subculture. This
clash of cultures results in a situation that sociologists call cultural discontinuity. Subgroup members are forced to choose between
their subculture and the predominant culture.
Several studies of dropout rates among American Indian high-school students have focused on the effect of cultural
discontinuity. Many factors such as poverty, segregation, and poor schools have also contributed to the dropout rate. The studies on
cultural discontinuity point out that there are fundamental differences in the culture traits valued by the school system (the
predominant culture) and those valued by traditional American Indians (the subculture). In her study of Ute high-school students,
Betty J. Kramer notes that school systems generally view competition as a positive
feature of American society. One of the goals of education is seen as providing
students with the tools necessary to compete in a market economy. In keeping with
the competitive model, achievement is measures on the basis of grades and scores
on standardized tests.
Ute society, Kramer points out, is not based on a competitive model.
Rather, Ute culture is basically cooperative. Thus, the Ute prefer to measure
achievement on the basis of effort, commitment, and the degree of satisfaction
people receive from the creative process. Most jobs in the Ute community are
interchangeable, and people transfer from one job to another with ease. Formal
education does not play an important role among the Ute because jobs are not assigned on the basis of whether or not a person has a
high-school diploma. Success in school among Ute and other American Indian peoples, then, is not necessarily a valued trait. In some
respects, failure is seen as a reinforcement of traditional culture.
The continuing high school level of failure among American Indian high-school students worries many American Indians
leaders. The American Indian dropout rate stands at about 35 percent—more than twice the national average. The lack of a high-school
diploma, these leaders know, places young American Indians at a disadvantage in today’s economy. These leaders have suggested several
changes to address cultural discontinuity and reverse the high failure rate. These changes include the following:

Hiring more American Indian teachers and training teachers to be more sensitive to American Indian culture

Using teaching and testing methods that are culturally appropriate

Developing a curriculum that is culturally relevant to American Indian students

Encouraging greater parental involvement in schools
Such changes, American Indian leaders believe, will help preserve students’ traditional cultures yet still provide them with the
skills succeed in the wider world.
1.
Sociologists call the clash of cultures ___________________________________________.
2.
What do the schools view as a positive aspect of society that directly opposes with a primary aspect of Ute culture?
3.
What 3 things do the Utes use to measure achievement?
4.
Why doesn’t formal education play an important role among the Ute?
5.
How high is the American Indian dropout rate? How does this compare with the national average?
6.
Describe 2 changes Indian leaders have suggested to reduce the dropout rate.