A Dakota Cultural Intervention’s Influence on Native Students’ Sense of Belonging: A CBPR Case Study

Name: A Dakota Cultural Intervention’s Influence on Native Students’ Sense of Belonging: A CBPR Case Study
Published: 2023-10-30
License: https://creativecommons.org/licenses/by/4.0

Principal Investigator(s): View help for Principal Investigator(s) Heather J. Peters, University of Minnesota Morris; Teresa R. Peterson, University of Minnesota Duluth; the Dakota Wicoḣ’aƞ Community, Dakota Wicoḣ’aƞ

Version: View help for Version V1

Name	File Type	Size	Last Modified
Classroom Survey Packet.docx	application/vnd.openxmlformats-officedocument.wordprocessingml.document	23 KB	10/30/2023 12:53:PM
Directions For In-Class Questionnaires.docx	application/vnd.openxmlformats-officedocument.wordprocessingml.document	12.8 KB	07/18/2014 10:07:AM
Syntax Pairs Sample T-test 6th & 10th Graders.sps	text/x-spss-syntax	579 bytes	10/30/2023 11:56:AM

Project Citation:

Peters, Heather J., Peterson, Teresa R. , and Community, the Dakota Wicoh¿’a¿. A Dakota Cultural Intervention’s Influence on Native Students’ Sense of Belonging: A CBPR Case Study. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-10-30. https://doi.org/10.3886/E194830V1

Project Description

Summary: This Community-Based Participatory Research case study demonstrates how Dakota Wicoḣ’aƞ utilized Indigenous and Feminist epistemologies to create, implement, and evaluate a cultural intervention, the Mni Sota Makoce: Dakota Homelands Curriculum, to increase Native 6th and 10th grade social studies students’ peoplehood sense of belonging (Tachine et al., 2017). Findings demonstrate Native students liked the curriculum and reported an increase in support and decrease in invalidation of their sense of belonging. While the curriculum provided a source of racial-ethnic socialization, some European American students criticized the curriculum, which negatively impacted 6th grade students psychological sense of school membership (Goodenow, 1993). Results indicate Indigenous culture, epistemologies, and pedagogies should be infused throughout all curricula, teachers need to be prepared to effectively deal with racist and discriminatory behavior, and Indian Education is important to Native students belonging. Implications and recommendations for funders, schools, researchers, teacher education programs, and Native communities are discussed.

Funding Sources: National Institute on Minority Health And Health Disparities of the National Institutes of Health (U54MD008164)

Scope of Project

Subject Terms: sense of belonging; Cultural intervention; Dakota; Indigeneous education; Community-based participatory research; racial-ethnic socialization

Geographic Coverage: Rural Minnesota

Time Period(s): 8/22/2014 – 12/15/2014 (Fall 2014)

Universe: Dakota 6th and 10th Grade Social Studies Students

Data Type(s): audio: sound data; survey data

Methodology

Response Rate: 72.8% of 6th and 10th grade social studies students completed both the pre- and post questionnaires.

Sampling: there were a total of 107 students enrolled in the classes.

Collection Mode(s): face-to-face interview; on-site questionnaire

Scales: The Psychological Sense of School Membership (PSSM; Goodenow, 1993); the Wicozani Instrument (Peters et al., 2019); and the Awareness of Connectedness Scale (Mohatt et al., 2011); Suicidal Ideation Questionnaire (Reynolds, 1988)

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Published Versions

V1 [2023-10-30]

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