Embracing our Children No two hands are exactly
“Embracing our Children” No two hands are exactly the same. Difference is not a deficit. Strengthening Student Success Research and Planning Group for California Community Colleges Dr. Kishan Lara-Cooper (Yurok/Hupa/Karuk) October 9, 2015
Introductions & Goal Setting What would you like to “get out of” this workshop? Take a healthy risk by setting at least 1 goal for yourself in this workshop. Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
Self Reflection Identify 2 core values or skills that you feel are important to teach to your children. For each value or skill, describe what experience/s influenced you in this decision. Identify 2 privileges that you have. Explain each. What role did your parents, family, school, community, and society play in helping you to identify your core values, personal strengths, and privileges?
Worldview/Epistemology A worldview is how we perceive the world based on our own experiences, values, and beliefs An epistemology is how we make sense of the world based on our natural environment, surroundings, and view of the world Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
Shifting the Paradigm Monological Epistemology Multilogical Epistemology Create a space for student knowledge in the educational system In turn, students create a space for the educational system within their own personal framework Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
Dr. Kishan La
Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
Demographics 566 Federally Recognized Tribes 2. 1 million A. I. under that age of 24 115 Federally Recognized Tribes in California 108 Languages in the State of California What is the difference between an “American Indian” and other minorities? Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
National Challenges Center for Native American Youth at the Aspen Institute • Alcoholism rates are 514% higher than the general population • Native teens experience the highest rate of suicide of any other population, 10 x the national norm • Diabetes incidence is 177% higher, with the highest rate of type 2 diabetes • Tuberculosis incidence is 500% higher • 49% high school graduation rate compared to 76% Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
National Challenges, con’t AI/ANs youth are arrested at a rate of 3 x the national average Violence accounts for 75% of deaths for youth ages 12 -20 79% of youth in the Federal Bureau of Prison’s custody are American Indian AI/ANs attain the lowest level of education of any racial or ethnic group in the U. S. Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
Local Challenges At a local school: 7% of Native American students scored at proficient level or above in Mathematics 60% drop out rate In Humboldt County: 30% unemployment rate Native Americans make up less than 3% of Humboldt County’s population, yet 40% of the County Juvenile Hall School (http: //star. cde. ca. gov) (Impact Aid Report, 2008) Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
From an educational perspective… 1928 Meriam Report, 1969 Kennedy Report, 1972 Havighurst Report, 1991 INAR Report, 1990/1992 NALA, 1998 Executive Order 13096, 1972 Indian Education Act, 1975 Self-Determination and Educational Assistance Act, 1978 Bowlus Study, 1993 Crosbie Report, 2001 Calderon Report, (Brayboy, 2009), (Mc. Carty, 2001, 2005, 2008, 2009), (Manuelito, 2001), (Kawagley, 1997), (Cajete, 2006), (Vicenti Carpio, 2009), etc. These statistics are due to the lack of culturally specific academic and student support services Education doesn’t reflect the philosophies and worldview of Indigenous communities The foundation of education is not acknowledged Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
From a developmental perspective… Historical unresolved grief Epigenetics Social, cultural, and environmental factors The type of assessment Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
How do you define giftedness? Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
Relationship Between Core Attributes of Giftedness Terman (1926) High IQ (Standardized test) Intellectual ability Sternberg (1997) Wisdom Intelligence => Synthesized Creativity Marland Report (1972) Intellectual ability Creativity Artistic ability Leadership Contribution Renzulli (2002) Above average ability Task commitment Creativity Abstract thought National Excellence Report (1993) Intellectual ability Creativity Artistic ability Leadership Recognition of all cultural groups, economic strata, and human endeavor. Zirkel (2005) Intellectual ability Creativity Academic ability Leadership Artistic ability Individual Gardner (1993) Multiple Intelligences: Linguistic Logical Spatial Musical Kinesthetic Interpersonal Intrapersonal Spiritual Naturalist Subotnik & Jarvin (2005) Ability Expertise Contribution Home & School should be primary assessment tools. National Research Center on the Gifted and Talented (1995) Communication skills Creativity Humor Inquiry Insight Interest Memory Motivation Problem solving Reasoning
Definition of Giftedness A “highly gifted pupil” means a gifted and talented pupil who has achieved a measured intelligence quotient of 150 or more on an assessment of intelligence…or has demonstrated extraordinary aptitude in language arts, mathematics, science, or other academic subjects…” (California Department of Education, 2005, p. 9) Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
How many are “gifted”? Subject Proficient and Above History 3% Algebra 5% Science 21% General Mathematics 0% Language Arts 16% STAR 2013 Test Results of Native American students in local junior high Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
How do you think a child is affected when he/she is identified as gifted? Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
Middle Childhood: 6 -12 years old § § Industry v. Inferiority (Erikson) Self Concept Self Esteem Social Identity (Tajfel & Turner) Copyright © Allyn & Bacon 2008
Social Identity (Tajfel & Turner)
Why might recognizing giftedness from a community context be important?
K’winya’nya: n-ma’awhiniw This study explores the characteristics, qualities, and endeavors that are important to the Hupa/Yurok/Karuk communities to teach to their children Data sources: a pilot program, 230 surveys, 23 in-depth interviews, and a focus group Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
Spiritual Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
Spiritual Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
Spiritual Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
. Relationship Between Core Attributes of Giftedness HVIR concept of giftedness (2009) Hupa/Yurok/Karuk Reflective of worldview/epistemology K’winya’nya: n-ma’awhiniwhuman way Values- honor, humility, patience, gratitude, discipline, compassion, a good heart, generosity, and respect Culture Davidson (1987) Crow Reynolds (1991) Tribe on Canadian border Understands cultural norms Aware of cultural importance of actions Knowledge of traditions, beliefs, and values Cultural skills- observatory, oratory, auditory, fishing, basket-making, hunting, traditional games, gathering, and regalia-making Recognizes traditional designs, beading, horsemanship artistic expression Fishing, hunting, sewing, trapping, oratory, carving, wood work Language Harmony v. equality (everyone has a gift) Human relationships Natural relationships Spiritual relationships Niltsit- inherent gift Xo. L-dini. L’ay- learned gift Contribution Everyone is gifted Respects clan relationships Knows teasing clan Romero (1994) Keresan Pueblo Martin (1996) Hawaiian Humanistic A’dzii ayama’ guunu Aloha Asking, receiving, living, and sharing the breath of life Generosity, sharing, empathy, self-discipline, motivation, cooperation Obedience, self-reliance, perfectibility, excellence, and intuitiveness Cultural knowledge Dzii guutuni Interest, hunting, housekeeping Creativity Kaam ‘asruni Drumming, dancing, potterymaking, weaving, painting, tanning, sewing Linguistic Weeka’ dza Community v. Individual Importance of elders and community relations Perceives purpose of ceremony Relationship with self and others Song composition, singing, traditional advisement Natural ability Contribution Every child is gifted Connection to place Connection to cultural and ancestral roots Natural ability Contribution
How does acknowledging these perspectives of giftedness promote multilogical thinking? Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
A child’s selfconcept is established in the first 5 years of life.
Self Concept Spiritual
Being gifted or talented means, to me, to just be normal. Everyone has a special gift or talent, even if it is not visible. Everyone can contribute in some way to make this a better world…Every second someone’s talents are wasted is a second in which the world gets a little worse. So, the next time you see someone who is down and out, don’t feel sorry for that person, feel sorry for the world” (Ulrey, 1991, p. 25). Dr. Kishan Lara-Cooper, Department of Child Development, Humboldt State University
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