Using Parental Involvement to Help Diné Students Learn Their Unique Clan System

Abstract

Applied in a general sense, the six parental involvement suggestions should arm parents with a guide to help their children succeed. Even if they only do half of the recommended practices, they are actively helping their children succeed. However, when it comes to the parents of NA/AN students, using the suggested parental involvement interventions may not be something they would adopt. This hesitation is results, in part, from curriculums that have historically portrayed NA/AN in a negative light. Robertson (2019) alluded to this fact by stating “due to the absence of the Native American perspective in school resources, Native American history and culture is only able to be viewed from a non-Native perspective that is not always accurate or adequately detailed (P. 16). Plainly speaking, the history and contributions of NA/AN tribes have historically been attributed to other cultures, downplayed or not mentioned at all. Factoring in the historical trauma suffered by NA/AN individuals in boarding schools, the mistrust of western-styled education systems, with the previously stated negative personal experiences for NA/AN parents; even those who did not attend boarding schools, and it is easy to understand why parents of NA/AN students are hesitant to get involved in their children’s education.