Identity Formation of American Indian Adolescents - Essay Example

Summary of the article of the of the 8 February Summary of the article There have not been many empirical studies that unearth the relation between the cultural identity of Native American adolescents and their participation in traditional cultural practices. Schweigman, Soto, Wright & Unger (2011) try to fill this gap in the existing literature through a remarkable state-wide sample study among Native American adolescents throughout California to identify how their participation in cultural practices contribute towards their ethnic identity.

The results of the study confirm the researchers’ hypothesis that participation in cultural practices has a positive bearing on the ethnic identity of Native American adolescents. The article also points out the need to promote Native American identity through education, cultural activities, tribal practices and tribal enculturation. The researchers have taken special care to ensure validity and reliability in their study through well-designed survey procedure. Out of the 1,265 completed surveys the researchers eliminate all those participants who fail to meet the selection criteria for the study.

Therefore, the current study is limited to 945 participants of whom 529 are females and 416 males. The dependant variable of ethnic identity is measured making use of the 12-item Multigroup Ethnic Identity Measure (MEIM) whereas participation in cultural activities is assessed through exploratory factor analysis. The associations between participation in cultural activities and ethnic identity are examined through linear regression. The results of the study show how cultural activities play a pivotal role in moulding ethnic identity among Native American youth.

Participants who engage in pow-wows, sweat lodge, drum group or roundhouse dance report higher levels of Native American ethnic identity. Similarly urban youth demonstrate greater levels of ethnic identity than reservation youth. Among female participants the researchers find a significant association between having higher grades and Native American identity and the article emphasises the need to “find ways to sustain strong ethnic identity” among native Americans (Schweigman, Soto, Wright & Unger, 2011, p. 347). However, one needs to take into account the limitations of the study as well.

The results of the study cannot be applied to the general Native American population in California as the sample is cross-sectional and not randomly selected to represent either urban or reservation population. Similarly, one can never undermine the possibility of biased information as the survey consists of self-reported information. The methodology, data collection, data analysis and conclusions drawn by the researchers seem to be convincing and rational to me. The researchers rightly point out that participation in cultural activities is essential for the urban youth to maintain their cultural identity and preserve their Native American heritage.

However, I am not certain what the researchers intended when they state that stronger ethnic identity is useful for reducing substance abuse problems among California Native American youth. The rational for this finding is not adequately explained in the article. Similarly, the need to incorporate lessons on cultural diversity and ethnic identity in the school curriculum is not emphasised by the researchers. China’s education policy offers one an apt example of how a nation can promote ethnic identity and cultural diversity through quality minority education.

China offers preferential treatment and policy privileges to ethnic minority students. Besides, minority curriculum in China pays special attention to “the development of textbooks of ethnic languages and cultures and to the training of ethnic teachers, so that a variety of schools can be built up to meet the needs of their local ethnic situations” (Yang & Wu, 2009, p. 119). Such steps are essential in the case of Native American students too as this would provide them a unique opportunity to be proud of their ethnic identity and cultural heritage.

ReferencesSchweigman, K., Soto, C., Wright, S & Unger, J. (2011). The relevance of cultural activities in ethnic identity among California Native American youth. Journal of Psychoactive Drugs, 43 (4), 343–348.Yang, R & Wu, M. (2009). Education for ethnic minorities in China: a policy critique. SA-eDUC JOURNAL, 6 (2), 117 – 131. Retrieved 8 February 2014, from http://www.nwu.ac.za/sites/www.nwu.ac.za/files/files/p-saeduc/All_articles/educational_for_ethnic.pdf