Abstract: Indigenous Peoples of the Americas represent a diverse array of identities affiliated with Native nations, clans, and bands, each with their own cultures, languages, and lived experiences. Yet, these unique and diverse versions of identity are not always represented accurately in student data, and data often respond not to the sovereign needs and priorities of Native nations, but rather to state and federal priorities. Additionally, there are compounding issues with data that overlap with rural education contexts, where large proportions of AI/AN students attend school. This article explores Kansas and Michigan as cases for asking critical questions and problematizing AI/AN data in and across our systems of education, with specific emphasis on how this overlaps with rural contexts.
Beelen et al. (Fri,) studied this question.
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