Full Citation
Title: The Impact of Local Tribal Affiliation and Reservation Proximity on the High School Completion and GED Attainment of American Indian and Alaska Native Youth
Citation Type: Miscellaneous
Publication Year: 2009
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Abstract: We investigate the educational attainment of American Indian and Alaska Native youth within aunique framework hypothesizing that local tribal affiliation and reservation proximity provideaccess to tribal benefits and services in a given area that may impact the likelihood of graduatingfrom high school or earning a GED. We use propensity score matching to determine the causalimpact of being an American Indian and/or Alaska Native youth who does not live in a state withhis/her tribal lands and does not live near a reservation on graduating from high school orearning a GED. The data used in this analysis comes from the 2000 Census Integrated PublicUse Microdata Series (IPUMS-USA) 5% sample, and we construct a sample of American Indianand Alaska Native individuals from Arizona, New Mexico, Minnesota, Oregon and Washington.We find a large and significant impact of not being affiliated with the state tribe and not livingnear a reservation: youth with no local tribal affiliation and reservation proximity were 26.5%less likely to have earned a high school diploma or GED compared to if these youth had lived ina state with their tribal lands and near or on a reservation. We will be presenting the results ofthis study, which is a work in progress, at the 2010 AERA Annual Meeting at a RoundtableSession titled, Social Justice, Factors for Graduation and Success with Indigenous Students.
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Authors: Hodara, Michelle; Thomson, Kathleen
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Data Collections: IPUMS USA
Topics: Education, Race and Ethnicity
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