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Or finally, students may have insufficient motivation to put into practice what they have learned, such as fears of making a serious mistake. (Zimmerman & Schunk, 2003, p. 444)
In the case of Jean she frequently failed because the motivation to achieve was undefined, and her inability to understand the connection between academic knowledge and achievement, through the modeling of her historical culture plagues her throughout her education.
People in the lower-lower class are largely unskilled laborers and the chronically unemployed. Life for them is a continual struggle for survival, a struggle that many of them feel they cannot win without outside help. Hollingshead says that they "give the impression of being resigned to a life of frustration and defeat in a community that despises them for their disregard of morals, lack of 'success' goals, and dire poverty" (25). (Lindgren, 1962, p. 102)
The value of her culture did much to address the goals Jean aspired to but the "game" as she calls it was different than the values that her early life had taught her. She was challenged by an inability to achieve success through a system that was entirely unwelcoming to her and did not contain cultural modeling, that had been her impetus at home. She was degraded for her history, and therefore reverted to bad behavior and lying to attempt to achieve acceptance and this not only didn't work it also went against her core cultural values.
One of the major reasons that transition has not yet been fully adopted among Native American communities may be that the concept is itself based upon the values of an urban, Anglo culture. For example, two of the dominant themes of transition, as defined in federal policy, are gainful, competitive employment and emancipation from the...
These experiences, however, are not universally valued by Native Americans and, in particular, those Native Americans residing on reservations and maintaining traditional tribal customs. In these communities, the values of cooperation, interdependence and communal responsibility and action often conflict with the values of independence and competition that are often implied by transition services. (Shafer & Rangasamy, 1995, p. 60)
Values of truth and expression of native cultural, as apposed to the indeopendacen that is stressed in academic education challenged Jean to assimilate into such a culture. She felt alone, separated from family, joy and culture and found little to reconcile these feelings. Jean developed a sense of being an outsider, that is likely still persistent in her life. Opportunity in her own culture is limited and therefore any educational attainment she achieves must fit into a limited number of options if she desires to return to her community, and help it grow, through the later generations she hopes to make citizens of pride for the elders.
References
Lindgren, H.C. (1962). Educational Psychology in the Classroom (2nd ed.). New York: John Wiley & Sons.
Shafer, M.S., & Rangasamy, R. (1995). Transition and Native American Youth: A Follow-Up Study of School Leavers on the Fort Apache Indian Reservation. The Journal of Rehabilitation, 61(1), 60.
Bredo, E. (2003). 4 the Development of Dewey's Psychology. In Educational Psychology: A Century of Contributions, Zimmerman, B.J. & Schunk, DH (Eds.) (pp. 81-107). Mahwah, NJ: Lawrence Erlbaum Associates.
Zimmerman, B.J. & Schunk, DH (Eds.). (2003). Educational Psychology: A Century of Contributions. Mahwah, NJ: Lawrence Erlbaum Associates.
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