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Record W2017340771 · doi:10.1044/cds11.1.3

Cultural Variables Affecting Research With Native American Populations

2004· article· en· W2017340771 on OpenAlexaboutno aff
Carol Westby, Christine B. Vining

Bibliographic record

VenuePerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations · 2004
Typearticle
Languageen
FieldSocial Sciences
TopicMultilingual Education and Policy
Canadian institutionsnot available
Fundersnot available
KeywordsNavajoCensusMulticulturalismLibrary sciencePublishingNative American studiesIndian countryHistoryMedia studiesSociologyPolitical sciencePopulationAnthropologyLawDemography

Abstract

fetched live from OpenAlex

No AccessPerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) PopulationsArticle1 Mar 2004Cultural Variables Affecting Research With Native American Populations Carol Westby and Christine Begay Vining Carol Westby University of New Mexico, Albuquerque Google Scholar and Christine Begay Vining University of New Mexico, Albuquerque Google Scholar https://doi.org/10.1044/cds11.1.3 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References American Indian Research and Policy Institute. (2000). To build a bridge: An introduction to working with American Indian communities. St. Paul, MN: Author. Google Scholar Ascher, M. (1991). Ethnomathematics: A multicultural view of mathematical ideas. Pacific Grove, CA: Brooks/Cole Publishing. Google Scholar Association of Canadian Universities for Northern Studies. (1997). Ethical principles for the conduct of research in the north. 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San Francisco: Jossey-Boss. Google Scholar Cooley, D., & Lujan, P. (1982). A structural analysis of speeches by Native Americans. In F. Barken, E. Brandt, & J. Ornstein-Garcia (Eds.), Bilingualism and language contact: Spanish, English and Native American languages (pp. 80–92). New York: Teachers College Press. Google Scholar Davis, S. M., & Reid, R. (1999). Practicing participatory research in American Indian communities.American Journal of Clinical Nutrition, 69, 755–759. Google Scholar Dilworth, R. P., Pipes, M. A., & Weeks, L. E. (1991). A cross-cultural perspective of academic and clinical preparation.National Student Speech Language Hearing Association Journal, 18, 56–65. Google Scholar Fajardo, B. F., & Freedman, D. G. (1981). Maternal rhythmicity in three cultures. In T. M. Field, A. M. Sostek,P. Vietze, & P. H. Leiderman (Eds.), Culture and early interactions (pp. 133–147). Hillsdale, NJ: Erlbaum. Google Scholar Fletcher, J. (1983). What problems do American Indians have with English?.Journal of American Indian Education, 23(1), 1–13. Google Scholar Gerber, A. R., King, L. C., Dunleavy, G. J., & Novick, L. F. (1989). An outbreak of syphilis on an Indian Reservation: Descriptive epidemiology and disease-control measures.American Journal of Public Health, 79, 83–85. Google Scholar Greenfield, P. M. (1994). Independence and inTerdependence as developmental scripts: Implications for theory, research, and practice. In P. M. Greenfield & R. R. Cocking (Eds.), Cross-cultural roots of minority child development (pp. 1–37). Hillsdale, NJ: Erlbaum. Google Scholar Hall, E. T. (1959). The silent language. New York: Doubleday. Google Scholar Hall, E. T. (1976). Beyond culture. New York: Doubleday. Google Scholar Hall, E. T. (1983). The dance of life. New York: Doubleday. Google Scholar Harris, G. (1982, June). ASHA interviews Gail Harris, Indian advocate.Asha, 388–392. Google Scholar Harris, G. (1985). Consideration in assessing English language performance of Native American children.Topics in Language Disorders, 5(4), 42–52. Google Scholar Harris, G. (1998). American Indian cultures: A lesson in diversity. In D. E. Battle (Ed.), Communication disorders in multicultural populations(2nd ed., pp. 117–156). Boston: Butter-worth-Heinemann. Google Scholar Heinrich, J. S. (1991). Native Americans: What not to teach. In Rethinking Columbus. Milwaukee: Rethinking Schools. Google Scholar Henry, S. L., & Pepper, F. C. (1990). Cognitive, social, and cultural effects on Indian learning style: Classroom implications.Educational Issues of Language Minority Students, 7, 85–97. Google Scholar Hirschfelder, A., Molin, P. F., & Wakim, Y. (1999). American Indian stereotypes in the world of children. Lanham, MD: The Scarecrow Press. Google Scholar Hofstede, G. (1980). Culture's consequences: International differences in work-related values. Newbury Park, CA: Sage. 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(1997). Places of memory: Whiteman's schools and Native American communities. Mahwah, NJ: Erlbaum. Google Scholar Reason, P. & Bradbury, H. (2001). Handbook of action research: Participatory inquiry & practice. Thousand Oaks, CA: Sage. Google Scholar Redhorse, J. (1988). Spectrum of Indian family systems with illustrative model behaviors. In C. Jacobs & D. Bowles (Eds.), Ethnicity and race: Critical concepts in social work (pp. 93–95). Washington, DC: National Association of Social Workers. Google Scholar Reeves, M. S. (1989, August2). The high cost of endurance.Education Week, 2–4. Google Scholar Reyhner, J. (1992). Bilingual education. In J. Reyhner (Ed.), Teaching American Indian students (pp. 59–77). Norman, OK: University of Oklahoma Press. Google Scholar Reyhner, J., & Tennant, E. (1995). Maintaining and renewing native languages.The Bilingual Research Journal, 19(2), 279–304. Google Scholar Rodanas, K. (1992). Dragonfly's tale. New York: Clarion. 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Google Scholar Triandis, H. C. (1995). Individualism and collectivism. Boulder, CO: Westview Press. Google Scholar Vining, C. B., & Allison, S. R. (2000). Navajo perceptions of developmental disa-bilities: Project Na'nitin institute manual. Albuquerque, NM: University of New Mexico. Google Scholar Weeks, T. (1975, March). The speech of Indian children: Paralinguistic and registral aspects of the Yakima dialect. Paper presented at the annual meeting of the National Council of Teachers of English, San Diego. Google Scholar Westby, C. E., Moore, C., & Roman, R. (2002). Reinventing the enemy's language. Developing mainstream narratives in Native American children.Language and Linguistics, 13(2), 235–269. Google Scholar Wolfram, W. (1984). Unmarked tense in American Indian English.American Speech, 59(1), 31–50. Google Scholar Wolfram, W. (1991). Dialects and American English. Englewood Cliffs, NJ: Prentice-Hall. Google Scholar Wolfram, W. (2000). Indian by birth: The Lumbee dialect. Raleigh, NC: North Carolina State University. Google Scholar Additional Resources FiguresReferencesRelatedDetailsCited ByPerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations18:2 (30-35)1 Jul 2011Reaching a Milestone: 25 Years of the Native American CaucusEdgarita Long and Alyssa Drevniak Volume 11Issue 1March 2004Pages: 3-17 Get Permissions Add to your Mendeley library History Published in issue: Mar 1, 2004 Metrics Downloaded 55 times Topicsasha-sigsasha-topicsasha-article-typesCopyright & Permissions© 2004 American Speech-Language-Hearing AssociationLoading ...

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.078
metaresearch head score (Gemma)0.170
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: Qualitative
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.078
Threshold uncertainty score0.415

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0780.170
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0050.008
Science and technology studies0.0140.008
Scholarly communication0.0090.004
Open science0.0020.012
Research integrity0.0010.002
Insufficient payload (model declined to judge)0.0080.001

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.217
GPT teacher head0.527
Teacher spread0.310 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designQualitative
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

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Citations2
Published2004
Admission routes1
Has abstractyes

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