Amplifying Elder voices: perspectives on a culturally tailored curriculum to respond to American Indian youth development needs in out-of-school time

ABSTRACT

This study examined a culturally tailored life skills curriculum for addressing tribal youth needs within a positive youth development programme context. In partnership with a Midwest United States tribe and a community-based out-of-school time (OST) organization, the research team interviewed tribal Elders to understand the potential fit of the curriculum and assess how well the curriculum might align with and support youths’ needs. Tribal Elder perspectives highlighted the role of poverty in exacerbating youth risks and identified the limited educational and enrichment opportunities available to tribal youth. Curriculum strengths identified by the tribal Elders included a focus on encouraging self-esteem, identifying emotions and stress, and skill-building opportunities. Curriculum gaps included the need for a greater emphasis on life planning and social-emotional skill development activities and suicide prevention exercises. Founded on a multi-year trust-based relationship with tribal Elders, this study illuminated the needs and strengths of American Indian youth and necessary resources in supporting youth development.

KEYWORDS:

• Native and indigenous youth
• culturally responsive evaluation
• out-of-school time
• life skills curriculum
• youth development

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The work was supported by the Clemson University College of Behavioural, Social, and Health Sciences .