The Impact of School Social Bonds: Risk-Behavior Among Indigenous and Non-Indigenous Students in the Northern Marianas

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Author(s): Debra T. Cabrera (University of Guam, Guam)
Copyright: 2022
Pages: 20
Source title: Learning and Reconciliation Through Indigenous Education in Oceania
Source Author(s)/Editor(s): Perry Jason Camacho Pangelinan (University of Guam, Guam)and Troy McVey (University of Guam, Guam)
DOI: 10.4018/978-1-7998-7736-3.ch015

Keywords: Education / Higher Education / Information Science Reference / Instructional Design

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Abstract

Students' experiences in the school environment are not limited to purely academic activities, responsibilities, and relationships. Their complete educational experience encompasses social ties, commitment centered on stakes in conformity, beliefs about rules and regulations, and involvement in pursuits that are indirectly tied to their scholastic performance. Using CNMI Youth Survey data, this chapter explores these social bonds in the school setting and examines their impact on indigenous and indigenous high school students in the Northern Mariana Islands. The relative importance of these social bonds is compared to the influence of social bonds outside the school environment. The findings highlight the importance of teacher attachment and the belief in the validity and fairness of school rules on the risk-behavior for both indigenous and non-indigenous youth, with non-indigenous youths experiencing teacher attachment as a relatively stronger protective factor.

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The Impact of School Social Bonds: Risk-Behavior Among Indigenous and Non-Indigenous Students in the Northern Marianas

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