DIFFERING PERCEPTIVES AMONG SUB-GROUPS

Sub-group analysis reveals another level of interpretation of survey results. The survey samples chosen for sub-group analysis are urban vs. rural residents, age groups, and cultural groups.

Urban vs. Rural

In comparing the urban respondents with the rural respondents, it is important to remember that Alaska Natives in rural areas usually represent the majority of the population. ³ This appears to contribute to a greater sense of welcome in their children's schools, of confidence in the education system, of equal treatment with non-Natives, and involvement with their schools. It is understandable that urban respondents, in an environment of mostly non-Natives, might feel less welcome in their children's schools, and feel that Alaska Native students are not treated equally with non-Natives.

The results discussed below can be found in more detail on the following table.

• While the majority of Alaska Natives expressed doubt in the ability of Alaska schools to prepare Alaska Native students, urban respondents were significantly less confident than rural residents. Forty-one percent of rural respondents said Alaska schools prepared Alaska Native students well for high school, compared to 24 percent of urban respondents. The spread was similar in regards to preparation for the workplace. For college, the difference was less marked: 21 percent vs. 32 percent.
  
• Urban respondents were much more likely to say that the Alaska educational system favors non-Native students: 50 percent, compared to 35 percent of rural respondents.
  
• Rural respondents were more likely to support regional boarding high schools (65 percent were in favor, compared to 57 percent of urban respondents).
  
• Rural respondents were more likely to report a positive family attitude towards learning about Alaska Native culture when they were growing up (78 percent, compared to 62 percent of urban respondents). With regard to classroom education, the spread was slightly smaller:83 percent of rural respondents reported a positive attitude, compared to 75 percent of urban respondents.

Age Groups

This analysis reveals younger respondents (18-to-34 year-olds) to be the most optimistic about Alaska's educational system. They have the most confidence in its ability to prepare students, they were less likely to believe in a non-Native bias, and they report the most positive attitudes on the part of their families towards education. Mid-age range respondents (35-to-54 year-olds) tended to be on the other end of the spectrum.

The results discussed below can be found on the following table.

• Younger respondents reported the most positive attitude towards learning about Alaska Native culture on the part of their families:80 percent, compared to 69 percent of 35-to-54 year-olds and 66 percent of over-55 year-olds. They also reported the most positive family attitudes towards classroom education.
  
• Younger respondents were the most likely to say that the educational system in Alaska favors all students equally (48 percent, compared to 38 percent of others).
  
• Younger respondents were twice as likely as others to cite alcohol/drugs as the number one reason Alaska Natives do not complete high school.
  
• Those in the middle age range (35-54 years) tended to have less confidence than other respondents in the ability of Alaska ' s schools to prepare Native students. Twenty-eight percent said that Alaska schools prepared Native students well for high school, compared to 38 percent of 18-to-34 year-olds and 36 percent of over-55 year-olds. The spreads were similar in regards to preparation for college and the workplace.
  
• Middle age range respondents (35-54 years) were more likely to say that Alaska Natives get worse educational opportunities than other Alaskans (31 percent, compared to 22 percent of younger respondents and 23 percent of older respondents).
  
• Support of boarding schools did not differ among the age groups - about 61 percent of all groups said they favored regional boarding high schools. This is an interesting finding, considering that different generations of Alaska Natives had very different boarding school experiences.

Cultural Groups

Respondents were asked to self-identify their cultural group. More than 15 cultural groups were identified. For analysis, the study team has grouped Alaska Native cultural groups into five categories:Southeast (primarily Tlingit) , Aleut, Athabascan, Yu'pik, and Inupiat. This categorization was based on advice from the Alaska Native Cultural Center, and was largely determined by geographic location.

For the most part, the differences between the Native groups were not remarkable. However, certain small variances are apparent, and worthy of discussion. Most of the results discussed below can be found on the following table.

• Among the five cultural groups, Inupiats appear to have the most positive views on Alaska's educational system. They were more likely to say that the system prepared Alaska Native students well for high school (40 percent vs. 33 percent overall). They were more pleased with their local schoolteachers (59 percent vs. 53 percent). They expressed the most confidence that the system will provide what Native students need (58 percent vs. 51 percent) . They also were the most likely to say that the system favors all students equally, Natives and non-Natives (50 percent vs. 41 percent).
  
• Among all the cultural groups, Southeast Alaska Natives appeared the most dissatisfied with the current school system, and how it serves Alaska Natives. They gave the lowest ratings of their local school teachers (42 percent vs. 53 percent overall), and they were the least likely to say they felt welcome in their children's schools (75 percent vs. 84 percent) . They also expressed the least confidence that Alaska ' s educational system will provide what their children need (43 percent vs. 51 percent).
  
• Aleuts tended to give slightly more negative ratings than the average respondent. They were the least likely to say that Alaska schools prepare Alaska Native students well for college (20 percent vs. 27 percent overall). They appeared more likely to say that the educational system tends to favor non-Native students (54 percent vs. 42 percent). They were less likely to report a positive attitude towards learning about Alaska Native culture on the part of their families (61 percent vs. 71 percent).
  
• Athabascans appeared similar to Aleuts in their views on how the local education system favors non-Natives: 53 percent agreed with this statement, compared to 42 percent overall. Athabascans also tended to have more experience with vocational/technical school, and say that these programs are important (55 percent vs. 46 percent).
  
• Among all the cultural groups, Yu'piks reported the most positive attitudes on the part of their families towards learning about Alaska Native culture (81 percent vs. 71 percent overall). Yu'piks were the most likely to have attended an in-state boarding high school (41 percent vs. 30 percent).

³ For the purposes of this analysis, "urban" is considered all Alaska communities that have populations greater than 3,000 and are readily accessible by road or ferry. This includes the census districts for Anchorage, Fairbanks, Juneau, Ketchikan, and Sitka, and the communities of Homer, Kalifonsky, Kenai, Knik-Fairview (Mat-Su Borough), Lakes (Mat-Su Borough), City of Kodiak, Meadow Lakes (Mat-Su Borough), Nikiski, Palmer, Petersburg, Soldotna, Sterling, Valdez, and Wasilla.

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