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A Room without a View from within the Ivory Tower

A Room without a View from within the Ivory Tower ANGELA M. JAIME I was not a great student in high school, yet I had ambitions to succeed as a psychologist. High school was a time in my life when nothing made sense except to play softball and not to study. I also had difficulty attaching myself to one friend or a group of friends with which I felt comfortable. I was raised to be proud of my heritage and culture. I was the only self-identified Native student in my high school, however, and there were no support groups or clubs for Native students. There were also no Native teachers, administrators, or community groups for Native people. My mother was also raised in a community and at a time when being Native was not desirable. I was taught to be proud of who I am but not to advertise it or wear it on my sleeve. It seemed to me that high school was a waste of time, and all I looked forward to was college and getting on with my career. The school curriculum lacked any integration of multiculturalism or diversity. The classes and required texts were the same old classics and culturally biased textbooks. There was http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The American Indian Quarterly University of Nebraska Press

A Room without a View from within the Ivory Tower

The American Indian Quarterly , Volume 27 (1) – Sep 17, 2003

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Publisher
University of Nebraska Press
Copyright
Copyright © 2004 The University of Nebraska Press.
ISSN
1534-1828
Publisher site
See Article on Publisher Site

Abstract

ANGELA M. JAIME I was not a great student in high school, yet I had ambitions to succeed as a psychologist. High school was a time in my life when nothing made sense except to play softball and not to study. I also had difficulty attaching myself to one friend or a group of friends with which I felt comfortable. I was raised to be proud of my heritage and culture. I was the only self-identified Native student in my high school, however, and there were no support groups or clubs for Native students. There were also no Native teachers, administrators, or community groups for Native people. My mother was also raised in a community and at a time when being Native was not desirable. I was taught to be proud of who I am but not to advertise it or wear it on my sleeve. It seemed to me that high school was a waste of time, and all I looked forward to was college and getting on with my career. The school curriculum lacked any integration of multiculturalism or diversity. The classes and required texts were the same old classics and culturally biased textbooks. There was

Journal

The American Indian QuarterlyUniversity of Nebraska Press

Published: Sep 17, 2003

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