The racial identity and cultural orientation of Lumbee American Indian high school students

Abstract

The uncertain and complex lineage of the Lumbee American Indian tribe has made the issue of identity of prime concern. The cultural identification, racial identification, bicultural competence, and perceived school environment for 103 Lumbee Indian high school students were examined in this study. Higher self-ratings on American Indian cultural competence and American Indian cultural identification than on White cultural competence and White cultural identification were found, and t-test comparisons revealed no gender differences on responses to the instruments. Analysis of variance was conducted to assess whether differences in perceived school environment could be attributed to cultural orientation. Rather than appearing assimilated, this generation of Lumbees tends to exhibit J. E. Helms's (1995b) Internalization identity status and an American Indian cultural orientation.