Re. Cheryl Long Feather's Oct. 23 letter, "Culture plays a role in learning":

I am uncomfortable with the personal attacks that have taken the spotlight regarding student achievement. I am an American Indian; I am also a mother, wife, daughter, educator and community member. Like all people, I have different roles and bring to the table an individual perspective. People, by nature, are unique, and each person must be appreciated and respected for his individuality.

I commend Long Feather for finally addressing the "unique needs of every student." Yet, I cannot ignore the conclusion of her own document that calls for "an inventory for school efforts at developing programs to enhance American Indian student achievement." Long Feather also wants "each building in the school district to submit a plan for addressing unique needs of American Indian students."

I work for the Bismarck School District and have done so for the last eight years. I have completed numerous college courses regarding culture, including that of American Indian tribes. I realize the importance of my cultural background in my personal and professional life. However, I also realize that many other factors contributed to my academic success and lifelong love of learning.

Research shows that all students come to school with a dominant learning style. In that same vein, research shows American Indian students also have a wide array of learning styles. It is important to highlight that learning style cannot be determine by race. Long Feather mentioned the studies of many top American Indian educators, including that of Karen Gayton Swisher. Swisher herself says that "assuming that a particular group will have a particular learning style is not a good idea."

Swisher's concern for stereotyping continues:

"Overgeneralizing group tendencies can have three important ill effects. Such overgeneralizing can contribute to stereotypic notions about the relationship between learning style and cultural group membership; discriminatory practice (for example, inappropriate grouping); and inappropriate excuses for failure in teaching and learning."

I attended the ASSIST meetings for more than a year. Within that time, I voiced my concerns regarding the labeling of American Indian students. As a committee member, I was never shown any research or documentation for the goals that were finally presented to all committee members at a meeting in mid-October. In actuality, no committee members were given a copy of the goals until hours before the meeting.

The parent surveys that have been continuously referred to have yet to materialize in any form from which the presentation was made. Also, as an American Indian parent, I was not aware of such a survey. From my further investigation, it has become clear that there are many parents that have yet to be surveyed by the committee.

I joined this committee to help bring in another perspective. I am an educator of individual students, not groups of students. I, like many other teachers, work hard to construct lessons that help students with many different learning styles. I am in the business of helping students achieve.

I would never insult my students by assuming that I knew what to expect from them in advance. I have spent years explaining to students that a person cannot be judged by looking at them. How, then, could I endorse the committee's proposal, which does just that?

I am firmly against any document that would group students, with their "uniqueness" attributed to race.

I believe that equality is not a gift given to a person by another group or individual. Rather, equality is a right; and with equality, like all rights, comes responsibility. I believe that it is the responsibility of each community member to help the youth of tomorrow succeed. They are our future, regardless of race or learning style.