Terborg, Roland; Landa, Laura Garcia; Moore, Pauline (2006). The Language Situation in Mexico, Current Issues in Language Planning. This monograph will cover the language situation in Mexico; a linguistically very complex country with 62 recognised indigenous languages, the "de facto" official language, Spanish, and some immigrant languages of lesser importance. Throughout the monograph, we will concentrate on three distinct challenges which we consider relevant for Mexican language policy. The first area of interest is the challenge of the multilingual situation where there is conflict between Spanish and the indigenous languages, most of which are in danger of shift. This situation has many consequences both for education and for linguistic human rights. The second challenge that is discussed is that of foreign language teaching, which is a growing need in the Mexican education system, just as it is for any economically developing nation. In particular, English is in high demand at all levels of education; in turn, this development creates new demands for teaching staff. The third challenge dealt with is Spanish as the language of 90% of all Mexican citizens. While we recognise the role of Spanish as constituting a threat to the indigenous languages, it also plays an important role as a symbol of national identity and has developed a diversity of local varieties. Overall, Mexico has the greatest number of speakers of Spanish in the world and it is a major source of such cultural commodities as films, books, music and theatre. In addition, Spanish itself poses serious educational challenges, with regard to literacy.   [More]  Descriptors: Language Maintenance, Language Planning, Nationalism, Official Languages

Dale, Michael; And Others (1982). Your Rights: A Handbook for Native American Youth in Arizona. A handbook for Arizona Native Americans under 18 years old explains rights and responsibilities as young people, Native Americans, tribal members, and residents of Arizona. Rights are defined, ways of protecting rights outlined, and the fact that young people's rights are changing noted. Rights as a family member are discussed, as well as changes in family structure, adoptions, step-parents, and leaving home. A section on education covers rights as a student, Bureau of Indian Affairs boarding schools, special education, school discipline, suspension, expulsion, and constitutional rights. "Youth and the Criminal Justice System" outlines legal rights of juveniles, arrest procedures, and hearings and appeals. Health care rights and the Indian Health Service are discussed. Employment rights of young people are explained, including minimum wages, hours and kinds of work, exceptions to child labor laws, job discrimination, rights to wages, workmen's compensation, unemployment compensation, and social security. Other rights and privileges noted concern marriage, driver's licenses, bicycles, glue sniffing, alcoholic beverages, gambling, traffic violations, firearms, hunting, fishing, tobacco, voting, draft registration, lawsuits, obscene materials, name changes, curfews, and contracts. Arizona agencies (12) which can help young people are listed and described. Federal regulations on students rights and due process are appended.   [More]  Descriptors: American Indian Education, American Indians, Boarding Schools, Child Advocacy

Erni, Christian, Comp.; Parellada, Alejandro, Comp. (2000). The Indigenous World, 1999-2000 = El Mundo Indigena, 1999-2000. This annual publication (published separately in English and Spanish) examines political, social, environmental, and educational issues concerning indigenous peoples around the world during 1999-2000. Part 1 highlights news events and ongoing situations in specific countries in nine world regions: the Arctic, North America, Mexico and Central America, South America, the Pacific and Australia, East Asia, Southeast Asia, South Asia, and Africa. Articles of educational interest on the Arctic and the Americas discuss language use (Greenlandic versus Danish) in Greenland; native language instruction for the Sami in Russia; "Indian control of Indian education" and technology use in Indian schools in the United States and Canada; financial support for U.S. tribal colleges; controversy over university research into indigenous ethnobotanical knowledge in Chiapas, Mexico; and assimilationist efforts to decrease the number of indigenous teachers and health workers in Peru. Other education-related articles discuss the struggle for indigenous language rights in Nepal and describe research and a documentary film on the educational situation of San children in southern Africa. Other indigenous issues include violations of human rights, environmental threats and indigenous opposition, legal and political reforms, land rights, cultural assimilation, intellectual property rights, and relationships between indigenous peoples and national governments. Indigenous women's issues are included throughout. Part 2 describes developments on indigenous rights at the United Nations.  (Contains maps and photographs.) Descriptors: Activism, American Indians, Civil Liberties, Colonialism

Berndt, Thomas J. (1996). The Morality of Friendship versus the Morality of Individual Autonomy. Two studies examined people's ideas about conflicts between the morality of friendship and the morality of individual autonomy. Study 1 included 144 subjects of 15, 18, and 21 years of age. In individual interviews, subjects were asked (1) what they would do in dilemmas in which friendship expectations conflicted with individual autonomy; (2) the reason for their decision; and (3) whether meeting a friend's expectations would be breaking friendship rules. Subjects also completed a questionnaire on the quality of friendship with their best friend, and another on their acceptance of individualistic values. Findings indicated that older students emphasized the morality of individual autonomy less than younger students but were no more likely to make individualistic decisions.  Younger students resolved friendship-individualism conflicts by asserting their individual rights; older students resolved these conflicts by setting boundaries on friendship obligations. Students' decisions about dilemmas were unrelated to their endorsement of individualistic values but were related to the quality of their friendships; friendships with more negative features were associated with less compliance to friendship expectations. Study 2 used the same methodology as Study 1, but included adult graduate students–79 from the United States and 69 from India. More Indian than American adults resolved conflicts by complying with friendship expectations. However, Indian adults endorsed individualism more often than American adults. The differences between American and Indian adults' decisions about the dilemmas were not related to differences in friendship quality. In both studies, decisions showed little consistency across dilemmas. Two tables list the dilemmas used in the studies.   [More]  Descriptors: Adolescents, Adults, Age Differences, Conflict of Interest

Brown, Willie L., Jr.; And Others (1970). Thoughts on Diversity and Community in the Southwest with All Due Respect. The authors of the 4 essays presented in this document expressing minority viewpoints are members of the Southwest Intergroup Relations Council, an organization established to highlight, through publication, problems of the minorities of the Southwest. The first entry, "Blacks, Browns, and Reds–Colors Far Apart," points out the rift between Blacks, Mexican Americans, and Indians as a result of the struggle for power in organizations and for control of Federal programs. The second article, "E Pluribus Unum: La Raza," takes a historical look at the plight of Mexican Americans who, as "original" owners of the land in the Southwest, are now deposed and have been forced to an image of a people in dire need of social and cultural rehabilitation. The essay "Indian and Other Tribes"  presents the Indian viewpoint regarding the integrationist's theory of the melting pot as being applied to the Indian without regard to existing rights of tribes as sovereign communities. "Patterns of American Prejudice" is a report on a major study of contemporary anti-Semitism in the United States. The final essay, "Thoughts on the Dominant American," discusses the social science and literature of America being redundantly concerned with the fates and fortunes of the minorities while the social consciousness of the dominant American needs to be reassessed.   [More]  Descriptors: American Indians, Blacks, Cultural Pluralism, Education

Ferrin, Scott Ellis (1999). Reasserting Language Rights of Native American Students in the Face of Proposition 227 and Other Language-Based Referenda, Journal of Law and Education. Argues for new analysis of language rights of Native-American students as enunciated in the Native American Languages Act (NALA). Current efforts to model federal legislation on "English Only" referenda potentially violate NALA's statement of rights and policy in favor of supporting students' native languages. Does not take into account unique social ills confronting Native Americans, including danger of language extinction and cultural extermination. (75 footnotes) Descriptors: American Indian Education, American Indian Languages, Compliance (Legal), Court Litigation

Zirkel, Perry A. (2000). Counterpoint-Introduction: Does NALA Provide Rights or Merely Rites?, Journal of Law and Education. Summarizes Scott Ferrin's argument in the January 1999 issue of this journal (EJ 583 598) that "English only" policies violate the language rights of Native American Students. Introduces the rebuttal by Jim Littlejohn in the following article (EA 537 750). (Contains 17 footnotes.) Descriptors: American Indian Education, American Indian Languages, Court Litigation, Elementary Secondary Education

Jeynes, William H. (2007). American Educational History: School, Society, and the Common Good, SAGE Publications (CA). Designed for undergraduate and graduate courses in education, this book covers education developments and trends beginning with the Colonial experience through the present day, placing an emphasis on post-World War II issues such as the role of technology, the standards movement, affirmative action, bilingual education, undocumented immigrants, and school choice. It introduces cutting-edge controversies in a way that allows students to consider a variety of viewpoints and develop their own thinking skills and examines the educational history of increasingly important groups in U.S. society, including that of African American women, Native Americans, Latinos and Asian Americans. It contains 15 chapters: (1) The Colonial Experience, 1607-1776; (2) The Effects of the Revolutionary War Era on American Education; (3) The Early Political Debates and Their Effect on the American Education System; (4) Education, African Americans, and Slavery; (5) The Education of Women and Native Americans, Latinos, and Asian Americans; (6) The Widespread Growth of the Common School & Higher Education; (7) The Effects of the Events During and Between the Civil War and World War I; (8) The Liberal Philosophy of Education as Distinguished from Conservatism; (9) The Great Depression and the Long-Term Effects on World War II and the Cold War on American Education; (10) The Civil Rights Movement and Federal Involvement in Educational Policy; (11) The Turbulence of the 1960s; (12) The Rise of Public Criticism of Education; (13) The Rise of Multiculturalism & Other Issues; (14) Educational Reform under the Republicans and Democrats; and (15) Other Recent Educational Issues and Reforms.   [More]  Descriptors: African Americans, United States History, Civil Rights, Females

Copenhaver, John; Taylor, Mae (2002). Special Educational Rights for Parents of Children with Disabilities. This handbook describes parent educational rights mandated under federal rules and regulations of the Individuals with Disabilities Education Act, including the amendments of 1997 (IDEA), and the Bureau of Indian Affairs/Office of Indian Education Programs special education eligibility document. Each main topic is preceded by a box that contains a brief summary in clear and understandable language. The following topics are addressed: key special education definitions; free appropriate public education; prior notice to parents; parent consent; independent educational evaluation; educational surrogate parents; student records; mediation; complaint procedures; impartial due process hearing; attorneys' fees; private school placement; and discipline.   [More]  Descriptors: Access to Education, American Indians, Definitions, Disabilities

Parker, Alan; And Others (1976). Task Force Two: Tribal Government. Final Report to the American Indian Policy Review Commission. Research findings along with recommendations for change in Federal law and policy that would protect and strengthen the tribal right of self government constitute the final report of the Tribal Government Task Force. From the range of issues and problems identified in the task force effort emerged six basic subject areas around which this final report is structured. The first four chapters describe from differing perspectives the relationship of Indian tribes to the Federal Government. They discuss (1) the relationship between the Bureau of Indian Affairs and the tribes as governments, (2) the nature and extent of the governmental responsibility possessed by Indian tribes and the statutory obstacles to the exercise of tribal self government powers, (3) the specific needs tribes have expressed for resources and technical assistance to support the basic function of government, and (4) the domestic assistance programs and problems in eligibility, delivery systems and program requirements that constitute obstacles to full tribal participation. The final three chapters deal with land consolidation and acquisition, special problems of small tribes, and the task force's analysis of tribal government accountability.   [More]  Descriptors: American Indian Reservations, American Indians, Federal Indian Relationship, Government Role

Zokan delos Reyes, Louise (1985). Adoption and the American Indian Child: A Manual for Social Service Workers. Written for social service workers involved with Indian child welfare cases in which adoption through a state court is being considered, this manual presents basic information about the requirements of the Indian Child Welfare Act of 1978 (ICWA) in cases of Indian adoption. Background material explains that the ICWA–intended to establish standards to help keep Indian families intact and prevent unnecessary out-of-home placement–is, apparently, misinterpreted by many social service agencies as prohibiting the adoption of any Indian child. A summary is provided of the way adoption is perceived in Indian communities and the circumstances in which adoption of an Indian child is appropriate. Specific information is provided about ICWA requirements for voluntary and involuntary termination of parental rights, preferred adoptive homes, diligent search for a suitable adoptive home, and obligations of the state upon finalization of an Indian adoption. The manual includes a directory of Bureau of Indian Affairs Area offices and seven organizations that maintain national or regional registries of prospective Native American adoptive families and/or children. Descriptors: Adopted Children, Adoption, American Indians, Child Advocacy

Tovar, Marcela; Chavajay, Miriam (2000). Las bases y fundamentos del derecho indigena del pueblo maya de Guatemala (The Foundations and Principles of Indigenous Rights of the Maya People of Guatemala), Asuntos Indigenas. The Guatemalan peace accord recognizes the institutions and local authorities of indigenous peoples, as well as their customs, common lands, and the "customary right" (common law) that structures intracommunity relations. However, it is difficult to define "customary right" and its applications and limits. A systematic study of traditional community rights and practices was carried out in Guatemalan towns and villages speaking six Mayan languages, two multilingual communities, and one that had lost its indigenous language. The study found the Mayan culture to be dynamic and adaptive, but it suffered great changes during the 1980s-90s when political violence and forced migration broke the social and political structure of indigenous communities. Urbanization and access to services, particularly education, have also been forces of change. Findings about Mayan culture, community structure and authority, and the role of the family are presented in these sections: the sacred as the basis of indigenous rights; the relationship between the community and nature; traditional intergenerational relationships and recent weakening of cultural transmission to youth; community "space" and community members' right to use common lands; the common good and the authority of the community assembly; community service as sacred obligation; systems of community authority, local government, and leadership qualities; the community basis of personal identity; reciprocity and communal work; barter of food and basic goods between villages; family responsibilities, nonformal education, and parent-child relationships; family formation and transition to adult responsibilities through marriage; behavioral norms and transgressions; definition of indigenous rights; cultural values of balance and harmony, respect, and justice; and relationships between the community and the State. Descriptors: American Indian Culture, Behavior Standards, Child Rearing, Community

Horton, Betty, Ed.; And Others (1996). Supporting Diversity, Impact. This newsletter feature issue focuses on services for persons with developmental disabilities that support the whole person by acknowledging, respecting, and incorporating aspects of identity such as race, ethnicity, religion, sexual orientation, gender, age, and class. Articles include: (1) "Serving the Whole Person: The Journey to Embracing Diversity" (Bonnie Shoultz and Marijo McBride); (2) "Supporting Diversity: What Will It Take?" (Betty T. Horton); (3) "The Need To Reconfigure Our Hard Drives" (James L. Mason and others), which describes the need to change attitudes and become culturally competent; (4) "Forging Coalitions" (John W. McClain and James E. Van Arsdall), which provides strategies for integrating the issues of minorities with disabilities into the national agenda of traditional civil rights organizations; (5) "Finding Support in a New Land" (Dao Xiong), which describes a parent outreach program for refugee families; (6) "Family Support in Inner-City Atlanta" (Lesa Nitcy Hope and Mary Yoder); (7) "Honoring Diversity through Spirit and Faith" (Bill Gavental); (8) "Is It Okay for Me To Love?" (Dave Hingsburger), which describes a program that provides sex education resources for individuals with developmental disabilities; (9) "Empowering Families To Manage Service" (Marijo McBride); (10) "Seeing the Wheel within the Wheel" (Early Schwartz), which describes an educational program for Jewish individuals with developmental disabilities; (11) "Making Inclusion a Reality" (Ella Gross), which describes a program that promotes community inclusion for African American individuals with developmental disabilities; (12) "Serving Children and Families Who Are Homeless" (Tawara D. Taylor and others); and (13) "Improving Outreach to American Indians" (Priscilla Sanderson). Stories of individuals with developmental disabilities who have taken part in the described programs are included. A list of eight resource publications is also provided.   [More]  Descriptors: Age, American Indians, Attitude Change, Blacks

Abu-Saad, Ismael, Ed.; Champagne, Duane, Ed. (2006). Indigenous Education and Empowerment: International Perspectives.  Contemporary Native American Communities #17, Altamira Press. Indigenous people have often been confronted with education systems that ignore their cultural and historical perspectives. Largely unsuccessful projects of assimilation have been the predominant outcome of indigenous communities' encounters with state schools, as many indigenous students fail to conform to mainstream cultural norms. This insightful volume is an important contribution to the understanding of indigenous empowerment through education. The contributors to this volume work in the fields of education, social development and community empowerment among indigenous communities around the world. Their essays create a new foundation for implementing specialized indigenous/minority education worldwide, and engage the simultaneous projects of cultural preservation and social integration. This work will be vital for scholars in Native American studies, ethnic studies, and education. The book opens with an introduction entitled "Seeking Common Ground through Education: An Introduction." The book is then organized into the following nine chapters: (1) Athabaskan Education: The Case of Denendeh Past, Present and Future (Dene National Chief Noeline Villebrun); (2) Four Directions for Indian Education (James V. Fenelon and Dorothy LeBeau); (3) Deconstructing Captivities: Indigenous Women Reshaping Education and Justice (Sylvia Marcos); (4) Decolonizing Athabaskan Education: Aboriginal and Treaty Rights in Denendeh (C. D. James Paci); (5) Hear the Silenced Voices and Make that Relationship: Issues of Relational Ethics in Aboriginal Contexts (Nathalie Piquemal); (6) Identity Formation among Indigenous Youth in Majority-Controlled Schools: Palestinian Arabs in Israel (Ismael Abu-Saad); (7) Education, Culture and Nation Building: Development of the Tribal Learning Community and Educational Exchange (Duane Champagne); (8) TalanoaMalie: Social and Educational Empowerment for Tongans by Tongans in the "Pasifika" Education Proposal (Linita Manu'atu and Mere Kepa); and (9) Articulating Indigenous People's Culture in Education (Leah Enkiwe Abayao). An index and information about the authors conclude the book.   [More]  Descriptors: Empowerment, Social Integration, Social Development, American Indian Education

DeGrasse, Alfred (1975). The Legend of the Red Eagle, Weewish Tree. A magic arrow kills a troublesome red eagle only when it is shot by the "right" man. Descriptors: American Indians, Childrens Literature, Justice, Legends

Thayer, Donald, Ed. (1989). Annual Report of the Rehabilitation Services Administration to the President and to the Congress on Federal Activities Related to the Rehabilitation Act of 1973, as Amended. Fiscal Year 1989. This report describes fiscal year 1989 activities of the Rehabilitation Services Administration (RSA) and other federal agencies in meeting the legislative mandates of the Rehabilitation Act of 1973. The first section of the report covers general provisions relating to the Office of the Commissioner, "American Rehabilitation" (RSA's quarterly magazine, the RSA task forces, the information clearinghouse and the evaluating procedures mandated under the Act. Ensuing sections cover: the Vocational Rehabilitation Services program; Client Assistance Program; American Indian Rehabilitation Services Projects; National Institute of Disability and Rehabilitation Research; rehabilitation training; the National Council on Disability; employment of handicapped individuals; architectural and transportation barriers; nondiscrimination under Federal grants and programs; the Interagency Coordinating Council; projects with industry; supported employment services; and independent living services. Appendices include a glossary of terms and data relating to federal and state expenditures, historical national trends and current activity by state agencies, characteristics of persons rehabilitated, post-employment services, ineligibility determinations, the client assistance program, client and applicant appeals, independent living services, and services to and outcomes for persons with severe disabilities and persons with non-severe disabilities.   [More]  Descriptors: Accessibility (for Disabled), Agency Cooperation, Civil Rights Legislation, Compliance (Legal)

Blanks, Raymond S., Ed. (1982). The Inequality of Justice: A Report on Crime and the Administration of Justice in the Minority Community. This report provides information on the impact of crime and the criminal justice system on minorities in the United States. The report is presented in two parts. Part one focuses on the historical perspective of crime and minority experience concerning crime, law enforcement, and the criminal justice system, with specific reference to blacks, Hispanic Americans, American Indians, and Asian Americans. Part two examines the inequality of justice as practiced in such institutions as the police forces, courts, and correctional facilities, and briefly discusses education, research, and community anti-crime efforts that affect minority groups. The report suggests that: 1) race is an important factor in the operation of the criminal justice system which seems to discriminate against minority racial/ethnic groups; 2) incarceration is applied primarily to the poor and minorities, while diversion, restitution, and other alternative programs are considered more appropriate for whites; 3) although minorities are more often victims of crime than whites, their involvement in the criminal justice system is disproportional to their numbers in population, and they have been virtually excluded from participation in policy-making activities against crime. Recommendations to correct the current situation and provide equal treatment for minorities within the criminal justice system are presented.   [More]  Descriptors: American Indians, Asian Americans, Blacks, Civil Rights

Nevada Indian Affairs Commission, Carson City. (1972). Report to the Governor and the Legislature by the Nevada Indian Affairs Commission for the Period, 1 July 1968 thru 30 June 1972. The administration and activities of the American Indian Affairs Commission for the State of Nevada are covered in this fourth report, which also gives an accounting of funds for which the Commission is responsible. The report discusses problems in the following 5 areas: (1) national Indian policy; (2) jurisdiction of the Indian reservations; (3) public assistance for Nevada Indians; (4) population and income information; and (5) education and the Nevada Indian. Recommendations are made concerning Indian reservations, population and income, and education, including (1) that whatever degree of law and order authority over their reservations the individual tribes agree they can assume should be returned to them; (2) that tribal judges on Indian reservations be made justices of the peace in order that they may hear cases of non-Indians who are arrested for committing crimes on Indian land; (3) that the legislature initiate some controls for checks and balances to insure personal accountability of department heads and supervisors, especially in regard to equal employment opportunity; (4) that whenever an Indian tribe desires to be the agency to administer Johnson O'Malley Funds, the state contract directly with Indian Tribal Councils to administer such funds; and (5) that courses related to Indian culture and arts, Indian tribal law and government, and Indian history be added to the public school curriculum.   [More]  Descriptors: American Indian Reservations, American Indians, Civil Rights, Income

New, William; Petronicolos, Loucas (2001). Spear Fishing in Wisconsin: Multicultural Education as Symbolic Violence, Race, Ethnicity and Education. Describes how multicultural teacher education can preserve familiar institutional and ideological mechanisms that validate social inequalities, analyzing student discourse collected during activities concerning recent conflict between Native American groups and groups opposed to the exercise of their treaty rights to fish on nonreservation lakes. Discusses differences between positions taken by state university students and liberal arts college students. Descriptors: American Indians, Cultural Differences, Diversity (Student), Elementary Secondary Education

Millbrae School District, CA. (1970). Multicultural Education Guide for Grades 4, 5, and 8. This resource guide, prepared by teachers, is designed to incorporate minority group studies into the district's social studies curriculum at levels 4, 5, and 8 as a start toward goals specified in the state law. Introductory material discusses the California Education Code requirements, local district policy, and the work of the curriculum development committee. The goal of this course is to offer children more complete information about five minority groups in the United States: Afro-Americans, American Indians, Chinese-Americans, Japenese-Americans, and Mexican-Americans, with an additional unit on Prejudice. Each unit is concept oriented; various topics to be explored are outlined with the appropriate grade level indicated. Objectives for the unit are given; materials of instruction and learning activities are described. Some teaching techniques used are: observation, field trip experiences, dramatizations and role playing, individual research, small and large group activities, educational games, critical thinking and comparative analysis. Resource materials are listed in the guide with student materials included for some units; in addition, a district bibliography, Materials Pertaining to Three Minority Groups: Negro-Americans, Mexican-Americans, and Oriental-Americans, is to be used.   [More]  Descriptors: Affective Objectives, American Indians, Black Studies, Chinese Americans

Oregon State Dept. of Education, Salem. (1972). Racial and Ethnic Survey, 1972. Reports submitted by local school districts and intermediate education district offices were reviewed, analyzed, and compared to previous surveys. Information was obtained about all students K-12 and all school personnel, including aides and community agents. The survey information was analyzed to determine what, if any, changes had been made in the racial and ethnic composition of students and school district employees. Information regarding the racial and ethnic distribution of students by district and county, the racial and ethnic distribution of school personnel, the enrollment patterns of minority students in 10th, 11th, and 12th grades by district and county, and the total K-12 statewide minority enrollment as compared to the statewide number of seniors were presented in tabular form. A summary of the data indicated (1) that Spanish-surname and Russians showed the greatest increase in enrollment patterns; (2) that over the past 2 years, the proportion of Black students remained consistently segregated, particularly at the elementary level; (3) that Spanish-surname and American Indians were also racially isolated; (4) that the number of minority educators was low; (5) that there was an urgent need for the establishment of a statewide data collection system pertinent to school achievement, reading and mathematics scores, dropout rate, and follow-up on minority students; and (6) that there had been a stabilization in enrollment patterns over the past year.   [More]  Descriptors: American Indians, Annual Reports, Blacks, Civil Rights Legislation

Civil Service Commission, Washington, DC. Manpower Statistics Div. (1970). Minority Group Employment in the Federal Government, May 31, 1970. Minority employment surveys in the Federal Government are conducted as a part of the overall equal employment opportunity program under Executive Order 11478 issued by the President on August 8, 1969. Data in this report are based on a census of minority group employment in the Federal Government as of May 31, 1970. The census included Negroes, Spanish-surnamed persons, American Indians, Orientals, and in Alaska, Aleuts and Eskimos. Geographically, the survey covered all states (except Hawaii), foreign countries, and United States territories (except the Commonwealth of Puerto Rico). Foreign nationals overseas were excluded, as were all Federal civilian employees not in a full-time status as of May 31, 1970. Data in this report represent world-wide agency summaries, and there intended only as an indicator of overall changes in the status of employment among minority groups at the agency level. Although total Federal civilian employment decreased by nearly 8700 positions from November 1969 to May 1970, minority group employees in Federal jobs increased by nearly 1400. There are now 501,900 minority group employees, comprising 19.4 percent of the 2,593,000 full-time Federal employees, up from 19.2 percent in Nov. 1969.   [More]  Descriptors: American Indians, Asian Americans, Bias, Black Employment

Kanu, Yatta (2006). Getting Them through the College Pipeline: Critical Elements of Instruction Influencing School Success among Native Canadian High School Students, Journal of Advanced Academics. As a consequence of the Civil Rights Movement and related social movements, the past 30 years have witnessed an unprecedented rise in higher education enrollments among ethnic minority groups, women, and low-income students, as well as increases in the financial aid available to these groups. However, certain ethnic minority populations, such as Native American and Native Canadian students, still experience difficulty in the transition from the K-12 school system to higher education, despite policies enacted to increase access. The research literature cites the disjuncture between the home cultures of these students and the environments of the school as a major cause of the failure of Native students to make the transition from the K-12 school system to higher education institutions. These findings have prompted calls for the integration of Native cultural knowledge and perspectives into the school curriculum. This Canadian study examined the outcomes of consistently integrating Native perspectives into the high school social studies curriculum throughout the 2003-2004 academic year. The teachers integrated Native cultural learning objectives, resources, and instructional methods. Critical elements of the integration processes that appeared to increase academic achievement, class attendance, and participation among Native students are discussed. Teachers can draw on these elements to implement effective teaching strategies for the preparation of Native students along the college pipeline.   [More]   [More]  Descriptors: Instructional Effectiveness, Civil Rights, Attendance Patterns, Student Participation

Gercken-Hawkins, Becca (2003). "Maybe You Only Look White": Ethnic Authority and Indian Authenticity in Academia, American Indian Quarterly. In this article, the author shares her experience teaching Native American and African American literature at a top public liberal arts college. Working with a large Native American student population and growing up in Montana, the author had both seen and experienced the racism Native Americans face in their culture. As a new faculty member, the author quickly learned from colleagues and from her involvement in the Native student organization that more consequential identity conflicts were common on the campus and in the town in which the university was located, especially since many of the students, like the author, do not "look Indian." The author describes her encounters with the people which highlighted a conflict that, for the author, is always right below the surface as a professor: the author enjoys the often unquestioned authority her Indian identity gives her as a teacher of Native American literature, yet she is troubled by the knowledge that her graduate school training in American ethnic literatures, the education that enables and qualifies her–to do her job well, is, for many, a secondary consideration.   [More]  Descriptors: African Americans, American Indian Literature, African American Literature, American Indians

Clarke, John Henrik (1988). Africans Away from Home. Africans who were brought across the Atlantic as slaves never fully adjusted to slavery or accepted its inevitability. Resistance began on board the slave ships, where many jumped overboard or committed suicide. African slaves in South America led the first revolts against tyranny in the New World. The first slave revolt in the Caribbean occurred in Cuba, but the most organized revolts occurred in Haiti and Jamaica. The South American and Caribbean revolts were successful because of geography and, most importantly, because of African cultural continuity. In the United States, the African pursuit of liberty differed in various parts of the country, depending on the following factors: (1) conditions at the respective plantations; (2) relationships forged with American Indians; (3) the impact of the weather; and (4) contacts with Africans from the Caribbean. The emerging radical Black ministry set in motion several slave revolts in the first half of the nineteenth century. During the Civil War, many blacks fought on the side of the North. Following the Emancipation Proclamation and the "pseudo-racial democracy" of the Reconstructionist period, educator Booker T. Washington and intellectual leader W. E. B. Dubois emerged as prominent black spokesmen. A brief bibliography is included. Descriptors: African History, Black Culture, Black History, Blacks

Pego, David (2003). Can't Blame Anyone Else for My Problems, American Indian Quarterly. The author is a full-blood Saginaw Chippewa Indian tribal member who is trying to enter the world of academia late in life. He relates he has never been subjected to unfair treatment or criticism from others because of the color of his skin. He has taught part-time at the University of Texas College of Communications and last year at South Dakota State University's Journalism Department. But in his lifetime, much more has been given to him than has been taken away. He has one student in Texas question him after class, asking if he thought he really was qualified to teach journalism. The author looked at her and shook his head while thinking of the right thing to say. "I guess I'm not qualified to teach it, but I have been qualified to do it for more than a quarter-century," he said. "All I know is that I've probably already walked down that path you want to travel and my job here is to tell you about some of the bumps in the road." The author does think discrimination exists for many Native people, but he also thinks it is more rare than many are led to believe. He thinks people are more often than not judged on the merits of their service and past accomplishments and then criticized when they come up short.   [More]  Descriptors: Journalism Education, Social Attitudes, Social Bias, American Indians

Kepecs, Mary, Ed.; Ross, Ellen, Ed. (1970). Increasing the Options for Wholesome Peer Level Experiences Across Racial, Cultural, and Economic Lines; Highlights of the Eighth National Conference on Equal Educational Opportunity, Washington, D.C., February 19-21, 1970. This booklet is comprised of summaries of contributions to the Eighth National Conference on Equal Educational Opportunity. National Education Association President, George Fischer, expresses views about changing attitudes, cultural differences, Southern school desegregation, busing, and the Nixon administration. Mrs. LaDonna Harris, a Comanche Indian, focuses on the problems of the American Indian people, and contends that Peace Corps work with people of different cultures all over the world is futile when the problems of cultural difference in the United States remain unsolved. Leon Panetta talks of the need for leadership and clear thinking on the issue of desegregation in order to prevent worsening of relations between the races. Roy Innis offers an alternative to the Department of Health, Education and Welfare plan for desegregation. Charles Gonsales, student NEA president, enjoins educators to begin asking some basic questions about the great cleavage between "our national goals and our national behavior." Mrs. Gwendolyn Woods, National Coordinator of the National Association of Black Students discusses the recommendations that the Association proposes to create an educational experience that is relevant to the black student and to the people the black student would wish to serve. The booklet also includes the resolutions made by the participants at the Conference.   [More]  Descriptors: Administrator Attitudes, American Indians, Attitude Change, Black Students

Office for Civil Rights (DHEW), Washington, DC. (1972). Directory of Public Elementary and Secondary Schools in Selected Districts. Enrollment and Staff by Racial/Ethnic Group. Fall 1970. This directory contains reported information, as of the beginning of the 1970-71 school year, on the racial/ethnic composition of pupils and full-time classroom teachers (assigned to one school) in approximately 8,000 school districts in the continental United States including Alaska and the District of Columbia. Minority racial/ethnic categories include American Indian, Oriental, Spanish surnamed American, and Negro. White nonminority and undesignated minority groups are included in the column headed "other". All school districts with enrollments of 3,000 or more (1969-70) were surveyed. Smaller school districts were selected for inclusion in the survey in a statistically random manner based on district enrollment size in the preceding school year. The districts samples covered 44.7 percent of the Nation's public school districts with a combined enrollment of 90.3 percent of the Nation's public elementary and secondary pupils. Tables I and II show actual and projected survey enrollment data, by State. Table III shows the various racial/ethnic State enrollment totals expressed as a percentage of total State enrollment. Table IV shows the various racial/ethnic State enrollment totals expressed as a percentage of the national total enrollment of particular racial/ethnic groups. The directory is arranged in alphabetical order by school district within State. Descriptors: Civil Rights, Data Processing, Directories, Enrollment

Gareau, Marcelle Marie (2003). Colonization within the University System, American Indian Quarterly. In this essay, the author provides a word of caution to those in the social sciences where, in the name of "objective science," it becomes easy to render humans into objects. Anthropology, one of the social sciences, has often been referred to as a tool of colonization. The discipline's approach of seeing small communities as laboratories for "scientific" cultural observation has in many instances put Native people in the position of becoming objects of research. Over the years the methods and approaches have changed, but often the mandate is the same: to obtain information from Native people in any manner possible in order to enhance one's career. The author contends that members of the aboriginal community must be aware and informed as to why research is undertaken, how it is performed, and what potential impacts the research will have upon their lives and the communities to which they belong. They also need to exercise their right to say "no" to research, to decide what research they wish to have done in their communities and who will be allowed to proceed with it. The same applies to university students in anthropology, First Nation studies, and other disciplines that involve the social sciences. In an effort to resist becoming objects that are used by the dominant social structure, the author suggests to exercise caution concerning where to choose to go in this life.   [More]  Descriptors: Research Methodology, Land Settlement, Anthropology, Social Structure

Jackson, Ronald B. (1986). A Study of Y.W.C.A. Services Performed for Pregnant and Parenting High School Students of El Paso from 1982 to 1985. Questionnaires and interviews were used to study the effectiveness of programs provided for pregnant and parenting students by the Young Women's Christian Association (YWCA) of El Paso, Texas. The study focused on the School-Age Parent Center (SPC), established in 1974 by the El Paso Independent School District, and the YWCA programs and services offered there. Data on school-related variables were obtained for the 731 girls enrolled in grades 9 to 12 in the SPC programs from 1979 to 1985. The girls were primarily Spanish, Anglo, Black, and American Indian. Based on data analysis, eight recommendations were made for program improvement: (1) data gathering must be continued; (2) more girls must be served; (3) the SPC should become a diploma granting high school; (4) SPC's principal should coordinate all services for pregnant girls in the El Paso Public Schools; (5) a comprehensive program of education, medical care, and support should be provided; (6) support should begin as soon as pregnancy is recognized and continue until at least 1 year after completing high school; (7) the counseling program should be strengthened; and (8) the local Department of Human Services should make greater use of data available on cases of reported child abuse. Descriptors: Agency Cooperation, Anglo Americans, Birth Rate, Child Abuse