Grieco, Elizabeth M.; Cassidy, Rachel C. (2001). Overview of Race and Hispanic Origin: Census 2000 Brief. This report describes race and Hispanic origin in the United States and discusses their distributions at the national level. It is based on the Census 2000 Redistricting Summary File. Census 1990 questions on race and Hispanic origin were changed for Census 2000, because the federal government considers race and Hispanic origin to be two separate, distinct concepts. Census 2000 used established federal guidelines to collect and present data on race and Hispanic origin. In 2000, 281.4 million people resided in the United States, and 35.3 million were Latino. The race data collected by Census 2000 includes seven categories: White, African American, American Indian and Alaska Native, Asian, Native Hawaiian and other Pacific Islander, some other race alone, and more than one race.  The overwhelming majority of the U.S. population reported only one race. Only 2.4 percent reported two or more races. The Office of Management and Budget identified four combinations of two races for civil rights monitoring and enforcement. This report discusses Census 2000 results for the seven population categories. Overall, 9 out of 10 Hispanics reported White alone or some other race alone.   [More]  Descriptors: Alaska Natives, American Indians, Asian Americans, Blacks

Lyons, Scott Richard (2011). Actually Existing Indian Nations: Modernity, Diversity, and the Future of Native American Studies, American Indian Quarterly. The field of Native American studies was invented during the 1960s, a product of the Red Power civil rights movement, which is to suggest that it shares an origin story with ethnic studies in general. The field was at the center of the ethnic studies movement, and it radically transformed how Native peoples and cultures were studied. The author shows that the still-developing field of Native American studies has had its purview radically expanded over the past four decades. The field is now a great deal more political than it was before, and the theoretical paradigms supporting its various politics have multiplied. To study Native Americans today means situating one's subject in any number of possible theories, contexts, and discourses, from the reservation to the world. But in what direction should the field move now? The author suggests that the next big project for Native American studies, and indeed for the indigenous movement as a whole, is to develop new ways of engaging with the irreducible modernity and diversity that inheres in every Native community and has for some time. This means interrogating the theoretical discourses now in circulation, especially nationalism, which is dominant, to examine the assumptions that undergird their politics. Such unstated assumptions can mischaracterize the real makeup of Native communities and ironically reactivate the old ethnographic-formal model.   [More]  Descriptors: American Indian Studies, American Studies, Civil Rights, American Indians

Bread, Jerry C. (1989). Oklahoma American Indian Higher Education, 1989. A Position Paper. Statistics suggest that American Indian higher education in Oklahoma has made significant progress over the past quarter century. However, a new era of higher education is beginning in which higher admission standards, higher tuition costs, and decreased financial aid will take their toll on American Indian enrollment. An estimated 25-40% of potential American Indian students will not enroll in Oklahoma colleges during 1990-91 due to higher admission standards. Universities maintain that minority enrollments will not be affected by the new standards, but such statements are usually based on the rather demeaning practice of allowing a percentage of minority students to enroll under lesser standards. Due to the political consequences, liabilities, and lack of respect involved in being tagged as a "spokesman," only a few individuals and organizations have been willing to speak out on Indian affairs. Tribal government, which is in a position to speak for tribal members and which should be the true spokesman on Indian affairs, is rarely heard. It is time for tribal governments to exert themselves and to use their legal, sovereign right regarding the educational representation of their respective tribal members in the State of Oklahoma. This paper contains statistics on American Indian enrollment from 1979-83 in 30 Oklahoma state colleges, junior colleges, and universities. Descriptors: Access to Education, American Indian Education, American Indians, College Admission

Guilherme, Alex; Hüttner, Ãâdison (2015). Exploring the New Challenges for Indigenous Education in Brazil: Some Lessons from Ticuna Schools, International Review of Education. Brazil appears to have one of the most advanced legislations on native Indians in the world. This was not always the case. During the colonial period (c. 1530-1825), indigenous communities were decimated by disease or massacred by white settlers. In the 20th century, the Brazilian government introduced integrationist policies, which aimed to locate native populations and integrate them into mainstream society. These integrationist policies were implemented through education and the opening of new agricultural frontiers. However, in the last quarter of the 20th century, these integrationist policies were replaced by an approach valuing diversity and the right to a differentiated educational system, for indigenous communities to choose at their own discretion. Based on recent census data, this article begins with a discussion of the current situation of indigenous education in Brazil. Next, the authors focus on the Ticuna people, a group with considerable experience in indigenous education who have managed to maintain much of their cultural heritage and opted for a differentiated educational system. Finally, the authors examine some current challenges and propose a way forward for indigenous schools in Brazil.   [More]  Descriptors: Foreign Countries, Indigenous Populations, American Indians, Public Policy

Bugaj, Albert M. (1997). Education and Attitudes toward Native Americans. A survey of 123 students enrolled in Introduction to Social Psychology at the University of Wisconsin–Green Bay examined attitudes toward Native Americans. The research assessed the effects of educational programs at the secondary and postsecondary level on attitudes toward Native Americans and Native American treaty rights, and also measured the effects of positive contacts between American Indians and respondents on specific attitudes toward treaty rights. Results indicate that either high school or college coursework about Native Americans was related to greater self-reported understanding of treaty rights, knowledge of American Indian culture, and accuracy of that knowledge. Students with high school coursework also reported more direct contact with Native Americans than those without such coursework. Students with coursework about American Indians were less likely to view European culture as superior and less likely to feel that treaties should be abolished, indicating that high school or college coursework may reduce prejudicial attitudes toward Native Americans. Women reported higher quality contacts with Native Americans and were more likely to agree that a nearby Indian nation should win its treaty rights case. Neither high school nor college coursework had any influence on these variables. Only college coursework influenced feelings regarding specific treaty-rights issues: taxation of casino profits and removal of trust lands from property tax roles. A cautionary note points out that the direction of causality between coursework and attitudes and between contact and attitudes is unknown.   [More]  Descriptors: American Indian Studies, American Indians, College Students, Cultural Awareness

Martone, Rosalie (1974). The United States and the Betrayal of Indian Water Rights, Indian Historian. Discussed are (1) the effects of the Reclamation Projects upon the American Indians and non-Indians and of the power plants upon the Indians; and (2) the implications of the Winters Doctrine, the Eagle River Decision, the trustee-client relationship between the Indians of the United States and the National Water Commission Report. Descriptors: Accountability, American Indians, Federal Legislation, Government Role

Yinger, J. Milton, Ed.; Simpson, George Eaton, Ed. (1978). American Indians Today. The Annals of the American Academy of Political and Social Science, The Annals of the American Academy of Political and Social Science. Aspects of social change among American Indians and in the relationships of Indians to government and the larger society are examined in the collection of articles by 12 political and social scientists. Focusing on recent developments, this look at American Indians today encompasses rapid population growth, urbanization of the Indian population, and impact of the civil rights movement on economic, political, and educational opportunities. Article topics include: economic basis of Indian life–urban/rural trends, Indian development programs; Indian education since 1960–self-determination, goals (assimilation, separation, pluralism); religion–traditional world view, Christianity, neotraditional movements; health care–current programs, innovations for rural/urban needs; Bureau of Indian Affairs (BIA) activities since 1945 and an assessment of BIA–both covering the journey from termination to self-determination; the Menominee and Kainai tribes–adaptations to white culture, power, and world views, including militancy; legislation and litigation concerning American Indians, 1957-77; Indian Claims Commission; demographic and social trends–population growth, urban migration, language and culture loss, education level; impact of urbanization on American Indians; and integration–increasing acculturation and structural integration between Indians and non-Indians. Descriptors: Acculturation, American Indian Culture, American Indian Education, American Indian Reservations

Ackerman, William V. (2009). Indian Gaming in South Dakota: Conflict in Public Policy, American Indian Quarterly. Legal gaming on Indian reservations has increased dramatically since the 1987 landmark decision by the United States Supreme Court in "California v. Cabazon Band of Mission Indians." In this case the Supreme Court upheld by a 6-3 vote the right under federal law for Indians to run gambling operations without state regulation in states where such gambling was legal for any purpose. At the time of "California v. Cabazon" only five states prohibited all forms of gaming. This decision opened the door to significant expansion of Indian gaming across the United States. By 1988 more than 100 tribes were engaged in bingo, with estimated collective revenues of $100 million. The United States has a problem with the reasonable management of Native American gaming, a problem that is not being solved by the Indian Gaming Regulatory Act (IGRA). The IGRA, rather than providing a solution to Indian gaming issues, is a prescription for litigation between the tribes and the states. The opening section of the IGRA, section 2701(5), and the Supreme Court decision in "California v. Cabazon" give to the Indians the exclusive right to regulate Indian gaming on Indian lands in states where such gaming is legal. Section 2710(3)(A) of the IGRA, which appears several pages later in the bill, requires Native Americans to negotiate tribal-state compacts for the regulation of gaming on Indian lands. The language in the IGRA is inherently inconsistent, and section 2710(3)(A) is directly contradictory to section 2701(5), as both cannot be true at the same time. The author contends that if Native Americans have the exclusive right to regulate gaming on their lands, as clearly stated in "California v. Cabazon" and echoed in IGRA section 2701(5), then section 2710(3)(A) is at best contradictory and at worst unconstitutional.   [More]  Descriptors: Federal Legislation, American Indians, State Regulation, Court Litigation

Galloway, Margaret E. (1987). The Rhetoric of Prejudice and Public Policy Regarding the American Indian. This paper presents a review of written information concerning the American Indian that reveals stereotypes, prejudicial statements, and misrepresentation. While manifest destiny was the policy of the government during the late 1800s, social prejudice was used to develop a perception of the American Indians that justified removing them from their lands. Once the tribes became relatively subdued and restricted to tribal lands, social prejudice was expanded to reduce any influence Indians might possess. Older written documents, as well as contemporary literature, have maintained stereotypes of the Indians which depict them in a negative way and deny them the opportunity to excel. While many American Indians have won considerable acclaim in the fine arts, literature, crafts, and sports, prejudice remains. American Indians choosing to remain among their people on tribal lands are viewed as outcasts by society. Organizations representing the government to business groups have appointed themselves as caretakers of the Indians, frequently doing more harm than good to the people and their resources. The general thrust of public policy has been to force the American Indian to become a part of the cultural mainstream. By constantly forcing the Indians away, from their culture, society has made the Indian the United States' most persistent refugee. Descriptors: American Indians, Civil Liberties, Civil Rights, Contemporary Literature

Doherty, Robert (2007). Old-Time Origins of Modern Sovereignty: State-Building among the Keweenaw Bay Ojibway, 1832-1854, American Indian Quarterly. This article examines a brief period of Lake Superior Ojibway history in detail. It describes the territorial dimensions of usufructuary rights and tells how one Ojibway community at Keweenaw Bay, William Jondreau's home, reorganized itself as an Anishnabe state in the 1840s and early 1850s. It also argues that this state-building grew out of Ojibway efforts to defend their rights and resources through an assertion of sovereignty. State-building developed in opposition to federal removal policy. It was guided by the experience of other Indians, especially the Mississaugas and Cherokees, and shaped by the advice of Mississauga Methodist missionaries. More generally, state-building drew upon the Keweenaw Indians' sense that they were, in fact, sovereign people.   [More]  Descriptors: American Indians, Tribal Sovereignty, American Indian History, Federal Indian Relationship

Costo, Rupert; And Others (1970). Indian Voices; The First Convocation of American Indian Scholars. The document reports on The First Convocation of American Indian Scholars, which was attended by professional people, artists, traditional historians, etc. As noted, the 4-day convocation was conceived, organized, and directed entirely by Native Americans and was limited to 200 participants, among whom were 36 Native American students. The document is a record of the assembly presentation, papers given at panels, and discussions held at the convocation only, since a comprehensive report of the proceedings would have been too voluminous. As stated, the aims of the convocation were to form a solid basis for educational accomplishment and to unite the scholarly forces on behalf of Native Americans. Among the 15 papers included in the report are (1) American Indian Philosophy and Its Relation to the Modern World, (2) Implications of the 1968 Civil Rights Act in Tribal Autonomy, (3) The American Indian in American History, (4) Native American Studies Programs: Review and Evaluation, (5) Native Arts in America, (6) Modern Psychology and Child Development: The American Indian Case, and (7) Red Power: Real or Potential. The document concludes with a list of convocation participants. Descriptors: Academic Achievement, American Indians, Civil Rights, Conference Reports

Wasserman, Ann; Goldberg, Paula F. (2001). PACER Center's Program Evaluation Report, 2000-2001. The 2000-2001 annual report of Minnesota's PACER (Parent Advocacy Coalition for Educational Rights) Center, a statewide organization that provides information, training, and assistance to parents of children and youth with disabilities, reports on 24 programs in three categories: parent training (12 programs); programs for students and professionals (7 programs); and national projects or technical assistance (5 programs). It reports that the PACER Center has far exceeded its goals for all of its projects during the year. Its parent training programs provide individual information and assistance, workshops for parents and special groups, training and assistance to underrepresented parents, local capacity building, public information, and parent and professional collaboration.  Among the 24 individual program reports are the following: Alliance Project (Technical Assistance Alliance for Parent Centers); FAPE (Families and Advocates Partnership for Education); CADRE (Consortium for Appropriate Dispute Resolution in Special Education); Parent Training Project; Project for Families of Children with Emotional and Behavioral Disorders; American Indian Parent Network Project; State Improvement Grant; Surrogate Parent Foster Parent Project; Grandparent-to-Grandparent Project; Project PRIDE (PACER's Rehabilitation Act Information and Disability Education); Project Youth; PACER's Health Information & Advocacy Center; Minnesota Parent Center; PACER's Web Site: Count Me In (PACER's program on disability awareness); Abuse Prevention Project; Juvenile Justice Project; Computer Resource Center; and Project KITE (Kids Included through Technology are Enriched). Descriptors: Adolescents, Children, Disabilities, Elementary Secondary Education

Peacock, Thomas (2011). I Share a Dream: How Can We Eliminate Racism?, Tribal College Journal of American Indian Higher Education. Even in the 21st century, racism persists. People are confronted with racism on an everyday basis, though it manifests itself in different ways. There is unintentional racism, unconscious racism. There is also institutional racism–in schools in particular but also within governments, art, history, music, and language. Sometimes racism is right in one's face. Other times, there is what is called internalized racism. This is perhaps the most debilitating characteristic of racism in Native communities. It is also the most difficult to confront because it requires that people confront themselves. Internalized racism is a form of self-hate. In this article, the author explores his family history–and helps readers understand how to eliminate the hurt of racism.   [More]  Descriptors: American Indian Education, Racial Bias, Social Justice, Social Attitudes

Henry, Jeannette, Ed. (1975). Index to Literature on the American Indian, 1973. An alphabetical index by author and subject area, this volume indexes both popular and scholarly periodical and book literature published about the American Indian for the year 1973. The volume covers 88 subject areas and 119 periodicals. Periodicals in existence for less than a year and newspapers are not included. Among the subject areas are: acculturation, archaeology, education, health, history, law and litigation, religion, sovereignty, tribal governments, water and water rights, and women. Descriptors: American Indian Culture, American Indians, Bibliographies, Books

Sheehan, Valerie A. (1994). Speaking for Our Children: A Look at the Guardian ad Litem Program. A guardian ad litem or court appointed special advocate (CASA) is appointed by a judge to speak for the child's best interests in court hearings related to allegations of child abuse or neglect. This paper examines the need for more American Indians to become involved as volunteer guardians ad litem. The first part provides historical information about guardian ad litem programs and some statistics about child out-of-home placements in Minnesota and Hennepin County. About 20-25 percent of CASA cases in Hennepin County involve American Indian children; Indian children are removed from their homes at a rate 10 times greater than that of White children. Culturally sensitive advocates are needed to deal with a court system viewed by Indians as negative and adversarial. The second part explains the court process, detailing how a child becomes involved in the system and the process that protects the child's rights. There are also some safeguards for the parents so they will have due process if they are accused of child abuse or neglect. Part 3 discusses how one becomes a guardian ad litem in Hennepin County, including recruitment, completion of an application, interview with a practicing guardian ad litem, and training. Barriers to American Indian participation are identified. The conclusion includes recommendations for recruiting and retaining more American Indian guardians ad litem. (Contains 10 references and a glossary.)   [More]  Descriptors: American Indians, Child Abuse, Child Advocacy, Child Welfare