Ferree, Robert F.; And Others (1971). Who Am I?. The report encompasses a joint student-faculty 2-year project (funded under Title III of the Elementary and Secondary Education Act) conducted in an effort to decrease problems of the educationally handicapped students coming to Bacone College. In better preparing the student with low ACT scores for college level work, specialized or modified courses were offered in freshman English and mathematics as well as in core courses. In furthering the college program to relate to the unique student body that consisted of Negro, Caucasian, and American Indian students, a "philosophical core theme" concept of class organization was implemented. Units within the core concept included Discovering Who I Am, I Participate in Society, Understanding Myself, Math-Science for Me, My Right to Read, Personality Through Speech, I Compete with Myself, Developing My Language Tools, and Writing for My Now and My Future. Descriptions of these units, projections for continued development of Bacone's program, and comments by former Bacone Students are presented in the Document, as well as results of a follow-up study of 51 Bacone students who transferred to Northeastern State College. As a result of the follow-up, conducted to determine whether grades earned at Bacone could be used to indicate a student's ability to do college work elsewhere, it is believed that students from Bacone can do college work in other institutions.   [More]  Descriptors: Academic Achievement, American Indians, Blacks, College Curriculum

Women's Bureau (DOL), Washington, DC. (1975). Report on Conference on Employment Awareness for Indian Women. An informal coalition of the North American Indian Women's Association, the New Mexico Commission on the Status of Women, and the Women's Bureau of the U.S. Department of Labor presented a two-day program in Shiprock, New Mexico, to provide employment awareness for Indian women. The July 24-25, 1975 program was attended by 200 Navajo and Hopi women who participated in a day of workshops which provided them with basic employment information (such as interviewing techniques, resume writing, employee rights, benefits awareness, and child care) and also provided each woman with answers to specific employment concerns. The second day was devoted to a panel consisting of an employee and an employer from all the major firms in the Farmington-Shiprock area. Employees responded to employer presentations of practices and problems regarding the employment of Indians, and both sought solutions to specific problems and concerns. Recommendations of conference attendees included the Bureau of Indian Affairs implementation of a paid Federal Women's Program coordinator at each agency on the reservation; the establishment of a youth center in the Shiprock area; and the building of an all-vocational school on the Navajo reservation.   [More]  Descriptors: Agency Role, American Indian Reservations, American Indians, Career Awareness

Abbott, Douglas A.; Meredith, William H. (1985). Minority Families: Strengths of Four Ethnic Groups. While healthy families and minority family systems are two areas of family research currently getting attention, little is known about what various ethnic families consider to be important traits of healthy families. To examine this issue and to assess family strengths and marital and parenting satisfaction for different ethnic samples, parents from four American ethnic groups (57 American Indians, 80 Hmong refugees, 105 Chicanos, 103 Blacks), and a white comparison group (N=210) were surveyed by questionnaire and by interview concerning those characteristics that promote a strong and healthy family. The results showed that the majority of parents across all ethnic groups considered a strong family to be one in which trust, support, and effective communication are present and in which a sense of right and wrong behavior are taught. Family members reported feeling responsibility for the welfare of each other, yet expressed respect for individuality and personal privacy. Strong families were reported to spend time together. Though not reported by the white parents, other ethnic parents valued financial security and respect for elders as additional sources of family strength. The parents also evaluated their own marital and parental satisfactions and their family strength. The white and Hmong parents reported the highest scores on all family measures, while the Indian parents had the lowest levels of family satisfaction. The interpretation of these results, however, is tentative because the validity of these family scales for ethnic parents has not been established.  Descriptors: American Indians, Blacks, Cross Cultural Studies, Ethnic Groups

Harkins, Arthur M.; And Others (1970). The Formal Education of Menominee Indian Children: Recent Educational Background Conditions. What the Menominee Indian parents and their friends think are the problems with American Indian education in Shawano Joint School District No. 8, Minnesota, is treated in this document, in which, the authors state, the brief text is to be followed by extensive appendixes carefully constructed to provide scarce and relevant materials documenting the generalizations made in the text. The text includes the Menominee Educational Bill of Rights and a summary describing the consolidation of the Shawano School District, the stable school board membership, the school district conditions, the school administrators, the financial situation, a Title III Elementary and Secondary Education Act project, a statement of need, and the Menominee Indian student test performance characteristics. The summary describes generally the educational background conditions pertinent to understanding the problems of Menominee Indian education. The appendixes include a document on the "Operations of Office of Education (Conflict of Interest–Proposed Grant for Computerized Classroom)"; an article, "Cultural Absorption Threatens Tribe"; further test performance data on Menominee Indian children; and newspaper clippings dating from the summer of 1966 to July 20, 1970.   [More]  Descriptors: Achievement, American Indians, Community Action, Cultural Background

National Advisory Council on Indian Education, Washington, DC. (1990). Open Discussion with NACIE and Task Force Members. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 16, 1990). This report summarizes an open discussion between members of the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education (NACIE) and conference attenders following 2 days of testimony about issues in Native American education. An administrator outlined the loss of educational opportunity for Native Americans during the 1980s due to decreased federal funding, disregard of treaty rights, and bureaucratic entanglements, and outlined recommendations for tribally controlled teacher education, alternative education programs, increased funding, substance abuse prevention, and bilingual education programs. An attorney urged the Task Force and the NACIE to draft federal policy supporting tribal government control of public schools on the reservation, and outlined educational ramifications of the Supreme Court's recent refusals to support tribal sovereignty in other areas. Other topics of discussion included the need for additional programs for handicapped and gifted students; the need for teacher training in American Indian culture, substance abuse prevention, and suicide prevention; Indian identity and tribal sovereignty as resources to use in negotiations with the federal government; encouraging political involvement of community members at the local level; poverty, welfare, lack of self-esteem, and the need to pursue self-sufficiency on the reservations. The responsibilities of the Task Force were described.   [More]  Descriptors: American Indian Education, American Indians, Dropouts, Educational Policy

Wopat, Priscilla (1970). "To Civilize the Indian…": A Survey of the Educational Philosophy and Programs of the Bureau of Indian Affairs Since 1928. An examination of the varied approaches to educate and assimilate the American Indian into the mainstream of American life by the Federal Government from 1928 through 1964 is presented in this thesis which provides background regarding programs initiated by each Federal administration in office during this period. Notable changes occurring during this 36-year period are pointed out by the study and are divided into 4 major phases: (1) the years of the Meriam study, 1928-1933, which recommended a change in point of view for the Indian in the process of education; (2) the John Collier administration of the Bureau of Indian Affairs (BIA), during 1933-1944, which brought about the Indian Reorganization Act that provided self-governing rights for the Indians; (3) the period of 1945-1960, which is noted for reorganization of the administrative structure of the BIA and the suggestion of termination of Federal responsibility; and (4) the early 1960's with a new administration and a new evaluation of BIA programs by the Federal Task Force.   [More]  Descriptors: Administration, Agency Role, American Indians, Education

Canipe, Stephen L. (1982). Human Succession. Learning Activities for Environmental Education. Materials contained in this activity package are designed to provide teachers with a method of approaching a complex environmental question. That question centers on the return to the "good life" of the country. The two activities in the package provide a different view of this question than the most commonly accepted one. The first activity ("Human Succession: The Utterly Dismal Theory") focuses on American Indian culture as related to the theory which states that while people dominate at this moment in time, they are altering their environment and, at some future point, will become extinct, giving way to dominance by another organism. The second activity ("Primitive Cultures: A Return to the Good Life?") focuses on the relationships between primitive cultures and their environments. There are no right or wrong ways to approach the issues considered in the activities since there are different points of view. The procedure for using the activities is simple, involving use of values clarification strategies. Behavioral objectives, general activities, values clarification strategies, and a list of resource materials are provided for each activity. In addition, a list of suggested study/discussion questions and related activities are provided in an appendix for the first activity only. Descriptors: American Indian Culture, Anthropology, Elementary Secondary Education, Environmental Education

Peshkin, Alan (1997). Places of Memory: Whiteman's Schools and Native American Communities. Sociocultural, Political, and Historical Studies in Education. "Indian High School" is a nonpublic off-reservation boarding school in New Mexico serving over 400 American Indian students. The large majority of the students come from the 19 Pueblo tribes, whose governors appoint school board members with authority to hire all personnel. The Bureau of Indian Affairs provides funding but acknowledges Pueblo rights to local control. Based on 3 years of qualitative research at Indian High School, this book focuses on the lives of Pueblo adolescents in school and seeks to explain why they achieve only limited academic success, despite the school's relatively abundant resources, its congenial atmosphere for Indian students, the good intentions of school personnel, and the aspirations of parents and students. A central theme in this exploration is the dual-world character of students' lives. At home, Pueblo students learn to place their tribal communities at the center of their loyalty, affect, responsibility, and support. But they attend a school whose origins and rationale are in non-Indian society. It is a school designed for becoming effective in mainstream America, an effectiveness that Pueblo students and their parents accept as requisite for their economic well-being. However, this process of becoming economically effective is problematic and ambiguous for Pueblo students as it often clashes with traditional cultural ideals that are at the heart of Pueblo communities' struggle for cultural survival. Contains 193 references and subject and author indexes. Descriptors: Academic Achievement, American Indian Culture, American Indian Education, Cultural Differences

Margolin, David, Ed.; Ortiz, Roxanne Dunbar, Ed. (1979). Economic Development in Indian Reservations in New Mexico. Final Report from the Seminar (Albuquerque, New Mexico, May 4-5, 1979). Proceedings from a seminar on economic development for American Indian reservations include reports on panel discussions and an analysis of a questionnaire responded to by 113 Indian seminar participants. The report on Session One, "Traditional Indian Economies in New Mexico: Values," covers a discussion on traditional roles and patterns which have affected Indian economic development; proceedings from Session Two, "Indian Economic Development and the Role of Experts," discuss an apparent lack of communication and coordination between Indian governments and outside experts in dealing with economic decisions within communities; the summary of Session Three, "New Mexico State Legislation and Its Effects," deals with Indian rights and sovereignty which are affected by political and governmental influence; and the recording of Session Four, "Federal Trust Obligations and Conflicts of Interest," narrates concerns on issues of development on reservations in which the federal government is involved. A report on the concluding session covers discussions of various topics of interest and concern which were not covered during the four seminar panels. Five major concerns emerged from an analysis of the questionnaire responses: local input into planning; general knowledge; effectiveness of experts and planning; control of development and planning; and development. Descriptors: American Indian Reservations, American Indians, Change Strategies, Community Control

Parker, Alan; And Others (1975). Indian Tribes as Governments. An Analysis of Governing Institutions of Selected Indian Tribes: Report on a Research Project Conducted by a Team of Indian Lawyers and Law Students–June through August, 1974. Study objectives were to assess the status of a representative number of American Indian tribal governments and to share that information with other members of the national Indian community. Sixteen Indian law students, assisted by 8 Indian lawyers, worked on 17 different Indian reservations during the summer of 1974. Generally working on their own reservations, students performed an objective and systematic evaluation of each tribal government, assisted tribal governments in forming remedial objectives, and prepared substantive research reports. The research reports focused on the following areas: (1) tribal governing structure; (2) economic development of tribal resources and the tribal governing structure; (3) tribal court structure; (4) administration of governing services; (5) relationship of tribal government structure to the Bureau of Indian Affairs; and (6) the Indian Civil Rights Act and the Federal Government. While specific recommendations proved unrealistic due to the diverse complexity of individual tribes, broad recommendations included: (1) establishment of a tribal resource center for purposes of providing technical assistance in developing and exercising governing powers and (2) development of evaluation standards by which various agencies and individual tribal governments might be effectively evaluated.   [More]  Descriptors: Administration, Agency Role, American Indian Reservations, American Indians

Arnold, Robert D.; And Others (1975). Alaska Native Land Claims. [Textbook]. Written for students at the secondary level, this textbook on Alaska Native land claims includes nine chapters, eight appendices, photographs, maps, graphs, bibliography, and an index. Chapters are titled as follows: (1) Earliest Times (Alaska's first settlers, eighteenth century territories, and other claimants); (2) American Indians and Their Lands (the dispossessed, three centuries earlier, European attitudes, treaties, congressional action, and Federal services); (3) Alaska Natives and Their Lands (new migrants, encroachments, unacknowledged title, renewed promise); (4) The Land Claims Struggle (new threats to land rights, alternative solutions, organization, proposed legislation, a strengthened case, improved prospects, a legislative settlement); (5) The Alaska Native Claims Settlement Act: An Introduction (land and money, the corporation as vehicle, Alaska Native corporations; (6) Settlement Act organizations (regional business corporations, local business corporations, and other organizations); (7) The Money Settlement (sources, payments to individuals, funding for village corporations, and funding for regional corporations); (8) The Land Settlement (village corporation selections, limitations on selections, individuals and some others, regional corporations, corporations as land owners, and the public); (9) Shaping the Future (self-determination, goals of corporations, and responsibilities). Descriptors: Accountability, Alaska Natives, American Indians, Cultural Background

O'Connor, John P.; Rosall, Judith (1979). "Our Vision: A Journey to Better Health": Proceedings of the National Indian/Alaska Native Health Conference (3rd, Spokane, Washington, July 22-26, 1979). Nearly 1,500 Indian representatives from across the United States attended the 4-day conference, sponsored by the National Indian Health Board (NIHB), to discuss and learn more about significant issues regarding the delivery of health services to American Indians. Each day participants attended workshop sessions to discuss and debate issues related to one of three major conference topics. The major themes and related workshop issues were: legislative issues (National Health Planning and Resources Development Act, PL 93-641; Indian health manpower development; contracts, grants, and intergovernmental personnel assignments; Indian provisions of the Good Stamp Act of 1977; tribal specific health plans; traditional Indian medicine; implementation of the Health Services and Centers Amendments of 1978, PL 95-626; and 1980 Census); human services (alcohol and drug abuse; emergency medical services; patient rights; Indian Child Welfare Act; Indian elderly; urban Indian health care); and mental health (child abuse and neglect; battered spouses; mentally and physically handicapped; mental health; nuclear power development on the reservations). Reports, recommendations, and resolutions of the workshops were delivered to general assembly sessions the following day. Thirty two of the resolutions were officially adopted by NIHB in January, 1980. Descriptors: Alaska Natives, Alcoholism, American Indian Culture, American Indians

Benham, William J. (1975). An Indian Education Resources Center. An Indian Education Resources Center has been established in Albuquerque, New Mexico, to improve educational opportunities for American Indian students. Part of the Bureau of Indian Affairs' Central Office of Indian Education Program, the center was established after a thorough review of the Bureau's Central Office education operations revealed a need to locate some Washington, D.C. office services closer to the scene of action. Therefore, a Field Service Office was established in Albuquerque, and part of the Washington-based education staff located there. In August 1972 the name was changed from Field Services to the Indian Education Resources Center. The center's main goal is to serve Indian education by providing leadership or help for change, and resources for improvement and advocacy of Indian rights. It provides services to Indian students enrolled in public and Federal schools and colleges and universities. The center includes five divisions: (1) the Division of Evaluation, Research and Development; (2) the Division of Continuing Education; (3) the Division of Educational Assistance; (4) the Division of School Facilities; and (5) the Division of Educational Audio-Visual Services. This paper discusses the services provided by each division.   [More]  Descriptors: Agency Role, American Indians, Audiovisual Centers, Education Service Centers

Americans for Indian Opportunity, Inc., Albuquerque, NM. (1975). Real Choices in Indian Resource Development: Alternatives To Leasing. AIO Report-Billings Conference (Billings, Montana, January 30, 31, and February 1, 1975). Identifying the purpose of the Conference on Real Choices in Indian Resource Development: Alternatives to Leasing (Billings, Montana, January 1975) as exploring options available to American Indian tribes in the Great Plains re: the development of their own natural resources, this paper presents excerpts from participant speeches and comments regarding the following: (1) the problem and the challenge of conserving and developing Indian resources; (2) the foreign analogy wherein use of Indian resources is compared with the developing countries and their attempts to control and manage resources; (3) comparative mining agreements ("The Indian mineral leases I have seen are among the worst mineral agreements in the world."); (4) water rights (discussion of a new bill proposed by the Justice Department to allow the Secretary of the Interior over a five year period to administer the quantification of water in the U.S. without a mechanism for appeal); (5) a colonial experience (a professor from Ceylon asserts, "The necessity to assert cultural autonomy is critical at the initial stages…because it is going to take us forward into a new sense of human community."); (6) Environmental Protection Agency (it was the consensus that EPA and Indian people have common interests and should develop better communications).   [More]  Descriptors: Agency Role, American Indian Reservations, American Indians, Comparative Analysis

1975 (1975). Indian Woman Today; Southwest Indian Women's Conference (Window Rock, Arizona, September 24-25, 1975). Describing the activities and responses of American Indian women attending the 1975 Southwest Indian Women's Conference in Window Rock, Arizona, these proceedings present the following: (1) the keynote address (focus is on program funding and Indian female civil rights, self-concept, and cultural background); (2) observations derived from interviews of 20 conference participants; (3) a description of participant characteristics (most were traditional homemakers and about 66% were Navajo); (4) the basic attitudes of educated Indian women re: special problems of being a woman, the women's liberation movement; and expanding the role of Indian women; (5) recommendations coming out of the seven workshops (Funding and Resources; Legal and Jurisdictional Issues; Self-Identity; Special Problems of Aged Indian Women; Special Needs for Handicapped Indian Women; Relationship between Tribal, State, and Federal Governments; and Navajo Speaking Groups); (6) an evaluation (criticism of participants' contrasting expectations, the conference format, conference facilities, and unequal tribal representation); (7) speeches on: the problems of Indian women; the need for Indian women to work; the special problems of Indian women in the Southwest; the employment status of Indian women; the Phoenix Indian women; and a counseling center for women. Descriptors: Agency Cooperation, American Indians, Civil Rights, Conference Reports