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