Minnesota State Advisory Committee to the U.S. Commission on Civil Rights, St. Paul. (1992). Educational Opportunities for American Indians in Minneapolis and St. Paul Public Schools. This report is based on background research and a community forum held in September 1990 in St. Paul, Minnesota, and addresses issues related to equal education for American Indians in Minnesota public schools. Minnesota's Native American population is increasing, is younger than non-Indian Minnesotans, and is becoming more urban than rural. The dropout rate is higher for urban Indians than for rural Indians, and the educational attainment of American Indians still lags behind that of the total population. Most of the report consists of summaries of presentations at the forum from individuals, agencies, educators, state government officials, tribal government officials, and superintendents of school districts. Of central concern was the question of whether equal opportunity in public education means simply equal access to education, or whether it includes the certainty of equal attainment. Some participants called for Indian-controlled separate schools or a separate district to educate American Indian students; others pointed to successful programs within public schools, such as cultural enrichment programs and Native language programs. Chartered schools and magnet schools were recommended as expanding parental choice and providing a means to focus the curriculum on American Indian culture and values. Many participants agreed that however Indians are educated, there must be parental involvement. The appendix is a policy brief presenting policy and legal arguments for separate and for integrated Indian schools.   [More]  Descriptors: American Indian Education, Charter Schools, Demography, Dropout Rate

Congress of the U.S., Washington, DC. Senate Committee on Indian Affairs. (1995). Challenges Confronting American Indian Youth. Oversight Hearing before the Committee on Indian Affairs. United States Senate, One Hundred Fourth Congress, First Session. Part 1. The Senate Committee on Indian Affairs received testimony from American Indian youth about the problems confronting Indian young people on reservations and in urban areas and about their own personal experiences with such problems. Witnesses included college and high school students representing various youth councils and youth organizations at a conference of United National Indian Tribal Youth (UNITY). Statements were also received from senators and from representatives of philanthropic foundations that provide funding to Indian youth programs. Included in the testimony and written statements are the following topics: (1) the efforts of tribal youth councils to involve young people in educational and cultural activities and activities helpful to their communities; (2) high rates of alcohol abuse and unemployment among Native Americans; (3) the need for Native American students attending public schools to be taught about their languages, cultures, and history; (4) the need for an American Indian university providing a full range of graduate degrees; (5) the importance of strong cultural identity and spirituality in preventing social problems and individual despair; (6) community programs to fight alcohol and drug abuse; (7) the involvement of urban Indian youth in gang violence; (8) the importance of positive role models for Indian youth; (9) water rights and traditional natural resources; (10) teen pregnancy; (11) the national youth agenda developed by UNITY; (12) youth leadership development programs, such as Running Strong for American Indian Youth; (13) programs for Native American children and youth funded by the W. K. Kellogg Foundation and the Carnegie Corporation; and (14) juvenile justice needs.   [More]  Descriptors: American Indian Education, American Indian Reservations, American Indians, College Students

Faircloth, Susan; Tippeconnic, John W., III (2000). Issues in the Education of American Indian and Alaska Native Students with Disabilities. ERIC Digest. Over 10 percent of American Indian and Alaska Native (AI/AN) students in public schools and more than 18 percent of AI/AN students in Bureau of Indian Affairs and tribal schools are eligible for or placed in special education programs. This digest addresses four selected issues in the education of AI/AN students with disabilities. First, the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) provide for the awarding of personnel preparation grants to colleges and universities; some grants have been awarded specifically for training special educators to work with AI/AN students. Grant recipients include a program on the Navajo Reservation that trains both Indian and non-Indian service providers, programs aimed at AI/AN college students, and grants to tribal colleges. Second, IDEA guarantees parents certain rights concerning their involvement in their child's education. Suggestions are offered for facilitating the involvement of AI/AN parents. Third, IDEA mandates that all students be evaluated using nondiscriminatory evaluations and multiple forms of assessment and using their native language. Suggestions for culturally and linguistically appropriate assessments are offered. Finally, IDEA requires education in the least restrictive environment. The inclusive model of education adopted by Kayenta Unified School District (Arizona) is briefly described. (Contains 13 references.)   [More]  Descriptors: Alaska Natives, American Indian Education, American Indian Students, Disabilities

Beck, Katy; Beck, Armin (1972). All They Do is Run Away!, Civil Rights Digest. Discusses the experiences of a family including several white children, a six-year-old Asian (Filipino) girl, an eight-year-old American Indian (Chippewa) girl, and a black four-year-old boy with a voluntarily desegregated Northern school. Descriptors: Elementary School Students, Minority Group Children, Peer Groups, Racial Attitudes

Patterson, Bradley H., Jr. (1973). The Federal Executive Branch and the First Americans, Civil Rights Digest. A statement of the administration's position on Indian affairs, discussing budget; the Bureau of Indian Affairs; such programs as Indian health, the Office of Minority Business Enterprise, and OEO/HEW Community Action; the American Indian National Bank; Indian personnel and participation in BIA; Alaska claims; and other topics. Descriptors: Administrative Policy, American Indian Reservations, American Indians, Civil Rights

Gerlach, Ernest (1972). The Employment of American Indians in New Mexico and Arizona. Staff Report #3. The document describes the employment patterns of reservation and nonreservation American Indians in New Mexico and Arizona. Topics cover (1) reservation characteristics; (2) 5 selected reservations; (3) Federal government employment; (4) state and local government employment; (5) public school employment; and (6) private employment. Discussion topics are further detailed in the tables at the end of the document.   [More]  Descriptors: American Indian Reservations, American Indians, Comparative Analysis, Employers

Springer, W. F. (1976). The Omaha Indians, Indian Historian. Briefly recounting the history of the Omaha American Indians, this article makes a plea for relocation of the Bureau of Indian Affairs local Agency in Macy near the Omaha reservation, suggesting that the Returned Students movement is a response to this need for the Agency's relocation.   [More]  Descriptors: Activism, Agency Role, American Indians, Civil Rights

Miller, Bruce Granville (2012). Life on the Hardened Border, American Indian Culture and Research Journal. The many Coast Salish groups distributed on both sides of the United States-Canada border on the Pacific coast today face significant obstacles to cross the international border, and in some cases are denied passage or intimidated into not attempting to cross. The current situation regarding travel by Aboriginal people reflects the "hardening" of the border by United States officials following the events of "9-11." A bureaucratic environment has become increasingly hostile to the interests of Aboriginal groups in favor of security. In addition, the problems encountered by individual Aboriginal travelers at the border reflect a transformed American impression of Canada, now commonly treated politically and administratively as a state from which enemies of America are positioned to harm American interests. These new perceptions create an environment that enables Homeland Security officers to regard Aboriginal peoples who seek to cross the border as suspect, although they do so under legal conventions that allow passage of Aboriginal peoples. Officers then act on their own received, stereotypical notions of what a "real Indian" looks like, and deny passage to those they consider to be fakes. These border issues reflect a larger pattern of the denial of Aboriginal rights and challenges to tribal sovereignty by the American state and its citizenry. Data for this work comes from interviews with Coast Salish people and the case of a Coast Salish man who was detained and prosecuted for attempting to cross the border. A justice summit held in 2003 provides direct insight into official American approaches to the border as they concern Aboriginal people, while reporting by the Seattle Times reveals local responses to 9-11.   [More]  Descriptors: Foreign Countries, Canada Natives, Barriers, Mobility

Gerard, Paul (1976). A Tri-centennial Portrait. Minorities and Women 100 Years Later, Civil Rights Digest. Suggests that during the next 100 years, progress for women, blacks, the Spanish surnamed, American Indians, and all other minorities–including the poor and the elderly–will depend on how willing they are to coalesce with each other. Descriptors: Blacks, Comparative Analysis, Economic Factors, Ethnic Status

National Institutes of Health (DHEW), Bethesda, MD. Bureau of Health Manpower Education. (1972). Minority Groups in Medicine: Selected Bibliography. Listing materials on the problems of black, Spanish-surname American, American Indian, and other minorities as they relate to the health professions, the bibliography is offered as an introduction to a challenge in medical education. Indexed alphabetically by author, the 146-item listing includes periodical articles, special reports, books, and government documents and publications.   [More]  Descriptors: Allied Health Occupations Education, Bibliographies, Civil Rights, Equal Education

Alliance for Excellent Education (2012). Caught in the Crisis: Students of Color and Native Students in U.S. High Schools. Nationally, millions of students in grades 7-12 are at risk of dropping out of high school because of low literacy skills, poor attendance, and class failure. The absence of a college- and career-ready education for these students is a civil rights and social justice issue that the federal government cannot ignore. Unfortunately, many of these students come from groups that are underserved and underrepresented, therefore failing to ensure that they receive a high quality education will continue a cycle of poverty and disenfranchisement that the education system itself is intended to disrupt. This fact sheet provides information and policy issues for high school students of color and Native students in the United States, a group that makes up a significant portion of high school dropouts each year.   [More]  Descriptors: Academic Achievement, Dropouts, Social Justice, Educational Quality

Mailaender, Nicholas; Klobusicky-Mailaender, Elizabeth (1977). Indians in American Economy and Governmental Policy, Englisch. As an aid in teaching ESL (English as a second language) area studies, this article presents information on American Indians, including economic aspects, original Indian attitudes toward land and property, the Indian Wars, and the ambiguous policy of the government toward Indian protection and assimilation. Descriptors: American Indian Culture, American Indians, Area Studies, Civil Rights

Schaap, James I. (2010). The Growth of the Native American Gaming Industry: What Has the Past Provided, and What Does the Future Hold?, American Indian Quarterly. This article presents a review which embodies a general inquiry about the growth of the Native American gaming industry and possibilities the future may hold for America's indigenous people. Tribal gaming is different from other forms of gaming. It is conducted by Native American governments as a way to carry out their natural self-governing rights as independent nations. In 1995, prior to the explosive development of Native American gaming, some tribal leaders were cautious, even skeptical about the impact such development would have on the Indian community. Most leaders had expressed both professional and personal concerns about the impact that gaming expansion would have on the quality of life for tribal members. By 2000 the fears of negative effects on the Indian way of life were no longer as apparent. Tribal leaders became more positive about the addition of gaming to the community. By 2001 gaming had become one fastest-growing sectors of the U.S. tourism industry, with $63.3 billion wagered in casinos, lotteries, race tracks, and bingo halls. Besides experiencing major positive social impacts, some tribes with gaming have experienced modest positive socioeconomic impacts. However, despite the gains made by tribal governments for the indigenous families since the beginning of Indian gaming, the challenges to health, welfare, and hope in Indian Country remain profound.   [More]  Descriptors: Tourism, American Indians, Quality of Life, Tribes

Littlebear, Richard (2004). One Man, Two Languages: Confessions of a Freedom-Loving Bilingual, Tribal College Journal of American Indian Higher Education. When the movement for "English Only" began some years ago, the author told participants at a bilingual education workshop that he was against it. He was rendered momentarily mute because he had thought that the English Only proponents could not curtail the freedom of expression guaranteed by the U.S. Constitution. The way he understood them, the framers of the Constitution guaranteed freedom of expression. He has often questioned the direction this country takes in regards to civil rights, human rights, and especially the freedom to express ourselves. The ideals propounded in the Declaration of Independence, the Constitution, and the Bill of Rights are excellent.   [More]  Descriptors: Freedom of Speech, Constitutional Law, Civil Rights, Bilingualism

Reyhner, Jon (1991). The Challenge of Teaching Minority Students: An American Indian Example, Teaching Education. Current teacher education programs do not provide appropriate knowledge for teaching minority students. The article focuses on American Indian students as an example. It discusses the value of using students' home language and culture at school, particularly in the early years, and stresses the value of responsive teaching methods. Descriptors: American Indians, Biculturalism, Bilingual Education, Bilingual Students

Rhoades, Everett R. (1977). Barriers to Health Care: The Unique Problems Facing American Indians, Civil Rights Digest. Poverty, discrimination, and physical and cultural isolation are among the problems which prevent American Indians from receiving adequate health care. The Federal government has special responsibilities and legal obligations to the Indian people. To meet these responsibilities and obligations, the government must improve the access to and availability of health services. Descriptors: American Indians, Cultural Isolation, Economic Factors, Federal Legislation

Lee, Betsy (1979). Charles Eastman: The Story of an American Indian. Dr. Charles Alexander Eastman was a product of two worlds–the Indian and the White. A member of the Santee Sioux Tribe, he was respected and admired in both of these worlds for the work he did on behalf of American Indians, first as a young doctor caring for the sick on the Reservation, and later as a writer and speaker, showing the richness of native American culture to white Americans. He was the most famous American Indian of his time. As a very young child he was among the Sioux driven from their Minnesota homeland in 1863 into Canada. There he was raised by his grandmother and uncle. For most of his childhood the boy Ohiyesa thought he was an orphan, but when he was fifteen his father found him after a long search and brought him back to the United States. There he was baptized, given his new name, and started to school. Eighteen years later he graduated from Boston University with a degree in medicine. Eastman's first job was as a doctor to the people of the Sioux Pine Ridge Reservation, where he quickly became frustrated and angered at the callous, inhumane treatment his people received. The rest of his life was spent speaking on behalf of the American Indians, imploring Washington officials to respect treaty rights, writing and lecturing about Indian ways and trying to preserve their fast-disappearing culture. Although he lived during a time of terrible change for his people, Eastman also lived to see the resurgence of Indian rights in the 1930's. This book is one of a series of biographies of famous American Indians. It is written for grade 5 and up. Descriptors: Acculturation, American History, American Indian Reservations, American Indians

Helton, Tena L. (2010). What the White "Squaws" Want from Black Hawk: Gendering the Fan-Celebrity Relationship, American Indian Quarterly. Americans in the East were great fans of Black Hawk, whose popularity on tour overtook that of Andrew Jackson's parallel tour of the Northeast. Undoubtedly, then, Black Hawk was a celebrity. He remained popular even in 1837, when he attended Catlin's gallery opening in New York, which included his 1832 painting of Black Hawk. Black Hawk may also have been a conduit through which white women could imagine escape from the confining and "polite" parlors of eastern cities that Black Hawk toured. To these female fans Black Hawk may not have been just Jackson's official symbol to show that savagery could no longer threaten the civilization of America and its right to internally colonize the North American continent. But no matter how his female fans actually felt, their identities were used to further a political, nationalist agenda that actively denied miscegenation as a method for becoming a unified American culture. As part of that agenda, Black Hawk's identity was also constructed, commodified, circulated, and consumed through the culture via newspaper editors and his own autobiographical response. The relationship between celebrity and fans is, at least in Black Hawk's case, culturally important as a public manifestation circulated through the media.   [More]  Descriptors: Whites, American Indians, Tribes, United States History

Combs, Mary Carol; Nicholas, Sheilah E. (2012). The Effect of Arizona Language Policies on Arizona Indigenous Students, Language Policy. This article discusses the effect of Arizona's language policies on school districts serving Native American students. Although these policies were designed to restrict the access of Spanish-speaking immigrant and citizen students to bilingual education programs, their reach has extended into schools and school districts serving Native Americans. Arizona's coercive and contradictory language and education policies for English language learners thus provide an instructive example of the "phenomenon of unintended consequences". Nonetheless, that such policies may be unintentional make them no less egregious. The authors argue that Arizona's language policies, together with the difficult reporting mandates of the federal No Child Left Behind Act, have compromised tribal efforts to revitalize endangered Indigenous languages and abrogated their federally recognized, though frequently ignored, rights to self-determination and sovereignty. The article discusses these and other inconsistencies between federal and state-supported policies that both create and foreclose educational opportunities and spaces for Indigenous communities.   [More]  Descriptors: Federal Legislation, American Indians, Bilingual Education, Second Language Learning

Bureau of Indian Affairs (Dept. of Interior), Washington, DC. (1986). American Indians Today: Answers to Your Questions. This booklet attempts to answer briefly the most common questions about American Indians asked by students, people who believe they have Indian ancestors, individuals who want to visit or volunteer to work on a reservation, or those who want to know the current Indian policy. Separate sections outline President Reagan's American Indian policy; current federal appropriations for Indian affairs; statistics about the 1,418,195 American Indians, Eskimos, and Aleuts from about 504 federally recognized tribes who occupy about 300 federal Indian reservations and 53 million acres of trust lands; programs and responsibilities of the Bureau of Indian Affairs; and demographic information on Indian birth rates, infant death rates, life expectancy, causes of death, and suicide rates. A section of questions and answers defines/describes what an Indian is, what a tribe is, how Indians become tribal members, what an Indian reservation is, the number of Indian languages, military service of Indians, relationship to the federal government, citizenship and voting rights, legal rights and obligations, treaty relationships, and tribal governments. Among additional information sources presented are a selected 61-item bibliography, 5 sources of Indian photographs, a list of Bureau of Indian Affairs Area Offices, and a list of 14 national Indian organizations.   [More]  Descriptors: American Indian Culture, American Indian Education, American Indian Reservations, American Indians

Washington, Elizabeth Yeager; van Hover, Stephanie (2011). "Dine Bikeya": Teaching about Navajo Citizenship and Sovereignty, Social Studies. The Navajo Nation, comprising the largest land area allocated mainly to a Native American jurisdiction in the United States, offers a unique opportunity to enhance students' understandings of citizenship rights and sovereignty. For example, what does sovereignty mean on the reservation? What is the relationship between the Navajo Nation and the U.S. government? What is the relationship between the Navajo people and the U.S. Constitution? In this article, the authors provide a brief overview of the history and governmental structure of the Navajo Nation, and then offer specific ideas and resources for teaching about Navajo history and sovereignty, legislation and sovereignty, and court cases and sovereignty. The appendix includes a comprehensive list of relevant court cases, along with book and website recommendations.   [More]  Descriptors: Citizenship, Navajo (Nation), Governmental Structure, Court Litigation

McCarty, Teresa L.; Nicholas, Sheilah E. (2014). Reclaiming Indigenous Languages: A Reconsideration of the Roles and Responsibilities of Schools, Review of Research in Education. In this chapter, the authors offer a critical examination of a growing field of educational inquiry and social practice: the reclamation of Indigenous mother tongues. They use the term "reclamation" purposefully to denote that these are languages that have been forcibly subordinated in contexts of colonization. Language reclamation includes revival of a language no longer spoken as a first language, "revitalization" of a language already in use, and "reversal" of language shift (RLS), a term popularized by Joshua Fishman (1991) to describe the reengineering of social supports for intergenerational mother tongue transmission. All of these processes involve what Maori scholar Margie Kahukura Hohepa (2006) calls "language regeneration," a term that speaks of "growth and regrowth," recognizing that nothing "regrows in exactly the same shape that it had previously, or in exactly the same direction. The causes underlying shift from a community language to a dominating one are complex and power linked. The authors' goal is to peel back the layers of that complexity. This review is organized around two foci: (1) School-based language reclamation: whether or how schools might be efficacious sites for language reclamation; and (2) Geographic: Native North America illuminates the wide range of language planning challenges and possibilities that attend the sociohistorical, educational, and sociolinguistic circumstances of diverse Indigenous peoples, as well as crosscutting themes of language education policy, sovereignty, and human rights.   [More]  Descriptors: Indigenous Knowledge, Educational Research, Native Language, Language Maintenance

Wilson, Frederick C. (1975). Student Rights and Responsibilities. A Law Focused Curriculum for American Indian High School Students. Curriculum Bulletin No. 18.01. The guide outlines a course to provide high school students with learning experiences in the political/governmental and legislative process. Designed as a semester course, the course aims to teach American Indian youth their rights and responsibilities under the U.S. Constitution and under their respective state and tribal governments, and to develop an awareness and an understanding of the concepts, principles, and functions of student rights and responsibilities both within the school and community environment. Consisting of 11 units, the course covers basic types of educational systems and laws, jurisdiction of courts, sources of law, the Bill of Rights, the right to privacy, student body constitution, due process in the school and in the community, the Indian Bill of Rights, voter education, fair trial/free press, consumer rights and responsibilities, and sources of authority for Indian schools and programs relating to American Indians. Briefly discussed are the course objectives, student competencies, student evaluation, and teaching strategies for law focused education (small groups, peer teaching, films, field trips, speakers, simulation games, and case studies). Also included are a 19-item bibliography and lists of 6 law-related audiovisuals (source, series, film title, and level) and 6 supplemental materials.   [More]  Descriptors: American Indians, Audiovisual Aids, Civil Liberties, Course Content

Smith, Michael (1973). The Constitutional Status of American Indians: The Legal Position of Native Americans, Civil Rights Digest. Argues that an understanding of the unique legal status of American Indians is essential to appreciating the myriad of problems faced by the more than 300 tribes in the U.S.: Indian law is a complex field based upon numerous treaties, statutes, regulations, and court decisions. Descriptors: American Indian Reservations, American Indians, Civil Rights, Constitutional History

Pevar, Stephen L. (1983). The Rights of Indians and Tribes. An American Civil Liberties Union Handbook. Published in cooperation with the American Civil Liberties Union, the guide sets forth the rights of American Indians under the present law and offers suggestions on how these rights can be protected. Using a question and answer format, the book covers the changes in Indian policies from the Northwest Ordinance of 1787 to the present day, explaining the complex pattern of tribal, state, and federal laws which govern American Indians. Seventeen chapters discuss the history of federal Indian policy; definitions of "Indian,""Indian tribe,""Indian country," and Indian title;" trust responsibility; Indian treaties; federal power over Indian affairs; tribal self-government; state power over Indian affairs; criminal jurisdiction in Indian country; civil jurisdiction in Indian country; taxation; hunting, fishing, and gathering rights; Indian water rights; civil rights of Indians; the Indian Civil Rights Act; special status of certain Indian groups; government services to Indians; and judicial review. Five appendices excerpt passages from the Indian Civil Rights Act, Public Law 83-280, the General Crimes Act, the Major Crimes Act, and Title 18, U.S. Code, (the section defining "Indian Country.") An effort has been made to note those parts of the law where changes may occur. Descriptors: American Indian History, American Indians, Civil Liberties, Civil Rights

Scully, Alexa (2012). Decolonization, Reinhabitation and Reconciliation: Aboriginal and Place-Based Education, Canadian Journal of Environmental Education. Aboriginal/Indigenous education is being increasingly emphasized in Faculties of Education across Canada. Through self-study as an instructor of a mandatory course in Aboriginal education in a Faculty of Education, the author is exploring the use of local, place-based education in the fostering of cross-cultural understanding of Aboriginal and non-Aboriginal Canadians as having interrelated histories and contemporary realities in Canada. Place-based education has the potential to further the goals of Aboriginal education: to serve Aboriginal learners as a tool of resurgence and sovereignty, to disrupt racialized perceptions of Aboriginal peoples, to create awareness of the cultural location of all peoples and pedagogies, and to create right relation between the peoples and the lands of Canada through decolonization, reinhabitation, and reconciliation.   [More]  Descriptors: Foreign Countries, Teacher Educators, Self Evaluation (Individuals), Canada Natives

Disney, Dick, Comp. (1979). Materials Developed from American Indian Culture-Based Curriculum Workshop (Tacoma, Washington, April 18-19, 1979). Book Three. The major thrust of the third American Indian Culture-Based Curriculum Workshop was the development of ideas and materials oriented toward American Indian stories and legends in such a manner that librarians could acquire the needed skills and knowledge to ensure their authenticity and proficiency of presentations to both Indian and non-Indian children. Materials presented in this resource include eight flannelboard stories/legends (How the Bear Lost His Tail, How Rabbit Stole Fire, I Am Raven Who Makes Things Right, Mt. Rainier and the Great Flood, Raven Helps the Indians, Skunk, The Girl Who Loved Wild Horses, and Why Bluejay Hops); a puppet story (Hand Puppet Legends); and three miscellaneous activities (Burlap Mask, Storytelling Campfire, and Portable Puppet Stage). Each entry consists of purpose of activity, materials needed, technique to use for activity, references used, narrative text of story, background information (if available), procedure to conduct activity, and patterns/illustrations to present the activity. Descriptors: American Indian Culture, American Indian Education, American Indian Literature, American Indians

National Council on Indian Opportunity, Washington, DC. (1969). Public Forum Before the Committee on Urban Indians in L.A., Calif. (Dec. 16-17, 1968); Dallas, Tex. (Feb. 13-14, 1969); Minneapolis-St. Paul, Minn. (Mar. 18-19, 1969); San Francisco, Calif. (Apr. 11-12, 1968); Phoenix, Ariz. (Apr. 17-18, 1969). The proceedings of public forums of the National Council of Indian Opportunity are recorded in these 5 documents. These forums were designed to gain information on the condition of urban American Indians living in Los Angeles, Minneapolis-St. Paul, San Francisco, Dallas, and Phoenix. Included in each of the documents are discussions on such factors as Indian education, housing, employment, recreation, social services, and justice. The council was to identify specific problems of urban Indians and make recommendations to the Office of Economic Opportunity and other Federal agencies assisting American Indians. Descriptors: American Indians, Biracial Committees, Civil Rights, Education

Literte, Patricia E. (2010). Revising Race: How Biracial Students are Changing and Challenging Student Services, Journal of College Student Development. This research investigates the relationship between biracial college students and race-oriented student services (e.g., Office of Black Student Services). These services are organized around conventional understandings of race that assume there are five, discrete racial categories, namely, Black/African American, Latino/a, White, Asian American, and Native American. Drawing on interviews (n = 60) with students and administrators at two universities, this article examines the problems that arise when students' racial identities are incongruent with universities' views of race. This study can assist practitioners in the development of services on campuses that are characterized by increasingly fluid racial terrains in the post-Civil Rights era.   [More]  Descriptors: African American Students, Race, Civil Rights, American Indians

Ambler, Marjane (1994). Telecommunications: Where the Red Road Meets the Information Superhighway, First Nations Development Institute's Business Alert. This newsletter article addresses the increasing role of telecommunications and its effect on American Indian institutions. Advocates believe that telecommunications could make rural Indian reservations more viable places to live, work, educate children, and treat illnesses. Additionally, new technology could revolutionize reservation economies. However, before Indian communities leap onto the "information superhighway," they must be willing to take action to determine how the information system is designed and regulated. American Indian Telecommunications and Americans for Indian Opportunity (AIO) have attempted to educate Indian communities concerning the urgency and necessity of becoming a part of the telecommunications movement. American Indian Telecommunications was created to promote Indian use of computers and telecommunications in a culturally appropriate manner. AIO raised money and started INDIANnet, which provides subscribers with free job announcements, information from the Federal Register and several federal agencies, research services, and free access to Internet. Despite such growing involvement, Indian people must do much more at the national and local level with regard to the national telecommunications agenda. To protect their sovereign rights, tribal institutions must ensure the nation's telecommunications policies reflect various Indian concerns including privacy of data, cost sharing, safeguarding traditional tribal beliefs and values, and encouraging Indian people to become producers of media as well as consumers.   [More]  Descriptors: American Indian Education, American Indian Reservations, American Indians, Elementary Secondary Education