Dunn, Carolyn (2008). The Last Indian in the World, American Indian Culture and Research Journal. In June 2004, the American national media spent a considerable amount of airtime revisiting the events of June 1964 when three civil rights workers were murdered near Philadelphia, Mississippi. On the fortieth anniversary of the murders. National Public Radio's "All Things Considered" devoted airtime to a story, "Truth and Reconciliation in Neshoba County," in which reporter Debbie Elliot went to Philadelphia, Mississippi, the seat of the Mississippi Band of Choctaw Indians, to examine how "people in Neshoba, both black and white, are grappling with their community's legacy." The story goes on to look at the activities of the thirty-member Philadelphia Task Force and dissects the activities of this group as racial networking under the black-white binary that has become synonymous with the civil rights movements in the United States. The story overlooked the several members of the Philadelphia Task Force of Mississippi Band of Choctaw tribal members whose roots in Neshoba Country predate that of whites and blacks by thousands of years; thus framing the discussion of this particular issue in "black and white" and excluding any evidence of Indian in that mix. One year and two months later, the world watched as thousands of people were stranded in the New Orleans Convention Center following Hurricanes Katrina and Rita. As the media reported on the looting of New Orleans, it became suspiciously clear who was looting and who wasn't. Another message that was clear to this author as she watched the disaster unfold was that members of her own family were affected. The eight communities of the Mississippi Band of Choctaw Indians suffered much damage. The Indians were the invisible ones, erased from the memory of America as the various news organizations set up camp in the Gulf. Only the Native media paid attention to the Indians who suffered. In this article, the author comments on how the (non) response of the federal and local governments to the plight of the Hurricane refugees was similar to genocide, and mirrored the violent colonial history in which Native peoples were forcibly removed from ancestral homelands; sent away in the worst possible environmental conditions; left to die without food, water, shelter, or sanitary conditions; and forced to stay in a place that was supposed to be safe.   [More]  Descriptors: Mass Media Effects, Government Role, African Americans, Civil Rights

Verble, Sedelta, Ed. (1981). Ohoyo Makachi: Words of Today's American Indian Women. A First Collection of Oratory by American Indian/Alaska Native Women. The volume presents a collection of 39 conference speeches symbolizing an effort by American Indian and Alaska Native women to speak for themselves, about themselves and to each other. Topics of speeches presented at Tahlequah consist of: past positives and present problems of Indian women; squaw image stereotyping; status of Indian women in Federal employment; cross cultural networking; how the Equal Rights Amendment relates to Indians; how educational equity can make a difference; contemporary Indian humor; networking in Indian country; accessing Indian education; leadership development; Indian women administrators as role models; educational equity insight; and impacting curriculum. Other speech topics presented outside the Tahlequah conference, but included for their significance are: changing times and changing roles of Alaska Native women; steps toward Native leadership; Indian women as change agents for Indian policy; historical perspective of the Dakota woman; Indian women's challenge in the 80's; Indian women and feminism; and retrospect and prospect of the past, present, and future of Indian women.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indian History, American Indians

Kidwell, Clara Sue (1989). American Indians in Graduate Education, CGS Communicator. The number of American Indians enrolled in institutions of higher education is very small. Enrollment figures for fall 1984 show Indians made up .68% of the total enrollment in institutions of higher education in the country, but only 15% of them were in universities. Their largest representation was in two-year institutions, where 54% of Indian students were enrolled. This is probably due to the existence of 25 Indian run community colleges. Preliminary data from the Council of Graduate Schools (CGS) 1986 enrollment survey show Indians comprise .4% of graduate students in CGS institutions. The historical experience of American Indians with education provides a background for such underrepresentation in higher education, especially graduate education. Indian people in the past have had education used as a means of forcible acculturation to American society. Though many Indian parents value education for their children, expectations of the results are often vague because they themselves have limited educational experiences. A barrier to Indian access to higher education is the family income level. The federal government has played the major role in providing education for American Indians, and the Indian Education Act of 1972 laid the basis for greater involvement of Indian parents in the education of their children and greater access for Indian students to graduate education. The fact that few Indian students choose to enter graduate programs is due to many deep-seated cultural and historical factors as well as the socioeconomic status of many Indian families.  Changes such as more financial opportunities and cooperation with tribal governments to respond to the needs for educational programs should be effected.   [More]  Descriptors: Access to Education, American Indian Education, American Indians, Civil Rights

National Indian Education Association, Arlington, VA. (2000). Tribal-State Partnerships: Cooperating To Improve Indian Education. American Indian students attend Bureau of Indian Affairs (BIA) schools, BIA schools operated by tribes under contracts and grants, public schools off Indian reservations, and public schools on Indian reservations. Who has legal jurisdiction over Indian education in these various scenarios is undecided, so some tribes, states, and school districts have entered into mutual agreements to advance Indian education. In Washington, the Skokomish Tribe has a memorandum of agreement with the Hood Canal school district and the state superintendent of public instruction to operate a project to increase tribal student reading achievement and community involvement; the Swinomish tribal community in Washington has a cooperative agreement with the local school district and Head Start program for the collaborative provision of early childhood services; and the Lummi tribal schools have an agreement with their local school district that addresses funding and provision of education for BIA grant school students. Other examples are given of co-governance between tribes and schools in the areas of truancy, impact aid funding, Johnson O'Malley programs, and school board composition and operation. Aspects of state and tribal cooperation that are required by state law are reviewed, and factors contributing to sustaining collaborative efforts in Indian education are listed. Most of this document consists of appendices, which present cooperative agreements, applicable laws, and contact information.   [More]  Descriptors: American Indian Education, Early Childhood Education, Elementary Secondary Education, Federal Indian Relationship

Brune, Michelle Lyn (2010). A Qualitative Study of a Native American Mascot at "Public University", ProQuest LLC. At the time this study began, there were approximately 60 senior colleges and universities using Native American mascots or nicknames to represent their athletic teams (Fournier, 2003). Many Native Americans, coalitions, organizations, and researchers (Connolly, 2000; Davis, 2002; King & Springwood, 2000; NCAA, 2001) believe that these mascots are racist stereotypes of Native Americans and recommend that they be banned. In contrast, other people believe that Native American mascots signify honor and tradition.   Differing meanings or opinions create an obvious conflict and each viewpoint includes a set of arguments to justify their beliefs. For example, many universities claim their alumni will stop contributing to the university if the mascot is removed. For the purpose of this study, the theory of semiotics was used to explain different meanings associated with Native American mascots and nicknames.   The civil rights movement was successful in decreasing the number of offensive African-American images and caricatures (U.S. Commission on Civil Rights, 2001). However, it did not diminish the use of Native American images. Native American images and caricatures are used in everything from company logos to sports team mascots.   The purpose of this study was to gain an in-depth understanding of the removal of a Native American Mascot at one university. Data for this study was gathered from public and university records, ten personal interviews with faculty, staff, alumni, and community members, and one focus group with twenty-one students. The study examined historical documentation regarding the university's mascot/nickname, the recent process that was used to change the mascot/nickname at the university, and opinions from students, faculty, alumni and the community regarding the university's former Native American mascot/nickname.   The opinions that were gathered from the documents, interviews, and focus group and were coded using the most common themes that support and oppose Native American mascots found in literature. Overall, 153 opinions were coded in opposition of the Native American mascot and the most common theme was Code O7: Marketing and School Spirit. Overall, 543 opinions supported the use of the Native American Mascot and the most common theme was code S1: Honor, Respect, and Pride.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Higher Education, Colleges, Semiotics, Group Unity

Madsen, Kenneth D. (2008). Indigenous Research, Publishing, and Intellectual Property, American Indian Culture and Research Journal. In this article, the author makes a case for a greater understanding of Native research and how the academy can learn from it to become more sensitive to the concerns of the research constituencies. How academics handle the intellectual property that results from their research is also critical. What they make public and what they decide is better not to publish is only a beginning step. Making their efforts beneficial to research constituencies as well as academia can be self-serving as it protects their interest in future research possibilities, but it is also the right thing to do. In a world in which information flows are taken for granted, academics need to realize that not everyone sees the immediate benefit of their research. As such, academics have a special obligation to work out a means of returning their versions and interpretations of knowledge to source communities. They need to develop a positive rapport not only with the individuals with whom they work but also with tribal governments and other groups. For many, they are their only contact with higher education.   [More]  Descriptors: Intellectual Property, American Indian Education, Indigenous Knowledge, Indigenous Populations

Taylor, Josiah; Plaice, Evie; Perley, Imelda (2010). Culture and Ethics in First Nations Educational Research, Collected Essays on Learning and Teaching. In this paper, we share phenomena experienced by a multi-cultural research team working collaboratively with Wolastoq (Maliseet) First Nations Elders to document rapidly disappearing Wolastoq language, culture, and knowledge. This knowledge will ultimately be stored in databanks for future educational, community, and heritage use. Embedded within this research experience is a constantly evolving ebb and flow of culture, being, and relationships. As a collaborative research team, we explore ethical ramifications of dynamic, symbiotic relationships we share with Elder participants, requirements of university ethical review processes, and how this process shapes the knowledge that we collaboratively produce. We question how this nexus of cultures and ethics of researchers and collaborators directs the educational materials that we construct. Situated between the high tide of ethical standards and the low tide of the application of these ethics, is where the tides meet, and standards and praxis interact. Lastly, we suggest ways to supplement the ethics review process for social and educational research to better respect the individual rights and rationality of participants with whom we research, deepening the significance of such studies and promoting social justice.   [More]  Descriptors: Ethics, Canada Natives, Educational Research, American Indians

Philp, Kenneth R. (1977). John Collier's Crusade for Indian Reform: 1920-1954. For many years federal government policy sought to break up Indian communal land holdings, destroy tribal communities, and absorb Indians into the mainstream of American Society. This policy changed dramatically in the 1920's and 30's, and John Collier stands at the forefront of those responsible. Collier questioned the wisdom of a policy which tried to turn the Indian into a white man; he felt tribal institutions should be preserved and studied because there was much that they could teach modern man in an industrialized society. An advocate of native rights, Collier crusaded to help the Pueblo Indians defeat the Bursum Bill. He founded the American Indian Defense Association, and as its executive director defended Indian religious dances and tribal self government, helped prevent the confiscation of oil and water power sites on the Navajo and Flathead reservations, and pushed for a Senate investigation of the Indian Bureau. As Commissioner of Indian Affairs under Roosevelt, he established an Indian "New Deal". His reforms included protection of Indian religious freedom, inclusion of Indians in public relief programs, codification of Indian laws, land conservation programs, and protection of tribal land holdings. He encouraged a sense of personal dignity and self respect among Indians and his goal of cultural independence for American Indians is felt today in the movements attending the growth of Indian nationalism. Descriptors: American Indian Reservations, American Indians, Cultural Pluralism, Culture Conflict

Hartley, Mary Elizabeth (1979). Getting Uncle Sam to Enforce Your Civil Rights. Clearinghouse Publication 59. This booklet was written to help persons who believe that their civil rights have been denied and who wish to file a complaint with the Federal government. In regard to discrimination because of race, color, sex, religion, or national origin, guidelines are presented for filing complaints about denial of opportunities in the areas of credit, education, employment and training, voting and housing, for denial of benefits for Federally funded programs, for subjection to police brutality, and for discrimination experienced while trying to use a public facility. Procedures for filing a complaint about discrimination because of age, mental, emotional or physical handicap, or lack of citizenship are also outlined. In addition, special circumstances pertaining to American Indians, institutionalized persons, and military personnel are briefly considered. Finally, the addresses of regional and local offices of major Federal agencies are listed.   [More]  Descriptors: Age, Civil Rights, Directories, Educational Discrimination

Momeni, Jamshid A., Ed. (1986). Race, Ethnicity, and Minority Housing in the United States. Access to adequate housing is a strong indicator of inequality between whites and minority groups. Although the government has played an important role in the provision of housing for minorities through Federal Housing Acts, the recent trend is toward continuing discrimination in home rental and ownership. This book contains the following 11 chapters: (1) A Historical Review of Changes in Public Housing Policies and Their Impacts on Minorities; (2) Racial Inequalities in Housing: An Examination of Recent Trends; (3) Racial Inequalities in Home Ownership; (4) Blacks and the American Dream of Housing; (5) Housing Policy and Suburbanization: An Analysis of the Changing Quality and Quantity of Black Housing in Suburbia since 1950; (6) The Housing Conditions of Black Female-headed Households: A Comprehensive Analysis; (7) Accessibility to Housing: Differential Residential Segregation for Blacks, Hispanics, American Indians, and Asians; (8) Su casa no es mi casa: Hispanic Housing Conditions in Contemporary America, 1949-1980; (9) American Indian Housing: An overview of Conditions and Public Policy; (10) Housing Problems of Asian Americans; and (11) Minority Housing Needs and Civil Rights Enforcement. Statistical data are presented in tables and figures. Notes about the contributors and a bibliography are included. Descriptors: Access to Information, American Indians, Asian Americans, Blacks

Edwards, Virginia B., Ed. (2015). Preparing to Launch: Early Childhood's Academic Countdown. Quality Counts, 2015. Education Week. Volume 34, Number 16, Education Week. This 19th annual edition of "Quality Counts" takes a broad look at the issues and forces shaping the discussion around early-childhood education. It examines how new academic demands and the push for accountability are changing the nature of early-childhood education for school administrators, teachers, and children alike. Reporters delve into the policy debates surrounding publicly funded programs; examine cutting-edge research focusing on the early years, as well as milestone studies that continue to resonate throughout the field; and examine the academic and technological changes in store for the youngest learners as they move further along the educational pathway. They delve into the shifting nature of kindergarten, and the multigrade challenge of assuring a seamless English/language arts transition across the pre-K-3 spectrum. Complementing this package is original analysis from the Education Week Research Center with specific relevance to this year's theme in the form of a new feature called the Early Education Index. It examines multiple years of data through 2013 to offer a comprehensive portrait of states' participation in early-childhood programming, public, and private. The index touches on both preschool and kindergarten trends, with a specific emphasis on low-income families. This year's "Quality Counts" provides the summative grades for the nation, each of the 50 states, and the District of Columbia on key indicators, and includes the Education Week Research Center's Chance-for-Success Index, which comprises a wide range of learning indicators from the early years to adulthood. Following "A Playbook for the Youngest Learners" by the editors, articles and features in this issue include: (1) Consensus Is Just the Starting Point (Christina A. Samuels); (2) Striking a Balance on Rigor (Sarah D. Sparks) with Pre-K Snapshots of New York City (Evie Blad), San Antonio (Arianna Prothero), and Granite School District, Utah (Arianna Prothero); (3) Government's Stamp on Early Education (Madeline Will); (4) Early-Childhood Analysis (Education Week Research Center); (5) States Graded on Indicators for Early Years (Education Week Research Center); (6) Kindergarten's Growing Pains (Christina A. Samuels); (7) Early Assessments Fuel Testing Jitters (Catherine Gewertz); (8) Stairsteps to Reading Proficiency (Christina A. Samuels); (9) Doing Ed-Tech Right in the Early Years (Benjamin Herold); (10) Connect Zero-to-3 to the Classroom (Laura Bornfreund); (11) Readying Schools for Native Students (Susan C. Faircloth); (12) Find What Works in Kindergarten (Heather E. Quick); (13) What about Costs vs. Benefits (David J. Armor); and (14) Ranking the States: A New Approach.   [More]  Descriptors: Early Childhood Education, Educational Quality, Kindergarten, Primary Education

Carey, Nancy; Rowand, Cassandra; Farris, Elizabeth (1998). State Survey on Racial and Ethnic Classifications. Statistical Analysis Report. The State Survey on Racial and Ethnic Classifications was conducted for the National Center for Education Statistics and the Office for Civil Rights in the U.S. Department of Education as part of the research associated with the comprehensive review of an Office of Management and Budget (OMB) directive on race and ethnic standards for federal statistics and administrative reporting. The survey was conducted to provide information for OMB about the quality and utility of the data collected by state departments of education using the five standard federal categories of race and ethnicity in use at that time. The issues examined in this report include: (1) the use of classifications that differ from those five standard categories (White, nonHispanic; Black, nonHispanic; Hispanic; Asian or Pacific Islander; American Indian or Alaskan Native): (2) the impetus for making changes to classification categories; (3) the types and origins of complaints received about the categories; and (4) the effect of possible changes on the collection, maintenance, and reporting of trend data. The survey was conducted as a telephone interview with a representative in each state (except Hawaii) in February 1997. Eight states reported using categories other than the five standard categories. Five states reported using a "multiracial" category, while two use an "other," one uses "Filipino," and one separates American Indians and Alaskan Natives. Complaints from parents and school districts were the main reasons given by states for modifying or considering modifications to the federal categories. Adding a multiracial category was the most frequently requested change. Three states reported that they were considering making changes to the categories, but the remaining states and the District of Columbia had not made any changes and reported none under consideration. Appendixes contain a discussion of the survey methodology and copies of the survey protocols. (Contains 12 tables.)   [More]  Descriptors: Classification, Ethnic Groups, Federal Government, Racial Differences

ROESSEL, ROBERT A., JR. (1968). THE RIGHT TO BE WRONG AND THE RIGHT TO BE RIGHT. INDIAN EDUCATION HAS BEEN CONTROLLED FOR THE MOST PART BY THE OFFICIALS OF PUBLIC SCHOOLS AND THE BUREAU OF INDIAN AFFAIRS. THERE IS NOW A NEW TYPE OF SCHOOL FOR INDIAN YOUNGSTERS WHICH RETURNS THE ELEMENT OF LOCAL CONTROL TO ADULT INDIANS. THIS DEMONSTRATION SCHOOL IS LOCATED AT ROUGH ROCK, ARIZONA, AND EXHIBITS TWO UNIQUE EXPERIMENTAL ELEMENTS, LOCAL CONTROL AND CULTURAL IDENTIFICATION. THE LOCAL BOARD MEMBERS AT ROUGH ROCK HAVE DEVELOPED THREE POLICIES WHICH MAKE THEIR SCHOOL DIFFERENT– (1) THE BOARDING SCHOOL CHILDREN ARE PERMITTED TO GO HOME EACH WEEKEND, (2) THE DORMITORIES ARE MANAGED BY NAVAHO ADULTS WHO ARE NOT PROFESSIONALS, AND (3) SALARIES OF NON-CERTIFIED PERSONNEL WERE REDUCED, MAKING POSSIBLE THE HIRING OF NAVAHOS WHO WERE UNABLE TO FIND EMPLOYMENT ELSEWHERE. THIS SPEECH WAS PRESENTED AT THE EIGHTH ANNUAL INDIAN EDUCATION CONFERENCE, ARIZONA STATE UNIVERSITY, TEMPE, MARCH, 1967. IT ALSO APPEARS IN THE "JOURNAL OF AMERICAN INDIAN EDUCATION," VOL. 7, NO. 2, JANUARY, 1968, PP. 1-6,   [More]  Descriptors: American Indians, Board of Education Policy, Board of Education Role, Boarding Homes

Hill, Susan M. (2009). Conducting Haudenosaunee Historical Research from Home: In the Shadow of the Six Nations–Caledonia Reclamation, American Indian Quarterly. As a historian the author expects that most people will not find her research very exciting. She is used to working in a comfortable obscurity that piques the interest of a few but does not draw the gaze of many. But for the last three years that has not been the case. In February 2006 a small group of people from her community of Ohswe:ken (Six Nations of the Grand River Territory) reclaimed a parcel of land that is part of their historic territory and adjacent to their contemporary settlement. Caledonia, the town to the southeast of their settlement, is often seen as a dormitory community of Hamilton, Ontario, and Hamilton is seen as a dormitory community of Toronto. Suburban sprawl is consuming the farmlands of southern Ontario, and what had been vacant fields are quickly becoming tracts of repetitious single-family homes. The Six Nations–Caledonia land reclamation has been the focus of national and international attention, with many people wondering why Six Nations people would feel justified in stopping construction of a housing project and refusing to leave the land. The author's dissertation research, completed in 2005, examined the historical land relationships of the Haudenosaunee on the Grand River Territory. Even though it is not specifically a land claims study, it is the most recent public research related to the history of Six Nations lands, and the author has been inundated with phone calls, e-mails, and requests for interviews. Six Nations land history has become a very exciting topic both for the people of Six Nations and for those non-Native people who settled in communities built upon land within the Haldimand Proclamation territory (six miles on each side of the Grand River, from the mouth to the source), which the British Crown promised to forever protect for Haudenosaunee interests over two hundred years ago. The attention, particularly from the media, has been stressful, and this is no less so for those who are actively engaged in "insider" community research. Despite the bad press, the reclamation has created an opportunity to raise awareness of their history both inside and outside their community. Along with community leaders, traditional knowledge holders, and other community historians, the author's work has been focused upon that goal. In this paper, the author provides the following discussion: (1) What is Caledonia reclamation?; (2) A background to Ohswe:ken Haudenosaunee land rights; (3) Approaches to Haudenosaunee history; (4) Research at Ohswe:ken; and (5) Future research endeavors and adventures.   [More]  Descriptors: Foreign Countries, Doctoral Dissertations, Land Settlement, Time Perspective

Costo, Rupert (1980). The American Indian and Environmental Issues, Wassaja, The Indian Historian. Traces the development of federal-Indian relations as a prelude to current Indian environmental issues. Illustrates the exploitation of reservation economies by energy corporations and the federal government, especially in the area of water rights. Notes problems within tribal governments as they attempt to coexist with the 20th century. Descriptors: American Indian Culture, American Indians, Energy, Energy Conservation

Congress of the U.S., Washington, DC. House Select Committee on Aging. (1988). Mental Health and the Elderly: Issues in Service Delivery to the American Indian and the Hispanic Communities. Part II. Hearing before the Select Committee on Aging. House of Representatives, One Hundredth Congress, Second Session (Denver, Colorado). This field hearing by the House Select Committee on Aging produced testimony on the mental health problems and service delivery needs of American Indian and Hispanic American elderly. A director of research and two American Indian advocates: (1) pointed out the high rate of depression among Indian elderly due to physical impairments and deprived living conditions; (2) described service-related and cultural factors contributing to low use of mental health services by Indian elderly; (3) outlined the specific problems and stresses of urban Indians; and (4) proposed legislative and service delivery strategies. A Colorado state official outlined barriers to delivery of mental health services to Hispanic elderly. An Hispanic advocate emphasized the need for outreach programs with bilingual, bicultural staff. The panel of witnesses discussed: (1) the need for home health agencies and community-based services for Hispanic and Indian elderly; (2) language and cultural barriers between generations, resulting intergenerational conflict, and mental health consequences for the elderly; and (3) the right of each tribe to its own definition of "Indian." The Committee Chairman called for Indian organizations to collaborate and draft legislative proposals covering the relevant needs of the Indian community, and asked Hispanic organizations to do likewise. Testimony from four mental health professionals covered funding issues, training to provide culturally sensitive outreach staff, and the particular problems and needs of the rural elderly.   [More]  Descriptors: American Indians, Federal Aid, Health Needs, Health Services

McCoy, Melody (1999). Federal and State Laws Regarding Tribal Education Departments, 1984-1999. Indian Education Legal Support Project: "Tribalizing Indian Education.". The Indian Education Legal Support Project emphasizes the legal rights of tribes to control the formal education of their members. The project's work includes developing tribal education laws and reforming state and national Indian education legislation. This document examines federal and state statutory provisions on tribal education departments and details their legislative history. Following a brief overview of tribal education departments in the 1980s and 1990s, specific provisions of various federal laws are reviewed, including the Education Amendments of 1984 to the Indian Self-Determination and Education Assistance Act of 1975, the Augustus F. Hawkins-Robert T. Stafford Elementary and Secondary School Improvement Amendments of 1988, Goals 2000: Educate America Act of 1994, the Improving America's Schools Act of 1994, and other public laws and resolutions. These laws are primarily concerned with federal funding of tribal education departments, their treatment as local education agencies, provision of training and technical assistance, research on at-risk students, access to the Internet, and collaboration among tribes and other educational institutions and agencies. Wisconsin is the only state with legislation specifically mentioning tribal education departments. This law calls for tribal input in the appointment of an advisory committee on American Indian language and culture programs. Descriptors: American Indian Education, Educational Legislation, Elementary Secondary Education, Federal Aid

Sando, Joe S. (1978). Issues Curriculum. A program for teaching techniques of critical thinking on issues concerning American Indians was developed for students at Albuquerque Indian School. It was designed to include not only the students but also their families with learning activities that required consultation in search of answers or understanding. The first issue presented sought to help students define a strong Indian culture, identify the factors that create it, and analyze their own particular situations. Learning activities included class discussions, supplementary reading, and written reports. Another section is devoted to the philosophy of original Indian education as it discusses Carlisle Institute and the Americanization of the American Indian. Other units deal with aspects of Indian land holding, Indian water rights, and the long fight of the Taos Indians to regain ownership of Blue Lake. A section entitled "The New World" compares Native American attitudes toward the land with those held by European settlers. Citing Native Americans as the original conservationists, it points out that they inhabited this continent for thousands of years in harmony with nature; the Europeans, in contrast, took but 500 years to wreck the land, destroy the wildlife, deplete the resources and pollute the environment. Each of the units of this program features goals, content material, resource materials, and learning activities. Descriptors: American Indian Culture, American Indian Education, American Indian Studies, American Indians

Bare, John; Meek, Anne; Frase, Mary (1998). Racial and Ethnic Classifications Used in U.S. Public Schools. Issue Brief. Since 1977, federal agencies have followed standards set by the Office of Management and Budget (OMB) for collecting and presenting data on racial and ethnic populations. A policy directive at that time established four discrete racial categories: American Indian or Alaskan Native; Asian or Pacific Islander; Black; and White. As an alternative, OMB allowed five categories: American Indian or Alaskan Native; Asian or Pacific Islander; Black, not of Hispanic origin; Hispanic, and White, not of Hispanic origin. Since 1977, however, the racial and ethnic makeup of the country has changed, giving rise to the question of whether these five standard categories reflect the present population adequately. OMB and Congress have begun efforts to change the standards before the dress rehearsal for the 2000 Census. Changes in racial and ethnic makeup present special problems for the public schools, which collect data for various reporting purposes. The National Center for Education Statistics and the Office for Civil Rights sponsored two surveys, one at the school level, and the other at the state level about the racial and ethnic classification used to collect and report student data. The majority of the public schools, 55%, reported that they collect data only when a student initially registers at a school in the district. Another 17% reported that they also collect data when a student changes schools. Twenty-five percent of the schools collect racial and ethnic data annually. Seven percent of the schools reported using racial or ethnic designations in addition to the five standard categories, and these schools were more likely to be in the West. The category most frequently added was "Filipino." Other categories mentioned were "Middle Eastern" and various specific Asian nationalities, but none of these was mentioned by more than 4% of the schools. In the state survey, eight states reported using additional categories, with five using a "multiracial," category, and one an "other" category. Taking these responses into account, OMB is proposing new standards that classify racial populations as: (1) White; (2) Black or African American; (3) Asian; (4) Native Hawaiian or Other Pacific Islander; and (5) American Indian or Alaskan Native. For data on ethnicity, the categories are Hispanic or Latino and Not Hispanic or Latino. OMB did not add a multiracial category, but is allowing individuals to report more than one race when they self-identify. (Contains two tables, one figure, and five references.)   [More]  Descriptors: American Indians, Asian Americans, Blacks, Classification

Commission on Civil Rights, Washington, DC. (1977). The Unfinished Business, Twenty Years Later. A Report Submitted to The U.S. Commission on Civil Rights by its Fifty-One State Advisory Committees. This reference work details state by state progress in civil rights since the enactment of the Civil Rights Act of 1957. The 51 reports (50 states plus the District of Columbia) reiterate the major problems of the past two decades including education and employment. Other civil rights issues identified by the State advisory committees were: women's issues; special groups, for example, blacks, Hispanics, Asian and Pacific Americans; housing; civil rights enforcement; indigenous groups, for example, American Indians, Native Alaskans, Native Hawaiians; prisons; police-community relations; economic issues; voting and political participation; information and communications; migrants; health and safety; and undocumented aliens. The consensus of this work is that although the denial of civil rights to minority citizens is less blatant than it was twenty years ago, many of the old problems are far from remedied. Furthermore, other concerns which were barely recognized at the time the Civil Rights Act became law, have now surfaced as pressing issues. It is concluded that resolution of civil rights problems will require strict dedication to the carrying out of constitutional principles and legal mandates. Descriptors: Asian Americans, Blacks, Civil Rights, Civil Rights Legislation

Gagnon, Douglas; Mattingly, Marybeth J. (2012). Beginning Teachers Are More Common in Rural, High-Poverty, and Racially Diverse Schools. Issue Brief No. 53, Carsey Institute. This brief considers whether the concentration of beginning teachers in a district is associated with the district's poverty rate, racial composition, or urbanicity. Authors Douglas Gagnon and Marybeth Mattingly report that poor communities have moderately higher percentages of beginning teachers than communities with lower poverty rates and that a higher concentration of minority students in a district is associated with a higher percentage of beginning teachers. Large cities, remote towns, and rural districts have higher percentages of beginning teachers than midsized-small cities, suburbs, and fringe-distant town districts. The combined impact of poverty, race, and urbanicity has a substantial effect on the probability that a district has a critically high percentage of beginning teachers. A high percentage of beginning teachers likely reflects higher teacher turnover in the district, and could suggest issues of teacher quality. The brief uses combined data from the 2009-2010 Civil Rights Data Collection (CRDC), the 2009 Small Area Income and Poverty Estimates (SAIPE), and the 2010 U.S. Census to form a nationally representative data source of 6,569 districts.   [More]  Descriptors: Teacher Effectiveness, Racial Composition, Minority Group Students, Beginning Teachers

Bureau of Indian Affairs (Dept. of Interior), Albuquerque, NM. (1973). Evaluation of Student Rights and Responsibilities Programs. Research and Evaluation Report Series No. 25. Student rights encompass all specific rights which the courts recognize as being vested in students. These may be derived from applicable Federal, State, and/or local laws, including school regulations. On June 22, 1973, an ad hoc committee (50 percent American Indian) was convened in Albuquerque, New Mexico to review a special report form prepared for evaluating Indian student rights and responsibilities. The committee was concerned with the organization of these codes and their compliance with local, State, and Federal legal and technical requirements. The form was distributed to 33 Bureau of Indian Affairs (BIA) secondary schools and dormitories, 20 of which responded. This paper discusses the philosophical extent of student rights and the past and present status of rights and responsibilities in BIA and non-BIA schools. Some findings are: almost all schools have some type of written handbook or guide; 3/4 have some type of grievance procedure; and all but three apply the Interim Procedure for student expulsions. The appendixes, which comprise the bulk of the document, give: references to BIA school management policies and disciplinary procedures; the constitution for BIA high schools operated within the Navajo area; the report form sent to the schools; a roster of the schools; information relative to the Phoenix Meeting on Student Rights and Responsibilities; and a bibliography of reports related to Indian student rights prepared within the past three years.   [More]  Descriptors: American Indians, Boarding Schools, Court Role, Discipline Policy

Losen, Daniel J.; Martinez, Tia Elena (2013). Out of School and Off Track: The Overuse of Suspensions in American Middle and High Schools, Civil Rights Project / Proyecto Derechos Civiles. In this first of a kind breakdown of data from over 26,000 U.S. middle and high schools, the authors estimate that well over two million students were suspended during the 2009-2010 academic year. This means that one out of every nine secondary school students was suspended at least once during that year. As other studies demonstrate, the vast majority of suspensions are for minor infractions of school rules, such as disrupting class, tardiness, and dress code violations, rather than for serious violent or criminal behavior. The authors are publishing this report because of the serious academic implications these statistics have for students who attend schools with high suspension rates. They believe greater awareness will help produce more effective approaches that create safe, healthy, and productive learning environments, which research indicates is best accomplished without resorting to frequent out-of-school suspensions. Done well, efforts to reduce suspensions should also improve graduation rates, achievement scores, and life outcomes, while also decreasing the rate of incarceration for juveniles and adults. The findings of this report also highlight critical civil rights concerns related to the high frequency of secondary school suspensions. They focus on secondary schools because children of color and students from other historically disadvantaged groups are far more likely than other students to be suspended out of school at this level. Appended are: (1) Data Omissions; (2) Methods and Treatment of Errors; and (3) School District Reports. Individual sections contain tables, figures and footnotes. [For "Out of School and Off Track: The Overuse of Suspensions in American Middle and High Schools. Executive Summary," see ED541731.]   [More]  Descriptors: Suspension, Dress Codes, Student Behavior, School Buildings

Western Regional Environmental Education Council. (1989). Indians of Washington and the Environment. A Collection of Information and Curriculum Lessons To Assist Educators in Teaching about Tribal Natural Resource Relationship. The American Indian tribes of Washington have a unique relationship with natural resources, one of reverence and reliance. While non-Indian people traditionally approach natural resources from the perspective of ownership, tribal peoples view natural resources as components of life and culture. The survival of Washington tribes depends upon a sustainable natural resource base. This booklet contains lesson plans and classroom activities that help students become aware of tribal ways of life and historical and contemporary interactions with the natural world and non-Indian people. Major curriculum concepts include: (1) the diversity and importance of Washington's natural resources; (2) diverse uses of natural resources by people; (3) the influence of natural resources on cultures; (4) the role of culture in the development of controversial issues and the communication process for resolving such issues; (5) the finite nature of resources and related decision making; and (6) values clarification about the web of interrelationships among humans, fish, wildlife, and the environment. Lessons cover Washington geography, climate, and wildlife; daily life of Indians and first White settlers; sources of clothing; treaties; watershed, wildlife, and forest management; water quality; salmon fishing and Native fishing rights; American Indian reservations; historical timelines; and history, culture, and legends of the Quinault, Nisqually, Squaxin, and Tulalip tribes. Twenty-three additional resources are listed. This booklet contains maps, data tables, and graphics.    [More]  Descriptors: American Indian Culture, American Indians, Class Activities, Conservation (Environment)

National Advisory Council on Indian Education, Washington, DC. (1976). Indian Education: The Right to Be Indian. The Third Annual Report to the Congress of the United States from the National Advisory Council on Indian Education. Constituting the third annual report of the National Advisory Council on Indian Education (NACIE), this document is divided into the following six sections: (1) The Lessons of Title IV of the Indian Education Act: Needs and Achievements (full funding for Title IV; the role of the American Indian Policy Review Commission; direct Federal funding; vocational and post secondary education; resolutions of the Ad Hoc Committee of Native Americans Concerned with Indian Education; and the progress of 15 Title IV-Part A projects, presented via abstracts); (2) Toward Greater Indian Parent Committees and Tribal Involvement in Title IV (the means by which greater parent and tribal involvement may be effected); (3) Toward a More Effective Role of the NACIE (insuring NACIE's intended autonomy; NACIE's Federal Charter and the Executive Branch's circumvention of congressional will; clarification needs; NACIE's survival struggle; implementation of the Indian preference laws; and equal employment opportunities); (4) Definition of an American Indian: Title IV of the Indian Education Act of 1972 (suggested changes in the definition and the status of the council's investigation of the legal use of the term "Indian"); (5) NACIE Recommendations and Resolutions for 1975 (10 problem specific recommendations); (6) Appendix (extensive documentation re: funding; special and post secondary education; legislation; etc.).   [More]  Descriptors: Accountability, Advisory Committees, Agency Role, American Indians

National Congress of American Indians, Washington, DC. (1978). NCAI Involvement in Intergovernmental Tribal-State Relations. The National Congress of American Indians (NCAI) seeks to play a lead role in the development of relations between various state governmental entities and tribal governments; this assortment of documents treats aspects of those relations. A platform statement and resolution on Indian affairs adopted by the National Association of Counties supports tribal self government and pledges cooperation with tribes for the provision of constituent services within individual jurisdictions. The resolution calls for Congressional definition on the question of tribal jurisdiction over non-Indian people and property within reservations. Issues mentioned include voting by and representation of non-members, reservation boundaries, due process of law, land use planning and zoning, distribution of water rights, environmental quality standards, and questions of equal taxation. NCAI's participation as an advisor in the National Governor's Association Task Force is invited in a letter from Governor Scott Matheson, chairman of that group. A brief on the task force describes historic shifts in governmental policy regarding American Indians and advocates negotiation and compromise agreements reached between states and tribal governments as far superior to solutions offered through federal litigation or legislation. Descriptors: Alaska Natives, American Indian Reservations, American Indians, Criminal Law

Dion, Susan (1990). Current Federal Indian Law and Its Precedents. Wisconsin Woodland Indian Dissemination Project. Bulletin No. 0408. This curriculum unit introduces students to the relationship between the federal government and American Indians through five narrative descriptions of the related legislation, laws, and court interpretations. The narratives cover: (1) the historical basis of federal Indian law and the government-to-government relationship; (2) legal definitions of Indian Country, Indian tribes, and individual Indian identity; (3) tribal sovereignty, powers of tribal governments, and federal limitations of tribal powers; (4) federal-Indian treaties, treaty effects on Indian rights, and Supreme Court interpretations; and (5) recent federal Indian laws, including the Indian Civil Rights Act, the Tribal Education Act, the Indian Self-Determination and Education Assistance Act, and the Indian Child Welfare Act. The narratives are accompanied by student worksheets. This document also contains guidelines for instruction, teacher references, a list of tribal contacts in Wisconsin, definitions of key concepts, and suggestions for classroom group or individual projects.   [More]  Descriptors: American Indian History, American Indians, Court Litigation, Federal Indian Relationship

Deyhle, Donna; McCarty, Teresa L. (2007). Beatrice Medicine and the Anthropology of Education: Legacy and Vision for Critical Race/Critical Language Research and Praxis, Anthropology & Education Quarterly. Over a 50-year professional career, Dr. Beatrice Medicine never failed to assert the importance of Indigenous language rights or to challenge racism in the academy, public schools, and society. She urged educational anthropologists to confront racism in our research with Indigenous peoples. She challenged linguicism and urged the teaching of Native American languages in schools. Bea Medicine's legacy provides a compelling vision for the future of the field of educational anthropology, particularly in the domains of critical race theory and critical language studies. In this article, we consider both the legacy and the vision of Beatrice Medicine as they guide us to new arenas of research and praxis.   [More]  Descriptors: Language Research, Educational Anthropology, Indigenous Populations, Indigenous Knowledge

Pepper, Floy (1990). Indians in Oregon Today. A 4th Grade Social Studies Supplement. Designed to provide current, accurate information to teachers and students about the American Indian people living in the state of Oregon, this publication focuses on 10 learning concepts: (1) Indian tribes in Oregon today; (2) Indian people's special relationship with the United States government; (3) the change and impact brought by newcomers to Oregon Indians; (4) Indian roles in Oregon's culture and economy and the world; (5) differences in Indian tribes' languages, customs, and ways of life from each other and other ethnic groups; (6) the changes reservations caused for Indian people; (7) how termination affected Indian tribes of Oregon (some tribes are working for restoration); (8) different forms of government for Indian people: tribal councils, city, state, and U.S.  government; (9) Indian people's respect for the environment (preservation efforts toward the environment continue today); (10) the importance of Indian hunting, gathering, and fishing rights. Student activities, maps, and charts are used to develop the concepts. Two appendices are included: (1) American Indian/Alaskan Native United States Historical Timeline; and (2) Glossary. Descriptors: American Indian History, American Indian Studies, Charts, Concept Teaching

Gerlach, Ernest J.; And Others (1975). Indian Employment in New Mexico State Government. Examining employment of American Indians in New Mexico state government, the New Mexico Advisory Committee to the U.S. Commission on Civil Rights found little change between small numbers of Indian employees in 1972 and 1974 figures. Though the State Personnel Office has made efforts to institute new programs and policies related to Indian employment, major deterrents remain in the lower Indian educational level, location of state jobs away from Indian populations, and written qualification tests that are not always job related and which contain language and cultural barriers. Committee recommendations were made for each of the following findings: (1) only 2 percent of state government employees are Indians; (2) these employees are concentrated in three agencies (Employment Security Commission, Health and Social Services, Highway Department), and are predominately in lower paying positions; (3) specific standards are lacking for required state agency annual affirmative action plans; (4) written tests are still the main job qualification instrument; (5) an outreach program responsible for contacting and recruiting minority applicants and upgrading employees has had little impact; (6) no systemwide cultural awareness program exists to educate state personnel about Indian values and cultural needs; and (7) lack of consistent state effort to actively recruit American Indians for employment.   [More]  Descriptors: Affirmative Action, American Indian Reservations, American Indians, Cultural Awareness