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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Murphy, James E.; Murphy, Sharon M. (1981). Let My People Know: American Indian Journalism, 1828-1978. First Edition. This book offers an account of 150 years of the American Indian press and includes an overview of the contemporary Indian media. Its goal is to provide a wider perspective than was hitherto available from which to judge the nation's press as a whole. The picture of the establishment press that emerges is not an altogether pleasant one. Historical study indicates that, when Indian news was presented at all, it often contained wholesale misinformation about American Indians. Chapter 1 deals with white editors and their role in the denigration of Indian cultures and despoliation of Indian homelands. Chapters 2 to 4 focus on the development of Indian journalism beginning in 1828 and continuing–through periods of relative strength and bare survival–to the present day. Chapters 5 to 9 look at the American Indian press of the 1970's, when it emerged as stronger and more active than at any other period. By the late 1970's, communications activity was beginning to spill over from print into electronic media. Radio and telecommunications form the material in Chapter 10. Chapter 11 surveys the consolidation of effort in Indian country during the 1970's, in the form of media associations that were starting to give Indians a stronger, more unified voice. Appendix A offers "Indian Press Freedom Guarantees from the United States Commission on Civil Rights," from the American Indian Civil Rights Handbook issued by the U.S. Commission on Civil Rights. Appendix B is an 1826 address to Whites by Elias Boudinot, a Cherokee Indian, and Appendix C offers a directory of contemporary American Indian print and broadcast media. Descriptors: American Indian Culture, American Indian Education, American Indian History, American Indian Literature

Pares, Maria; And Others (1977). Justice in Flagstaff: Are These Rights Inalienable?. Utilizing official records and reports, the Arizona Advisory Committee to the U.S. Commission on Civil Rights conducted an investigation of the criminal justice process afforded American Indians in Flagstaff, Arizona. The investigation focused on Indian treatment from arrest through sentencing and 2 days of informal hearings held in both Tucson and Flagstaff during the fall of 1975. Specifically, the investigation centered on: the initial encounter with law enforcement officials; arrest information (about 40% of all people arrested in Flagstaff in 1974 were Indian–65% of those arrested for alcoholic related offenses); appearance in court; advisement of rights; right to counsel; right to bail or release on one's own recognizance; right to trial by jury; the guilty plea; and Flagstaff's Local Alcohol Reception Center (LARC). Findings indicated: unnecessary arrests in violation of the law had been made of persons who were intoxicated; the State and Flagstaff had failed to provide adequate funding for local alcohol centers; of those persons arrested for minor traffic offenses, illegal bond had been required of American Indians only; nonlawyer magistrates had failed to fully advise defendants of their constitutional rights; a fulltime court interpreter was needed for monolingual Indian defendants; a state-wide public defender system was needed to assure proper defense; and provisions needed to be made to insure that American Indians served on jury panels. The Committee developed 12 recommendations addressing the legal and operational specifics of its findings.  Descriptors: Alcoholism, American Indians, Civil Rights, Equal Protection

Snipp, C. Matthew (1992). American Indians Today. This paper reviews American Indian demography and the political and economic conditions on Indian reservations. After collapsing during the 19th century, the American Indian population grew gradually during the early 20th century, approaching 2 million in 1990. American Indians are heavily concentrated in the West, northern Midwest, and Oklahoma; about half live on or near reservations. The Indian population comprises over 300 tribes and is extremely diverse, but social and economic disadvantages are a common denominator. High school dropout rates are alarmingly high, as are poverty and unemployment rates. The current economic circumstances of American Indians in many ways reflect a long history of federal efforts to exterminate, subordinate, or assimilate them. These efforts are reflected in five eras of federal-Indian relations: removal, allotment, the Indian New Deal, termination and relocation, and self-determination. Today, many tribes have assumed substantial control over education, human services, and natural resources on their reservations. Economic development and eventual financial independence are being pursued as an alternative to uncertain federal aid. Many reservations have substantial resources in agricultural land, timber, water, and minerals. The 24 tribal colleges are playing a key role in human resource development. Economic development strategies include tribal businesses, attracting outside industries, entrepreneurship, legal gambling, and taking advantage of treaty rights.   [More]  Descriptors: American Indian History, American Indian Reservations, American Indians, Business

British Columbia Teachers' Federation (2012). Employment Equity for Aboriginal Teachers. This paper is a letter of understanding between British Columbia Teachers' Federation (BCTF) and British Columbia Public School Employers' Association (BCPSEA) in response to Employment Equity for Aboriginal Teachers. The parties recognize that Aboriginal teachers are under-represented in the public education system. The parties are committed to redress the under-representation of Aboriginal teachers and therefore further agree that: (1) They will encourage local school boards and teacher unions to make application to the Human Rights Tribunal under section 42 of the "Human Rights Code" to obtain approval for a "special program" that would serve to attract and retain Aboriginal teachers; (2) The parties will assist local school boards and teacher unions as requested in the application for and implementation of a "special program" consistent with this Letter of Commitment. BCTF supports an Aboriginal Employment Equity program. In the "Member's Guide to the BCTF" it states (b) That the BCTF actively support an employment equity program for the public schools with the aim of achieving a teaching force that is reflective of the ethnic diversity of BC public schools.   [More]  Descriptors: Foreign Countries, Disproportionate Representation, Teacher Recruitment, Teacher Persistence

Haymes, Stephen Nathan (2012). Memory, Reality, and Ethnography in a Colombian War Zone: Towards a Social Phenomenology of Collective Remembrance, Philosophical Studies in Education. This paper considers phenomenology as a philosophical framework from which to understand the moral experience of collective memory. As a philosophical approach to human reality, phenomenology contributes insight into the connection between the experiential grounding of collective memory and the reality of the social world. The inspiration for exploring these connections is related to the author's ongoing ethnographic fieldwork in Colombia, South America, which began in 2007 and continues to the present. As part of this research, the author has had extended visits to Afrodescendent rainforest peasant river communities in the Cacarica, Jiguaminando, and Curvarado river basin areas of the Atrato River on the northwestern region of Pacific coast, near the Colombia-Panama border. In 1997, the paramilitaries and government forces violently displaced these communities. Since the time of their forced removal, members of these communities, in an act of civil resistance, have returned and reclaimed their collectively titled ancestral territories now encompassed in the war zone. They have returned to their territories, declaring their land as humanitarian zones that are accompanied and protected by the "Comision Intereclesial de Justicia y Paz," the "Inter-American Court of Human Rights" (IACHR), and the "United Nations High Commissioner for Human Rights" (UNHCHR).   [More]  Descriptors: Memory, Indigenous Populations, Foreign Countries, Phenomenology

LeCompte, Margaret D. (2014). Collisions of Culture: Academic Culture in the Neoliberal University, Learning and Teaching: The International Journal of Higher Education in the Social Sciences. This article describes how different constituencies in a major research university tried to initiate change despite disagreements over common goals, norms and principles. The context was a culture war. The university administration wanted to impose a corporatising and privatising philosophy which it felt was crucial to preserving the university's academic integrity and its financial survival in a time of budgetary crisis. Faculty viewed these actions as serious threats to shared governance, faculty control over the curriculum, instruction and research, academic freedom and the faculty's constitutional rights. These forces played out in the firing and grievance cases of Ward Churchill and Adrienne Anderson, professors whose research and publications angered members of the political and academic establishment and galvanised protests pro and con from the media, conservative politicians and public intellectuals.   [More]  Descriptors: Research Universities, College Faculty, College Administration, Governance

Civil Service Commission, Washington, DC. Bureau of Intergovernmental Personnel Programs. (1979). Beyond Bows and Arrows. Resource Manual. In spite of their visible prominence and influence on almost every aspect of our society, American Indians remain the least understood group of people. To acquaint symposium participants with the American Indian and to produce greater understanding, this resource manual documents the historical treatment and present status of Indians. Presented are: the constitutional status of American Indians, including sources of federal power, tribal sovereignty, powers of tribal self-government, hunting and fishing rights, domestic relations, taxation, legal status of Indian individuals, constitutional immunity, the 1968 Indian Bill of Rights, rights and privileges of state citizenship, and wardship; American Indian tribes, Eskimo and Aleut groups for which the Bureau of Indian Affairs has responsibility; federal Indian policies from the colonial period through the early 1970's; administrators of U.S. Federal Indian Policy; Commissioners of Indian Affairs from 1832 to the present; important dates in federal Indian relationships; labor statistics; employment; education; health; relevance of Indian life to civilization; housing; Indian population by regions; location of Indian lands and communities; and Indian tribes and organization, including names and addresses of each leader.   [More]  Descriptors: American History, American Indian Culture, American Indian Education, American Indian Reservations

Chronicle of Higher Education (1984). Fact-File: Minority Enrollments at More than 3,100 Colleges and Universities. Tables are provided showing the numbers of American Indian, Asian, Black, Hispanic, and White students, as well as foreign students, in colleges and universities in fall 1982. The data were collected by the Department of Education's Office of Civil Rights. Descriptors: American Indians, Asian Americans, Blacks, College Attendance

Anderson, Bernard F.; And Others (1970). Urban-Rural Cross Cultural Adjustment Problems of Indians and Mexican Americans. A Survey of Literature. The bibliography cites approximately 2,676 books, journal articles, master's theses, doctoral dissertations, and other unpublished materials pertaining to the urban-rural cross-cultural adjustment problems of American Indians and Mexican Americans. Written between 1902 and 1969, the materials are divided into 2 major sections: (1) those pertaining to American Indians and (2) those pertaining to Mexican Americans. The American Indian section cites 344 books, 330 journal articles, and 423 master's theses and doctoral dissertations. In the Mexican American section, there are citations for 405 books, 624 journal articles, 382 unpublished doctoral dissertations and master's theses, and 168 other unpublished materials. Among the topics covered are: education, health, socioeconomic influences, culture, housing, employment, language, history, politics, civil rights, and migration.   [More]  Descriptors: Adjustment (to Environment), Alaska Natives, American Indians, Bibliographies

Montana State Advisory Committee to the U.S. Commission on Civil Rights, Helena. (1979). Corrections in Montana: A Consultation on Corrections in Montana. The findings and recommendations of a two-day conference on the civil and human rights of inmates of Montana's correctional institutions are contained in this report. The views of private citizens and experts from local, state, and federal organizations are presented in edited form under seven subject headings: existing prison reform legislation, the role of state government in corrections, corrections philosophy, the history of corrections in Montana, the role of women in corrections, the juvenile offender, and alternatives to traditional concepts of corrections. Key issues were the special needs of female, American Indian, and juvenile offenders and the need for a viable corrections philosophy as a foundation for positive change in Montana's corrections program. Recommendations based on the conference findings include a study to explore alternatives to incarceration, creation of an inmate advocate position, a center to coordinate services to women offenders, and legislation to protect the rights of juvenile offenders. Additional recommendations, in view of the disproportionate number of American Indians in the Montana prison population, are that an American Indian serve on the parole board and that the Department of Institutions, in cooperation with the Indian tribes, hire at least one person especially concerned with alleviation of the cultural and correctional problems of the American Indian offender.   [More]  Descriptors: American Indians, Civil Liberties, Civil Rights, Correctional Institutions

McDonald, David R. (1977). Native American Fishing/Hunting Rights: An Annotated Bibliography. An attempt to provide ready access to publications dealing with the controversy over American Indian fishing and hunting rights, this annotated bibliography includes 37 citations (law journals, books, government documents, and other publications excluding newspapers and court cases). The earliest citation is a 1915 speech to the Washington Legislature defending the fishing/hunting rights of the Native Americans of Tulalip Agency, and the most recent citations are 1975 citations.   [More]  Descriptors: American Indians, Annotated Bibliographies, Court Litigation, Land Use

Costo, Rupert; Henry, Jeannette (1977). Indian Treaties: Two Centuries of Dishonor. American Indian Reader: Current Affairs, Volume 5. Today self-determination, economy, tribal jurisdiction, taxation, water and resource rights, and other aspects of American Indian affairs are affected by issues raised through the treaties and agreements made with Indian nations and tribes, and through the executive orders and statutes. Government policy has been influenced by the pressure brought to bear on the federal government by the states, settlers, gold miners, corporations, large landowners, and the majority population. With the opening of the 1970's, a national anti-Indian movement has been organized. Tribes have provided documented evidence of violations of the trust responsibility and obligations of the federal government to the American Indian Policy Review Commission which was established in 1975. Data were provided in quantity fully sufficient to support the final recommendations made by the Commission in its Report. Of the Commission's 11 members, only Representative Lloyd Meeds dissented from the Report and Recommendations. Today the Indian nations are bringing their forces together in order to protect their rights. This publication presents a discussion of the Indian treaties and how they affect Indian affairs, treaties as the "supreme law of the land", and the Meeds dissent; an overview of tribes today; and a discussion of solutions. Appended are a report of the establishment of the American Indian Policy Review Commission; a chronology of Indian treaties, agreements, and major laws which apply to all tribes; and the Council of State Governments resolution on the American Indian Policy Review Commission. Descriptors: American Indian Reservations, American Indians, Conflict Resolution, Court Litigation

Smith, Michael R. (1972). American Indian Civil Rights Handbook. The civil rights of American Indians, guaranteed by the Federal Constitution and the 1968 Indian Bill of Rights, are discussed in this handbook. The 3 kinds of rights discussed are (1) the freedom of religion, speech, press, and assembly; (2) the right to due process of law; and (3) the guarantee of equal protection under the laws, or freedom from discrimination. A directory of information on filing complaints is also presented, along with a listing (by states) of legal services programs of importance to Indians.   [More]  Descriptors: American Indians, Civil Rights, Employment Problems, Federal Legislation

Fisher, Edith Maureen (1983). Minority Librarianship Research: A State-of-the-Art Review, Library and Information Science Research. This review of research on minority (Afro-American, American Indian, Asian American, Mexican American) librarianship provides overview of early developments, civil rights era and contemporary developments, and professional organizations. A state-of-the-art review by ethnic group notes purpose, methodology, and conclusions of selected research in chronological order. A 242-item bibliography is provided. Descriptors: American Indians, Asian Americans, Blacks, Information Needs

Gates, Zaynab; Román, Diego X.; del Rosal, Karla (2016). Intercultural Bilingual Educational Policies for Transnational Indigenous Communities: School Experiences of the Wichí-Weenhayek People on the Argentinean-Bolivian Border, Bilingual Research Journal. Utilizing Ruiz's (1984, 1995) language orientation and language policy work, this ethnographic study compared two intercultural bilingual education (IBE) schools located in two Wichí-Weenhayek communities on both sides of the Argentinean-Bolivian border. We examined Wichí-Weenhayek and non-Indigenous teachers' profiles, teacher-student interactions, and school-community relations. Findings showed that Wichí-Weenhayek teachers in Argentina played only teacher-aid roles and were unable to promote the Wichí language as resource. Although the Wichí-Weenhayek teachers in Bolivia taught in both languages and were in charge of instruction, these teachers did not have enough pedagogical training or materials to meet the language-as-right and language-as-resource goals of their IBE program. Regarding teacher-students interactions, the non-Indigenous teachers in Argentina used a teacher-centered model of instruction, while in Bolivia, teachers commonly interacted with their students using Wichí and employed more student-centered strategies. Finally, the school-community relationship in Argentina only happened in school because the non-Indigenous principal and teachers did not live in the same town as their students. In Bolivia, on the other hand, children and families commonly interacted with their Wichí-Weenhayek teachers inside and outside the school because all of them lived in the same town. Implications for the development of IBE programs that serve transnational Indigenous communities are discussed here.   [More]  Descriptors: Foreign Countries, Geographic Regions, Educational Policy, Language Planning