Ogunwole, Stella U. (2002). The American Indian and Alaska Native Population: 2000. Census 2000 Brief. This brief summarizes data from Census 2000 on the American Indian and Alaska Native (AI/AN) population and discusses its distribution at national, regional, and state levels. This information is intended for all levels of government to use in implementing and evaluating programs related to education, employment, health care, job training, civil rights, and housing. On April 1, 2000, 4.1 million persons–1.5 percent of the U.S. population–reported their race as AI/AN. This number included 2.5 million reporting AI/AN only and 1.6 million reporting AI/AN in combination with another race. Of all respondents who reported AI/AN, 43 percent lived in the West and 31 percent lived in the South. About 25 percent lived in California and Oklahoma combined. At 19 percent, Alaska had the highest proportion of AI/AN population, followed by Oklahoma (11 percent) and New Mexico (10 percent). American Indians and Alaska Natives were the majority of the population in 26 counties, located in eight states of the West and Midwest. Locations of clusters of counties with high AI/AN proportions are described. Among large cities, the largest AI/AN populations were found in New York and Los Angeles, which together accounted for 3.4 percent of the total AI/AN population. American Indian tribal groupings with 100,000 or more people were Cherokee, Navajo, Latin American Indian, Choctaw, Sioux, and Chippewa. Alaska Native tribal responses and patterns of mixed-tribal responses are also discussed. (Contains 11 data tables and figures.)   [More]  Descriptors: Alaska Natives, American Indians, Census Figures, Demography

Gervais, Christine (2011). On Their Own and in Their Own Words: Bolivian Adolescent Girls' Empowerment through Non-Governmental Human Rights Education, Journal of Youth Studies. In recognition of the profound benefits of children's engagement with their rights, this article presents an experiential account of how Bolivian adolescent indigenous girls discover, articulate, experience, and advocate human rights. This study explores adolescent girls' demonstrations of empowerment, agency, resistance, and solidarity as part of their initiatives within non-governmentally based human rights workshops. By featuring their voices, this study demonstrates how young Bolivian females are able to shape their own expectations and experiences of human rights. This study further emphasizes how a supportive and interactive educational introduction to the conventions, declarations, and constitutions intended to safeguard human rights can open up possibilities for comfort, self-realization, and liberation among adolescent girls amidst endemic patriarchal constraints and ongoing political and economic instability.   [More]  Descriptors: Civil Rights, Females, Foreign Countries, Childrens Rights

Tippeconnic, John W., III (2000). Reflecting on the Past: Some Important Aspects of Indian Education To Consider as We Look toward the Future, Journal of American Indian Education. Discusses American Indian education in four critical areas: tribal control, focus and priority, language and culture, and research. These areas are complex and political due to treaty rights; sovereignty; and relationships between Indian tribes and federal, state, and local governments. Unity among Indians and making Indian education a priority at all levels are essential for continued progress. Descriptors: American Indian Education, Cultural Maintenance, Culturally Relevant Education, Educational Attitudes

Civil Rights Project / Proyecto Derechos Civiles (2011). Financing College in Hard Times: Work and Student Aid. The CSU Crisis and California's Future. This report is the third in a series of reports designed to analyze the impact of the fiscal cutbacks on opportunity for higher education in the California State University system, the huge network of 23 universities that provide the greatest amount of Bachelor of Arts (BA) level of education in the state. The first study, "Higher Tuition, More Work, and Academic Harm: An Examination of the Impact of Tuition Hikes on the Employment Experiences of Under-represented Minority Students at One CSU campus" (Amy Leisenring) explores how students on one CSU campus understand the consequences of the state's budget crisis and their experiences with jobs, as well as the impact that working has on their academic success. Latino, African American, and Indian students at this CSU campus believe that recent fee and tuition increases have negatively impacted them in multiple ways. These students and their families clearly feel the burden of the rising costs of a CSU degree. The second study, "The State University Grant Program and its Effects on Underrepresented Students at the CSU" (Jose L. Santos) explores how the CSU's State University Grant (SUG) program helps to maintain affordability for higher education and helps us understand who benefits from this program. This study reviews the National Postsecondary Student Aid Study: 2008, as well as other publicly available data from the CSU system and California Postsecondary Education Commission. The data reveals that in the last twenty years there has been a proportional increase of students from underrepresented minorities benefitting from SUG awards, particularly Mexican Americans and Other Latinos. Each study contains tables, references and appendices. [Foreword by Gary Orfield. Additional funding for this research was provided by the California State University (CSU) Faculty Association.]   [More]  Descriptors: Higher Education, Hispanic Americans, Program Effectiveness, Employment Experience

Connell-Szasz, Margaret (1999). The Education Connection: Christopher Columbus to Sherman Alexie, Journal of American Indian Education. Educational exchange between American Indians and outsiders is examined in three periods. From first contact to the mid-1800s, knowledge was exchanged relatively equally. From the mid-1800s to the mid-1900s, acculturation was imposed upon American Indians. The political liberalism of the 1960s spawned renewed interest in Indian culture and rights, and flexibility returned to the education exchange. Descriptors: Acculturation, American Indian Education, Colonialism, Cultural Differences

Education Journal of the Institute for the Development of Indian Law (1973). Legal Aid Programs Seek Justice, Protection, Education for Indians. American Indian Legal Aid Programs throughout the country are briefly described. Descriptors: American Indians, Civil Rights, Court Litigation, Lawyers

Gover, Kevin (2000). Remarks of Kevin Gover, Assistant Secretary-Indian Affairs: Address to Tribal Leaders, Journal of American Indian Education. Assistant Secretary Gover apologizes for the Bureau of Indian Affairs' (BIA) actions in the ethnic cleansing of American Indian tribes and the destruction of Indian cultures. He asserts the agency's moral responsibility of putting things right and proposes that a healing process begin and that the BIA work to reinvent itself as an instrument of Native prosperity. Descriptors: Acculturation, American Indian History, American Indians, Boarding Schools

Commission on Civil Rights, Washington, DC. (2001). Statement of the U.S. Commission on Civil Rights on the Use of Native American Images and Nicknames as Sports Symbols. The U.S. Commission on Civil Rights calls for an end to the use of Native American images and team names by non-Native schools. While respecting the right to freedom of expression, the Commission believes that the use of Native American images and nicknames in school is insensitive and should be avoided. In addition, these mascots may violate anti-discrimination laws. Since the 1960s, many overtly derogatory symbols and images offensive to African Americans have been eliminated. However, many secondary schools, postsecondary institutions, and professional sports teams continue to use Native American nicknames and imagery despite the vigorous opposition of American Indian leaders and organizations. It is particularly disturbing that Native American references are still found in educational institutions, where they may create a racially hostile educational environment intimidating to Indian students. American Indians have the lowest high school graduation, college attendance, and college graduation rates. These problems may be exacerbated by the perpetuation of harmful stereotypes. While some schools maintain that Indian imagery stimulates interest in American Indian culture, stereotypes encourage interest only in mythical "Indians" and block genuine understanding of contemporary Native people as fellow Americans. The elimination of stereotypes will make room for education about real Indian people, current Native issues, and the rich variety of American Indian cultures in our country.   [More]  Descriptors: American Indians, Colleges, Cultural Images, Educational Environment

Trucks-Bordeaux, Tammy (2003). Academic Massacres: The Story of Two American Indian Women and Their Struggle to Survive Academia, American Indian Quarterly. Last year, Franci, a very knowledgeable Lakota scholar and writer, arrived to teach at this author's university. The author's friend, Malea, had left, so she was pleased to see another American Indian face in the department. The past year it had become clear that Indians faced many hardships at the university, but most strikingly they continued to face attacks concerning the value of their own scholarship, primarily due to a lack of understanding and more specifically an unwillingness to understand Indigenous peoples. Franci, too, experienced the callousness of the dominant culture's assumption of intellectual superiority. At a meeting where she was told she was not the chosen candidate for the job, she was also told that "This is a Class One Research institution, and the general consensus among the faculty is that your research is not good, and that your dissertation adds nothing to the body of knowledge." Not only did these words cripple her worth, but they also affected this author deeply because a knowledgeable American Indian with sound research skills lost much of her self-esteem and was not treated with respect. Being Indian is difficult enough, and immediately after being shuttled through the doors of academia, Indians often realize that the institution creates illusions, propagates illusions, and thrives on illusions. Thus, the author writes to all American Indian students: You will get in the doors, but after you have arrived, you will find the doors closing much more often, find fewer allies, and find your back, more times than not, firmly planted along a wall.  If we speak up, we are disgruntled troublemakers, and if we are quiet, we will not remain so for long. Unless you plan to disappear, you will become an activist. Prepare yourself. You may never be accepted by others, but before you confine yourself to serious depression or consider leaving the education you so rightly deserve, ask yourself the most important question: Do we not have a right to voice our concerns?   [More]  Descriptors: Research Methodology, American Indians, Research Skills, Depression (Psychology)

Chrisjohn, Roland D.; Peters, Michael (1986). The Right-Brained Indian: Fact or Fiction?, Journal of American Indian Education. Disputes evidence used to label American Indians as right-brain dominant. Points out dangers in incorporating untested theories about right-hemisphere learners into curriculum revision. Descriptors: American Indian Education, American Indians, Cognitive Style, Curriculum Development

Puisto, Jaakko (2009). "We Were Very Afraid": The Confederated Salish and Kootenai Politics, Identity, and the Perception of Termination, 1971-2003, American Indian Culture and Research Journal. The federal policy of termination against Native Americans was on a high roll from 1946 to 1954. The policy received explicit expression in House Concurrent Resolution 108, passed in 1953, which stated that "Indians should be made subject to the same laws and entitled to the same privileges and responsibilities as are applicable to other citizens of the United States" and that "at the earliest possible time, all the Indian tribes should be freed from federal supervision and control and from all disabilities and limitations specially applicable to Indians." The policy culminated in 1954, when the Senate and House Indian Affairs Subcommittees organized joint sessions on the termination of twelve reservations, including the Flathead Indian Reservation in western Montana, home to the Confederated Salish and Kootenai Tribes. Historians have generally argued that the termination policy ended either in the 1960s with the civil rights movement or at the latest when President Richard Nixon publicly declared the end to the policy in his address to the US Congress on 8 July 1970. By that time federal Indian affairs had moved toward self-determination policy, whereby American Indians could and should obtain more responsibility for running their own reservations with reduced federal input. This article proposes to present a reevaluation of termination by using the Salish and Kootenai as a case study and specifically focuses on the internal dynamics of the tribal politics from the early 1970s to the 2003 referendum on the linear descent proposal, which to many tribal members meant diluting tribal "blood" so significantly that it would parallel termination of the Salish and Kootenai tribes. This time termination would not mean legal abolition of the tribes or their reservation, as in the proposed federal policy of the 1950s, but would mean opening tribal enrollment to lineal descendants, many of them practically "white," which to a majority of tribal members would mean de facto termination of tribal identity.   [More]  Descriptors: Civil Rights, American Indians, Historians, Tribes

Krouse, Susan Applegate (2003). What Came out of the Takeovers: Women's Activism and the Indian Community School of Milwaukee, American Indian Quarterly. Alcatraz, the Trail of Broken Treaties, Wounded Knee–these are the well-known sites of "takeovers" by American Indian activists, mostly members of the American Indian Movement or AIM, in the 1960s and 1970s. AIM began in 1968, in Minneapolis-St. Paul, when urban Indians organized to protect their rights and preserve their traditions. Indian activism spread across North America with other takeovers, sit-ins, and demonstrations. Recent studies of American Indian activism have been welcomed for their contribution to people's understanding of a crucial period in recent Indian history. However, most of these studies have focused on the very visible, public figures of the Red Power movement, virtually all of whom have been men. Women's activism, while less visible, has been crucial to sustaining Indian communities, particularly in urban areas, and to maintaining the momentum begun in the heady days of the 1960s and 1970s. Individuals need to look more closely at the contributions of women to those activist movements. In this paper, the author examines the role of women in the 1971 takeover of the United States Coast Guard Station in Milwaukee, Wisconsin, and how women parlayed that takeover into a longstanding community organization: the Indian Community School. Leaving the political issues largely to men, the women turned their attention to the needs of their children, ultimately creating a center that is now funded by Indian gaming and serves the entire urban Indian community of Milwaukee. Their success is not acknowledged by AIM, and the Milwaukee takeover itself is rarely mentioned in histories of Indian activism.   [More]  Descriptors: Community Schools, Females, American Indian Education, Community Organizations

Redsteer, Robert W. (2003). An Open Epistle to Dr. Traditional Cherokee of the Nonexistent Bear Clan, American Indian Quarterly. Having grown up in the Native American Church culture in the time when Navajo people were persecuted for practicing this religion, the author states that a great price has been paid to date that allows him to practice his religious freedom and his way of life. Because non native people are selfishly imitating sacred Indigenous ceremonies, they put all native people at risk, and disrespect what the old people have fought for–that sacred way of life given by the Holy People at the beginning of time. In this open letter, the author presents his views to Dr. Traditional Cherokee of the Nonexistent Bear Clan (TCNBC), who teaches at Northern Arizona University (NAU) in the College of Ecosystem Science and Management, and racial identity. Saying that Dr. TCNBC claims he is Cherokee but cannot produce the necessary documentation to prove his heritage, Redsteer strongly criticizes what he refers to as a "boy scouts-like environment" that enveloped Dr. Traditional Cherokee of the Nonexistent Bear Clan's class lectures and activities, and the "Hollywood -like" settings that became the norm. He opines that Dr. TCNBC has perpetuated dangerous ideas reinforced by his very actions that make a mockery of the sufferings of Indigenous peoples, thus endangering their right to practice their religion. The Association of American Indian and Alaska Native Professors takes a stand on ethnic fraud and offers recommendations to guarantee the truth of American Indian/Alaska Native identification in universities and colleges here in the United States. Their concern arose out of racial exploitation of American Indians and Alaska Natives and the need to develop culturally diverse campus communities. Redsteer concludes by presenting recommendations from this organization to remedy situations like Dr. TCNBC. The recommendations are: (1) set up a case-by- case review process if one cannot meet this criterion; (2) include Indigenous faculty in the selection process; (3) require a documented statement that demonstrates past and future commitment to Native concerns; (4) require administrators to attend workshops on tribal sovereignty; (5) meet with local tribal officials; and (6) advertise vacancies at all levels in tribal publications. The academic stage cannot hide behind that flimsy veiled statement that if Dr. TCNBC says he is Cherokee, then he is. Redsteer contends that by not adhering to the The Association of American Indian and Alaska Native Professors guidelines, the university is doing the Native communities a great disservice.   [More]  Descriptors: American Indians, Ethnicity, Deception, College Faculty

Matsui, Kenichi (2011). Water-Rights Settlements and Reclamation in Central Arizona as a Cross-Cultural Experience: A Reexamination of Native Water Policy, American Indian Culture and Research Journal. As of December 2010, the US Congress had enacted more than twenty major community-specific Native water-rights settlements, and the state of Arizona had more of these settlements (eight) than any other US state. This unique situation has invited voluminous studies on Arizona's Native water-rights settlements. Although these studies have clarified the political and legal implications of the settlements and offered some practical future recommendations for Native water-rights policy, several ethnohistorical and theoretical questions still remain as to what factors galvanized and formed these settlements and whose ideas they were. In this article, the author examines the history and implications of two water-rights settlements: one for the Salt River Pima-Maricopa Indian community, and the other for the Fort McDowell Yavapai Nation in central Arizona, both near the city of Phoenix. In order to clarify the ethnohistorical aspects of these settlements, the author focuses on interactions and negotiations between the two Native communities and non-Native stakeholders about Native water rights and the impact of water works that affected these communities during the twentieth century. By providing a detailed documentation of Native and non-Native reactions as well as the interactions between these peoples, the author attempts to clarify the evolving and hybrid nature of Native water-rights settlements. He argues that these features, which scholars have not yet discussed in adequate detail, somewhat resemble historic peace treaties between Native peoples and the federal government.   [More]  Descriptors: Water, American Indians, Federal Government, United States History

Dean, Amber (2015). The CMHR and the Ongoing Crisis of Murdered or Missing Indigenous Women: Do Museums Have a Responsibility to Care?, Review of Education, Pedagogy & Cultural Studies. Organizations like the Native Women's Association of Canada have been working tirelessly for well over a decade to draw attention to the scope of the problem of violence against Indigenous women, and by 2010 (the year in which federal funding for their research, education, and policy initiative on violence against Indigenous women and girls was eliminated), the organization had documented 582 cases of missing or murdered women. This article asks "What responsibilities might museums such as the Canadian Museum for Human Rights (CMHR) have to care for the 'difficult knowledge' evoked by the violent deaths of Indigenous women, and how could a museum encourage and support a wider public to care for and remain open to experiencing the real difficulty of such knowledge." Author Amber Dean argues here that it is the CMHR's responsibility to explore the subject of human rights in order to enhance the public's understanding of human rights in order to promote respect for others and to encourage reflection and dialogue, even if the knowledge of history is difficult and violent. Dean goes on to say that as an institution devoted to public learning about human rights, the CMHR does in fact have a responsibility to care for the difficult knowledge of ongoing colonialism.   [More]  Descriptors: Museums, Violence, Homicide, Females

Grossman, Zoltan (2008). Indigenous Nations' Responses to Climate Change, American Indian Culture and Research Journal. On August 1st, 2007, Indigenous nations from within the United States, Canada, Australia, and Aotearoa (New Zealand) signed a treaty to found the United League of Indigenous Nations. The Treaty of Indigenous Nations offers a historic opportunity for sovereign Indigenous governments to build intertribal cooperation outside the framework of the colonial settler states. Just as the Pacific Rim states have cooperated to limit Native sovereign rights and build polluting industries, Indigenous nations can cooperate to decolonize ancestral territories and protect their common natural resources for future generations. The treaty process has involved Indigenous political alliances such as the National Congress of American Indians (NCAI), the Assembly of First Nations (AFN) in Canada, and the Mataatua Assembly (including forty-four Maori tribes) in Aotearoa. The treaty identifies four main areas of cooperation: increasing trade among Indigenous nations, protecting cultural properties, easing border crossings, and responding to the urgent threat of climate change. The Treaty of Indigenous Nations builds a sense of community by including other tribal nations in the community, even those who live on the other side of imposed colonial borders or on the other side of the ocean. Indigenous peoples have survived the effects of colonialism and environmental destruction only by cooperating with each other. It is no longer just a good idea to build these relationships; climate change makes them much more urgent. This article explores some of the relationships being built, or that have the potential to be built, among Indigenous nations, local governments, national governments, and international agencies.   [More]  Descriptors: Indigenous Populations, Treaties, Tribes, International Cooperation

Duffy, John W. (2008). Teaching for Critical Literacy and Racial Justice, Democracy & Education. Eminent African American historian Carter G. Woodson in his book "The Miseducation of the Negro," published a generation before the "Brown v. Board of Education" decision, concerned himself not with the racial composition of classrooms and schools, but with the curricula taught both in the schools and the larger culture. Certainly Woodson acknowledged the gross disparity of resources between White and Black schools, but most importantly he recognized that it was the significance of what was taught and not taught in American public schools that ultimately limited the potential of Black children to succeed in school and the larger society. Woodson understood that an education that ignored or distorted the cultural strengths of African and African American history and praised the supposed supremacy of White civilization was more harmful than the physical isolation of Black students sanctioned by the "Plessy v. Ferguson" guideline of "separate but equal," established by the Supreme Court in 1896. This article addresses how the author has shaped his curriculum in the wake of the post-Civil Rights era to cultivate in his students a respect for and commitment to racial justice and equal opportunity. The pedagogy he shares has largely developed around his teaching of U.S. history as a White American male in the two high schools where he has spent his career, one a predominantly White school with a significant percentage of students with Asian backgrounds and the other a predominantly African American school with a significant number of Latino students. While the principles, beliefs, curricula, lessons, and materials examined in this article focus on African American history, his teaching about the history of American Indians, as well as Asian Americans, Latinos, and other immigrant groups incorporates similar approaches to uncovering both shared and unique struggles for self-identity and justice in the past and present.   [More]  Descriptors: African American Students, United States History, History Instruction, Civil Rights

Daly, Heather Ponchetti (2009). Fractured Relations at Home: The 1953 Termination Act's Effect on Tribal Relations throughout Southern California Indian Country, American Indian Quarterly. In 1953 California Indians watched as the U.S. Congress passed House Concurrent Resolution 108 to effectively terminate federal trust protection of American Indian reservation lands. Included in the wording of the Termination Act is the following: It is the policy of Congress, as rapidly as possible, to make the Indian within the … territorial limits of the United States subject to the same laws and entitled to the same … privileges and responsibilities as are applicable to other citizens of the United States, to end their status as wards of the United States, and to grant them all of the rights and … prerogatives pertaining to American citizenship; and the Indians within the territorial … limits of the United States should assume their full responsibilities as American citizens: … it is declared … that, at the earliest possible time, all of the Indian tribes and the Individual … members thereof located within the States of California, Florida, New York, and Texas … should be freed from Federal supervision and control. This article illustrates how termination affected Southern California Indian Country and the challenges of working from within familiar Indian communities or from home.   [More]  Descriptors: Citizenship, American Indians, Tribes, Federal Legislation

Reamey, Becky Avery (2009). Native American Mascots in Contemporary Higher Education: Part 1–Politically Acceptable or Ethnically Objectionable?, Community College Journal of Research and Practice. The battle of the Little Big Horn in 1876 was one of the last great wars fought by Native Americans on a grassy battlefield. The battle was fought over territory and the right to live in the Dakota and Montana territories. The Native Americans won the battle of Little Big Horn but eventually lost the war and were forced to live on a reservation away from their homeland. Today another great battle involving Native Americans is taking place, not on a grassy plain somewhere out West, but in courtrooms, classrooms, and tribal meetings across the country. The battle is over the use of historical Native American images and traditions as mascots and nicknames of higher education institutions. The research reported in this paper identified seven institutions of higher learning (not a complete list) which have abolished the use of Native American mascots on their campuses. Although these seven schools do not include a community college, much food for thought is presented for the benefit of community college educators who respect the thoughts and feelings of Native American Indians. The need is for this study to be replicated among community colleges with Native American mascots.   [More]  Descriptors: United States History, Conflict, American Indians, Federal Government

Wodtke, Larissa (2015). A Lovely Building for Difficult Knowledge: The Architecture of the Canadian Museum for Human Rights, Review of Education, Pedagogy & Cultural Studies. One only needs to look at the Canadian Museum for Human Rights (CMHR) logo, with its abstract outline of the CMHR building, to see the way in which the museum's architecture has come to stand for the CMHR's immaterial meanings and content. The CMHR's architecture becomes a material intersection of discourses of cosmopolitanism, human rights, and national identity, but as this article argues, the reliance on a dominant hope narrative reinscribes problematic generalizations that do not challenge visitors to think critically about these discourses. How does the CMHR architectural structure respond to and represent "difficult knowledge" associated with the contents of the museum? The author utilizes Deborah Britzman's pedagogical theories of difficult knowledge, along with discourses of cosmopolitanism, human rights, and transnational "iconic" architecture, to argue that the CMHR architecture, in itself, falls short of addressing feelings of ambivalence that are so difficult to explore and tolerate through its symbolic narratives of hope, enlightenment, and progress.   [More]  Descriptors: Architecture, Civil Rights, Museums, Foreign Countries

Pember, Mary Annette (2007). Another Frame of Mind, Diverse: Issues in Higher Education. This year, the SUNY College of Environmental Science and Forestry announced the creation of the Center for Native Peoples and the Environment, the first of its kind in the Northeast. According to its mission statement, the center will create programs that draw on indigenous and scientific knowledge to support the goals of environmental sustainability. The establishment of the center was announced last October at a teach-in at the college entitled, "Finding Common Ground: Indigenous and Western Approaches to Healing Our Land and Waters." The event was co-sponsored by the Haudenosaunee Environmental Task Force and other community organizations. The teach-in, according to Dr. Robin W. Kimmerer, director of the center, was a holistic effort to educate the general community about indigenous land rights issues, land stewardship and the environment. Using an approach called Traditional Ecological Knowledge, or TEK, which Kimmerer describes as a "way of knowing," the center is working to bring an American Indian mindset into the scientific conversation.   [More]  Descriptors: Position Papers, Forestry, Community Organizations, American Indians

Lynch, Eleanor W., Ed.; Hanson, Marci J., Ed. (2011). Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families. Fourth Edition, Brookes Publishing Company. As the U.S. population grows more and more diverse, how can professionals who work with young children and families deliver the best services while honoring different customs, beliefs, and values? The answers are in the fourth edition of this bestselling textbook, fully revised to reflect nearly a decade of population changes and best practices in culturally competent service delivery. The gold-standard text on cross-cultural competence, this book has been widely adopted by college faculty and trusted as a reference by in-service practitioners for almost 20 years. For this timely new edition (see box), the highly regarded authors have carefully updated and expanded every chapter while retaining the basic approach and structure that made the previous editions so popular. Professionals will: (1) Get a primer on cultural competence; (2) Deepen their understanding of cultural groups; and (3) Discover better ways to serve families. Equally valuable as a textbook and a reference for practicing professionals, this comprehensive book will prepare early interventionists and other professionals to work effectively with families whose customs, beliefs, and values may differ from their own. Part I, Introduction, contains: (1) Diversity in Service Settings (Marci J. Hanson); (2) Conceptual Framework: From Culture Shock to Cultural Learning (Eleanor W. Lynch); and (3) Developing Cross-Cultural Competence (Eleanor W. Lynch). Part II, Cultural Perspectives, contains: (4) Families with Anglo-European Roots (Marci J. Hanson); (5) Families with American Indian Roots (Jennie R. Joe and Randi Suzanne Malach); (6) Families with African American Roots (Tawara D. Goode, Wendy Jones, and Vivian Jackson); (7) Families with Latino Roots (Maria E. Zuniga); (8) Families with Asian Roots (Sam Chan and Deborah Chen); (9) Families with Filipino Roots (Rosa Milagros Santos and Sam Chan); (10) Families with Native Hawaiian and Samoan Roots (Noreen Mokuau and Pemerika Tauili'ili); (11) Families with Middle Eastern Roots (Virginia-Shirin Sharifzadeh); (12) Families with South Asian Roots (Namita Jacob); and Postlude: Children of Many Songs: Diversity Within the Family (Eleanor W. Lynch and Marci J. Hanson). Part III, Summary and Implications, contains: (13) Steps in the Right Direction: Implications for Service Providers (Eleanor W. Lynch and Marci J. Hanson). Suggested reading and resources are included. [For "Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families, Third Edition," see ED491776.   [More]  Descriptors: American Indians, Culture Conflict, Cultural Awareness, Filipino Americans

Yoon, So Yoon; Gentry, Marcia (2009). Racial and Ethnic Representation in Gifted Programs: Current Status of and Implications for Gifted Asian American Students, Gifted Child Quarterly. The Elementary and Secondary School Survey data and Civil Rights Data Collection of the Office for Civil Rights (OCR) were analyzed to describe the issue of overrepresentation of gifted Asian American students in gifted education programs in the United States. Nationally, Asian and Whites have been overrepresented in gifted education since 1978, whereas, students from other ethnic backgrounds, such as those from American Indian or Alaska Native, Hispanic, and African American groups, have been underrepresented with gradual increases in this underrepresentation since 1994. When the data were disaggregated by state for the period from 2002 to 2006, each racial and ethnic group displayed varied ranges of representation. Those varied distributions can be attributed to each state's unique demographic profile, varied definitions of giftedness, identification procedures, and identification policies. By focusing on Asian American students, this study addressed some difficulties that gifted Asian American students may face concerning the image of model minority and through the acculturation processes as immigrants or descendents of immigrants. Furthermore, this study suggests a need for disaggregated data collection and more research concerning gifted Asian American students from various ethnic Asian groups. Putting the Research to Use: Findings from this study highlight the need for carefully collected data in the field of gifted education concerning race and ethnicity of students in programs and provide the reader with a picture of both underrepresentation and overrepresentation of students by state and ethnic group. Attention needs to be paid to sub-groups within categories of race and ethnicity to understand representation. By considering the issue of Asian Americans and their overrepresentation, this research has raised awareness about factors, such as identification processes, acculturation, and academic motivation that might promote recognition of giftedness among some ethnic groups. Finally, this research offers readers with a new, multiple-year, current, analysis of the representation in gifted programs nationally and by state for racial/ethnic groups, an area of continued concern to those in the field of gifted education.   [More]  Descriptors: Ethnicity, Gifted, Acculturation, Disproportionate Representation

American Indian Quarterly (2003). Who Supports Urban American Indian Students in Public Community Colleges?. In 1977 a group of urban American Indian organizations got together to protest the leveling of rental housing for urban renewal; then they learned that a community college was going up to replace that housing, right in the middle of the Indian community. Realizing the opportunities for jobs, education, and training, the community leaders decided to approach the college with a research proposal. That proposal surveyed the education and employment needs of the surrounding Indian people. In 1977 there were only six Indians with college degrees in that community. There were no lawyers, no doctors, no professors. Over half of the community lacked even a high school diploma. That proposal and the state funding that followed created the first American Indian Support Program (AISP) within a public community college in that state. This article describes the problems encountered by the AISP, the accomplishments of the students, and the end of the program after twenty-three years.   [More]  Descriptors: Community Colleges, Urban Renewal, Urban American Indians, American Indian Education

Alliance for Excellent Education (2009). Students with Disabilities in U.S. High Schools. Fact Sheet. Nearly one third of the more than six million students with disabilities in U.S. public schools are of traditional high school age. Though research indicates that the majority of high school-age students with disabilities and their parents are satisfied with the services they receive, many still face barriers and challenges to receiving an equitable education. Students with disabilities are more likely than other groups to report discrimination; they are consistently involved in more than half of the complaints investigated by the U.S. Department of Education's Office of Civil Rights. Also, African American, American Indian, and Alaska Native students are largely overrepresented in special education, while Latino, Asian, and Pacific Islander American students are underrepresented, which suggests that many students in each of these groups may not be receiving an education appropriate to their respective, individual needs. This report presents the available data on the following issues: (1) dropout rates, college- and work-readiness, and transition; (2) students of color and disabilities; and (3) information on specific categories of students with disabilities.   [More]  Descriptors: Civil Rights, Dropout Rate, Pacific Islanders, American Indians

Greco, Michael D., Ed. (2010). CURA Reporter. Volume 40, Numbers 1-2, Spring/Summer 2010, Center for Urban and Regional Affairs, University of Minnesota. The "CURA Reporter" is published quarterly to provide information about the Center for Urban and Regional Affairs (CURA), an all-University applied research and technical assistance center at the University of Minnesota that connects faculty and students with community organizations and public institutions working on significant public policy issues in Minnesota. Items in this issue include: (1) Improving the Education of Minnesota's Students from Pre-K through College: Measuring Student Progress and Using Data to Drive Decision Making (Michael C. Rodriguez, Kathleen Matuska, Julio Cabrera, and Stacy Karl); (2) Learning to Bridge Different Ways of Knowing: The Dream of Wild Health American Indian Seed-Garden Project as Mentor (Craig A. Hassel); (3) Attorneys' Perspectives on the Violation of the Civil Rights of Immigrants Detained in Minnesota (Jacob Chin, Katherine Fennelly, Kathleen Moccio, Charles Miles, and Jose D. Pacas); (4) Advancing Neighborhood Goals: The Role of Geographic-Based Community Development Corporations (Noel Nix); (5) The 2010 U.S. Census: Ensuring Everyone Counts in Minneapolis (Margaret Kaplan); (6) Designing a Social-Welfare Safety Net that Supports Low-Income Workers (Jodi R. Sandfort); (7) Will Craig Earns Spot in GIS Hall of Fame; (8) Project Funding Available from CURA; (9) Estrogen Mimics in Industrial Wastewater: Sources and Treatment (Mark S. Lundgren and Paige J. Novak); (10) Achieving Success in Business: A Comparison of Somali and American-Born Entrepreneurs in Minneapolis (Shannon Golden, Elizabeth Heger Boyle, and Yasin Jama); and (11) Kris Nelson Earns Outstanding Community Service Award. Individual articles contain tables, figures and footnotes.   [More]  Descriptors: Civil Rights, American Indians, School Community Relationship, Corporations

Hernandez, Juan A. Avila (2004). Blood, Lies, and Indian Rights: TCUs Becoming Gatekeepers for Research, Tribal College Journal of American Indian Higher Education. The article reports that a wayward research project shattered the trust last year between Arizona State University and a small American Indian tribe in the bottom of the Grand Canyon. This scandal exposed once again the need for tribal governments and Native American communities to get involved in regulating research on human subjects. In response to this need, tribal colleges and universities are slowly but increasingly adopting procedures to make themselves gatekeepers for research conducted at their schools and among their affiliated American Indian communities. They want to prevent exploitation of Indian people, train their own students in research and encourage the medical research field to meet the health needs of the Indian community.   [More]  Descriptors: Tribally Controlled Education, Medical Research, Health Needs, American Indians

Janda, Sarah Eppler (2005). "Her Heritage Is Helpful": Race, Ethnicity, and Gender in the Politicization of LaDonna Harrris, Great Plains Quarterly. This article chronicles LaDonna Harris's experiences with the media, the public, and government leaders as she rose from humble origins in the Great Plains to national prominence as a leading advocate of Native American rights in the latter half of the twentieth century. Harris helped to integrate Lawton, Oklahoma, in the early 1960s, founded Oklahomans for Indian Opportunity (OIO) in 1965, and established Americans for Indian Opportunity (AIO) in 1970.   [More]  Descriptors: Women Administrators, American Indians, Civil Rights, Advocacy

McCarty, Teresa L.; Nicholas, Sheilah E.; Wyman, Leisy T. (2015). 50(0) Years out and Counting: Native American Language Education and the Four Rs, International Multilingual Research Journal. Fifty years after the U.S. Congress passed the 1964 Civil Rights Act (CRA), Native Americans continue to fight for the right "to remain an Indian" (Lomawaima & McCarty, 2006) against a backdrop of test-driven language policies that threaten to destabilize proven bilingual programs and violate hard-fought language rights protections such as the Native American Languages Act of 1990/1992. In this article we focus on the "four Rs" of Indigenous language education–rights, resources, responsibilities, and reclamation–forefronting the inherent sovereignty of Indigenous peoples in language education decision making. Drawing on our work together and our individual long-term ethnographic work with Native American communities, we present three case studies that illuminate larger issues of language rights, resources, responsibilities, and reclamation as they are realized in these communities. We conclude by "reflecting forward" (Winn, 2014) on language education possibilities and tensions, 50 years out from passage of the CRA and more than 500 years out from the original Indigenous-colonial encounter.   [More]  Descriptors: American Indian Languages, Language Maintenance, Language Skill Attrition, Civil Rights Legislation

Whitney, Stephanie Rae (2010). Multiple Representations and Rate of Change: The Nature of Diverse Students' Initial Understanding, ProQuest LLC. Access to quality mathematics content and instruction has been equated as a civil right (Moses & Cobb, 2001). However, access to empowering mathematics is not a reality for many urban youth. Data show an achievement gap between Black, Hispanic and American Indian students and their peers which, in turn, result in unequal access to education and economic opportunities (NAEP, 2007; U.S. Department of Education, 1997).   This evaluative case study focused on eight racially diverse high school students from an urban charter school who were studying Algebra 1 in classroom contexts that were student-centered and discourse-based. The study took place after a sequence of six lessons that introduced representations of linear functions through geometric patterns. Pairs of students participated in a series of interview tasks which were largely modeled from problems in their curriculum Algebra Connections (Dietiker, Kysh, Sallee, Hoey, 2005). The tasks focused on their understanding of representations of functions (tables, graphs, equations and context), the embodiment of rate of change in the representations and translating among the representations.   The study sought to understand the nature of the students' initial understandings of representations and translations including their natural language when describing observations, the perspectives from which they approached the tasks (explicit or recursive) and how their thinking compares to literature in the field. The students were able to translate linear functions directly between any two representations and many were able to extend their thinking to novel problems involving non-linear functions.   [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: High School Students, Urban Youth, Urban Schools, Charter Schools