Journal of American Indian Education
Abstracts — 1969

#114
MOTIVATING NAVAJO CHILDREN
Stephen L. Bayne; Judith E. Bayne Vol. 8, No. 2, pp. 1-10, Jan. 1969

A discussion of factors which teachers of Navajo children considered important as related to motivation and to the formation of the attitudes of the children. Information was gathered during a summer of interviews on the Papago, Hopi and Navajo reservations in 1967. Emphasis in this article is on the Navajo. The article discusses home factors, cultural-psychological factors, the factor of the teacher, the factor of the textbooks, the "Third Grade Turn," six suggested solutions, dedicated teachers needed most, and large versus small schools. The authors believe that institutions such as the trailer day schools might be sounder educationally than the new consolidated boarding schools.

#115
A RATIONAL FOR INDIAN EDUCATION
John F. Byrde Vol. 8, No. 2, pp. 11-14, Jan. 1969

Illustrates the need for courses in Indian studies in the non-Indian school curriculum to help meet the goals and fulfill the cultural needs of the Indian child. The article discusses the practical implications on the part of (1) Indian parents, (2) the government, (3) teachers of Indians, and (4) Indian students. The author believes students should be educated first of all in their own value system, in order that these values can be brought to the conscious level to enable students to understand their behavior and to be able to utilize those values for motivation - for self fulfillment and for the larger society. Includes an 11-item outline of Indian studies course recommendations.

#116
THE MIGRATION AND ADAPTATION OF AMERICAN INDIANS TO LOS ANGELES
John A. Price Vol. 8, No. 2, pp. 16-25, Jan. 1969

Results of a study conducted by Dr. Price in 1966 dealing with Indian migration to the city of Los Angeles, their assimilation, acculturation, adjustment and tribal differences in urban adaptation. Includes examinations of marriage, formal associations and informal associations. The author cites that one fifth of the Indians in Los Angeles have found in 'social enclaves' a security against the impersonality of the city, and a new and wider identity in pan-Indian associations.

#117
A FOUNDATION FOR INDIAN, CROSS-CULTURED EDUCATION
William J. Benham Vol. 8, No. 2, pp. 26-31, Jan. 1969

Examines the need for special approaches to Indian education and suggests approaches to improving the situation. The author cites that the difference between some of the problems on the reservation and off the reservation is a matter of degree, rather than kind, and cites the need to exert our best efforts to develop pride in American Indian tribes, customs, language and history. According to the author, we "must look at ourselves;" our "own values need to come under critical appraisal, especially when we are in a program dealing with the values of others."
#118
RALLY FROM THE RESERVATION: 'DARE GREATLY'
Jerry Eaton Vol. 8, No. 3, pp. 1-5, May 1969

An account of the first year operations of the Navajo Community College at Many Farms, Arizona, under the direction of Dr. Robert Roessel, Jr. According to the article, the title is borrowed from a framed statement on the author's office wall admonishing one to 'dare greatly' in the arena of the world. The author states, "Navajo Community College was, and is, news because it brings hope to the hopeless, a chance to those denied an opportunity, and a broad program offering terminal, transfer, and remedial courses."

#119
IN ITS THIRD YEAR: UPWARD BOUND'S ALL-INDIAN STUDENTS FULFILL PROMISE
George A. Gill Vol. 8, No. 3, pp. 6-9, May 1969

Outlines the Upward Bound program conducted in 1969-1970 at Arizona State University with high school Indian students from Arizona. According to the author, the 1969-70 project wished to add seven additional objectives to the lists of the 1967 and 1968 projects including: goal setting and cooperation, appreciation of talents and utilization of potential, building up of solving attitudes and skills in areas of interest and importance, increased participation in cultural arts and social activities, acquaint students with an overview of Native American culture, strengthen students' philosophy of education, increased competitiveness without Native value and culture loss.

#120
REVIEW OF RECENT RESEARCH ON AMERICAN INDIAN STUDENTS: ACADEMIC ACHIEVEMENT
Everett D. Edington Vol. 8, No. 3, pp. 10-15, May 1969

Reviews various aspects of Indian achievement in areas such as math, spelling and reading, dropouts and high school graduates. Information is based on various studies and tests. The author cites that Indian children do poorly on standardized tests when compared with state and national scores and that generally the gap between the levels of achievement of the white and Indian students widen as they progress through school. The author concludes that our educational programs are not preparing Indian students to take "their place in the economy of our nation."

#121
RESERVATIONS AND TRIBAL CUSTOMS, HISTORY AND LANGUAGE
Patrick E. Graham; Judson H. Taylor Vol. 8, No. 3, pp. 19-26, May 1969

Results of a survey conducted with the All-Indian Upward Bound Project sponsored by Arizona State University and the Office of Economic Opportunity in 1967 concerning the students' feelings on reservations and reservation life, religions and traditions, languages and tribal history. Tribes represented were Apache, Hopi, Hualapai, Mohave, Navajo, Papago and Pima. The authors conclude that (1) many elements of Indian heritage and the pervasive effect these elements have, are still present in the lives of the students, and (2) there is an over-sweeping state of confusion being experienced by most of the students.

#122
CREATIVE WRITING IN BIA SCHOOLS: A NEW PROJECT
George A. Gill Vol. 8, No. 3, pp. 27-29, May 1969

A description of a new program in the BIA schools encouraging creative writing. According to the author, the project had a double aim: (1) to develop Indian writing levels of achievement which could merit commercial publication, and (2) to encourage competence in creative writing for "every child." The author states, "Very soon a student will want to show her/his achievement and will seek individual advice on how to cope with a certain technical problem or how to manage to best express her/his ideas."

#123
CULTURE MATERIALS IN SCHOOLS' PROGRAMS FOR INDIAN STUDENTS
Stephen L. Bayne Vol. 9, No. 1, pp. 1-6, Oct. 1969

Discusses why culture materials aren't the whole answer to the problems of the preservation of native cultures and values in Indian children in school. Also mentioned is the good being done by these programs. The author cites two reasons for the pessimism of Indian culture material in the curriculum: (1) the form of an education system as well as the content is a vehicle for perpetuating the values of the culture operating system, (2) myths, legends, arts and crafts, and language are only a small part of people's culture. According to the author, however incapable of inculcating the "best of both worlds," the materials "can" accomplish three very important goals.

#124
ADMINISTRATION OF A TOEEL TEST TO SIOUX INDIAN HIGH SCHOOL STUDENTS
Donald E. Bebeau Vol. 9, No. 1, pp. 7-16, Oct. 1969

Results of the Michigan Test Battery used to test the use of English as a foreign language, administered to Indian high school students on the Rosebud Sioux Reservation. The article includes the four reasons for administering the tests, and 10 conclusions (finding basically that the competence level of grade 12 students tested is more limited than that of the native English speaker).

#125
SOME NEW APPROACHES IN MEETING THE OCCUPATIONAL EDUCATION NEEDS OF THE AMERICAN INDIAN
Leon P. Minear Vol. 9, No. 1, pp. 18-22, Oct. 1969

A review of a BIA program developed to teach all members of an Indian family skills and help them gain knowledge which will enable them to attain jobs and to adjust to modern society. Discussed are such programs operating in Roswell, New Mexico, and Missoula, Montana. According to the author, the two programs are designed to meet the needs of a "hard-core minority" of Indian people. The author states that the majority of Indians, however, "would benefit greatly if some of these concepts were incorporated more fully" into the educational systems.