Journal of American Indian Education
Abstracts — 1970

#126
DORMITORY, TEACHER AIDES ARE BIG HELP IN SOUTH DAKOTA
Jim Wilson Vol. 9, No. 2, pp. 3-9, Jan. 1970

Reports on the dormitory program and use of dormitory and teacher aides in Mission, South Dakota, on the Rosebud Sioux Reservation. According to the author, the BIA, the school district and the U.S. Office of Education are partners in an experiment with the dorms, school, faculty and parents involved. The author relates the experiment as "tremendously successful" in allowing aides to fulfill a two-fold purpose: (1) to help teachers with routine work, and (2) to serve as substitute parents.

#127
A COMPARISON OF STUDENT ACTIVITY INVOLVEMENT
Robert L. Armstrong Vol. 9, No. 2, pp. 10-15, Jan. 1970

Results of a study in comparing participation in school activities of Indian and non-Indian students. The study was conducted with students from Phoenix Indian High School and three public schools in Phoenix. The author concludes that, (1) the Indian students were more interested in activities than public school students, (2) they preferred hobby-recreational activities, (3) they were individually involved in more activities than public school students, (4) they recognized a more "realistic" relationship between their own self-involvement and their perception of activity value, and (5) classroom success has little influence on Indian students' choice to become involved in activities.

#128
INDIAN YOUTH'S ATTITUDES TOWARD NON-INDIAN PATTERNS OF LIFE
Efraim Sheps Vol. 9, No. 2, pp. 19-27, Jan. 1970

Study done to determine Indian youth's attitudes toward non-Indian patterns of life. The study was conducted with students from Stewart Indian School, Stewart, Nevada; Sherman Institution, Riverside, California; and Phoenix Indian School, Phoenix, Arizona. The article includes a comparison of schools, tribes and sexes. According to the author, (1) Indians, regardless of origin, react similarly; and (2) Indian acceptance of non-Indian attitudes may indicate that the non-Indian values are universal enough to be accepted or that Indian students tend to accept the society they now live in.

#129
BRUCE LISTS INDIAN YOUTH PROGRAMS AS TOP PRIORITY
Clarence W. Bailey Vol. 9, No. 2, p. 31, Jan. 1970

This brief article gives steps taken by the BIA to help Indian youth become more involved in the problems of not only the reservations but also the nation, as mentioned by Louis R. Bruce, Commissioner of the Bureau of Indian Affairs during a tour of reservations in Arizona.

#130
THE INDIAN STUDENT IS "NOT" LOW MAN ON THE TOTEM POLE
Madison Coombs Vol. 9, No. 3, pp. 1-9, May 1970

Article compares some of the positive facts on Indians and education as the author sees it, to the negative statistics put out by the Senate Subcommittee on Indian Education. Included are discussions on educational gains, school enrollment, dropouts, national educational ranking and post high school education. According to the author, the Senate Subcommittee may have accomplished by indirection what it did not do directly--by painting such a black picture of ineptitude, rigidity and unconcern on the part of the BIA that the agency's "ability to function effectively was no longer credible in the minds of many people and it ceases to be viable."

#131
A SUMMER READING PROGRAM WITH AMERICAN INDIANS
Charles H. Hill Vol. 9, No. 3, pp. 10-14, May 1970

An article discussing the six-week summer reading program conducted by the author and funded by the BIA for the Nez Perce Indian Reservation. According to the article, 15 boys and four girls, from grades four to eight, attended. The author concludes that the findings of significance between vocabulary and total reading scores indicates that a summer program may be worth continued consideration and evaluation.

#132
PROGRESS OF SOUTHERN ALBERTA NATIVE PEOPLES
John E. Frieson; Louise C. Lyon Vol. 9, No. 3, pp. 15-23, May 1970

Article briefly discusses the study done on the Blackfoot, Blood, Peigan, Sarcee and Stony Indian bands of South Alberta and various non-Indian groups. Topics discussed include the continued existence of Indian culture patterns, concepts of self-government, ideas regarding education, and on Indian value-foci and value-conflicts. The author believes that, (1) appreciation needs to be developed for the concept of cultural pluralism, (2) no hasty action or policy ought to be formulated which could only create new problems if found to be inappropriate, (3) Indian education needs to alternate present trends of totally integrating children in schools when such policy interferes with particular aspirations of Indian people, and (4) that Indian culture incorporates unique value-orientations.

#133
EIGHT PROBLEMS IN INDIAN EDUCATION
Alonzo Spang Vol. 10, No. 1, pp. 1-4, Oct. 1970

Cites eight problems in Indian education, ranging from lack of money to irrelevant curricula, that need to be solved in order for Indian education to progress. Specific topics also included are: lack of qualified Indians in Indian education, insensitive school personnel, differing expectations of education programs, lack of involvement in and control of educational matters, difficulties of students in higher education, and "Too many instant, Indian experts."

#134
A COMMITMENT TO LEADERSHIP
[No Author] Vol. 10, No. 1, pp. 5-7, Oct. 1970

A brief look at the All-Indian Upward Bound Project at Arizona State University. According to the article, the AIUB Project, in its fourth year, has served 160 high school aged Indians with its highly individualized concepts and tutorial offerings. Includes questions asked by students and photographs of the Project depicting classroom and recreation scenes.

#135
THE IDEA OF ENVIRONMENT AND THE IDEAL OF THE INDIAN
Rennard Strickland Vol. 10, No. 1, pp. 8-15, Oct. 1970

The article relates the author's view that the time has come for the saving of our environment (in order to save ourselves) and that this vision must come from the Native Americans. The article discusses “Quest for a vision" as a contemplative journey into the wilderness, and the necessary "Relationship with nature" so as to make sound evaluations of environmental alternatives. The author believes the "idea of ecology demands the ideal of the Indian."

#136
A PLAN FOR NATIONAL UNITY OF NATIVE AMERICANS
J. R. Ridley Vol. 10, No. 1, pp. 16-19, Oct. 1970

Presents a new way of organizing Indians for unity by dividing the problem into four different national organizations to take care of four major types of Indian life. The four groups stated in the article are: (1) a National Reservational Organization, (2) a National City and Urban Organization, (3) a National College Student Organization, and (4) a National Educational and Historical Organization. The article cites seven proposed "regions" which are working together to some degree.

#137
BIG CYPRESS SEMINOLES RECEIVE THREE-PHASE PROGRAM
Harry A. Hersey; Neal E. Justin Vol. 10, No. 1, pp. 20-22, Oct. 1970

Reviews three main points of a program designed to upgrade education of the Big Cypress Seminoles. According to the article, the Florida Atlantic University team launched a three-phase attack to upgrade the quality of education offered in the reservation school, and educational programs were developed to improve the language skills of Indian children, and enhance the ability of the school staff to meet the needs of the students. The authors believe the results of the project should open new educational avenues leading toward the mainstream of national life.

#138
SOCIAL CLASS AND EDUCATIONAL LEVEL ON THE FLATHEAD RESERVATION
C. Thomas Brockmann Vol. 10, No. 1, pp. 23-31, Oct. 1970

A study done on the Flathead Indian reservation of western Montana to uncover reasons for the lack of large numbers of Indian high school completions. The article includes a brief overview of the history of the Flatheads, beginning in 1855 to the 1920s. According to the author, because the majority of employment opportunities on the reservation are open to anyone who has had more than a few years of formal education, the situation does not provide any selective pressure economically to go to school beyond the legal age requirement.