Journal of American Indian Education
Abstracts — 1972

#161
A SUPPORTIVE LEARNING ENVIRONMENT
John M. Antes Vol. 11, No. 2, pp. 5-12, Jan. 1972

Reports on a study done to determine if the educational and occupational aspirations of children would improve if exposed to an educational and social learning environment which is more stimulating, acceptable, and rewarding. Twenty-three Indian children from the Menominee, Oneida, Stockbridge-Munsee and Winnebago tribes were involved along with Afro-Americans and Whites. The article discusses purpose of the laboratory school, student population, procedure, level of aspiration questionnaire results, and the achievement aspiration test. The author believes educational and occupational aspirations of disadvantaged children can be raised by an enriched, accepting total environment.

#162
A CAREER DEVELOPMENT PROGRAM FOR INDIAN TEACHERS
Larry A. Faas Vol. 11, No. 2, pp. 13-14, Jan. 1972

A review of a special program offered at Arizona State University to train members of Arizona Indian communities in order to receive a bachelors degree and certification in elementary, secondary or special education. According to the article, while working as teacher aides, trainees receive sufficient release time to permit them to continue their college work by attending classes held near their homes.

#163
SHOULD VALUES BE TAUGHT IN THE CLASSROOM?
Marjorie T. Dodge Vol. 11, No. 2, pp. 15-17, Jan. 1972

A brief essay on value teaching to Indian children by non-Indian teachers. The author classifies values under two very broad terms of "Respect for Self," which is a person's self-image and self-identity and how she or he relates to school, home and society; and "Respect for Others" (in a universal sense). The author believes education is a two-way approach; accepting first that an Indian child is a "child" and secondly an Indian.

#164
WE CONTINUE TO MASSACRE THE EDUCATION OF THE AMERICAN INDIAN
D. Eugene Meyer Vol. 11, No. 2, pp. 18-25, Jan. 1972

Initially presents a short history of Indian education in America and later discusses five significant areas of concern uncovered by the 1969 Subcommittee on Indian Education. The article discusses policy from 1775 including federal boarding schools, conflicting cultures, curriculum irrelevance, administrative and teacher incompetence, and parental involvement. The author believes projects, such as the Rough Rock Demonstration School, attempt to solve the basic issues of education today: the quality of educational environment, its responsiveness to the rich diversity of American life, and the degree to which the local community shall share in the decision making.

#165
PUMPKINS ARE FOR JACK-O-LANTERNS
Judy P. Payne Vol. 11, No. 2, pp. 28-29, Jan. 1972

A brief written and pictorial look at the activities of the Head Start program at the Salt River Indian Reservation Agency near Scottsdale, Arizona. The article features 13 black and white photographs of Pima, Papago, and Maricopa Indian children involved in the activities.

#166
TEACHER ORIENTATION - NAVAJO STYLE
Louise S. Bonnell Vol. 11, No. 2, pp. 30-32, Jan. 1972

Reports on the new dimensions added to the annual summer orientation program conducted in the Navajo area for new BIA personnel. According to the author, the teacher orientation, which was strictly Navajo style by a Navajo staff, was a program that "can never be surpassed unless better Navajos with better ideas can be found."

#167
PARENTAL ATTITUDES TOWARDS INDIAN EDUCATION
James E. Biglin; Jack Wilson Vol. 11, No. 3, pp. 1-6, May 1972

A study of parental attitudes toward public education on the Navajo and Hopi reservations of Arizona, particularly in such areas as teachers, curriculum, school policies, control of school and rankings of educational systems from best to worst. The article covers school policies, control of schools and rankings of educational systems. The author believes several desirable attitudes should be supported; the desire for: quality education for the children, personal and cultural identity, involvement, vocational-career education, and autonomy.

#168
REGIONALISM IN INDIAN COMMUNITY CONTROL
J. S. Kleinfeld Vol. 11, No. 3, pp. 7-14, May 1972

Discusses the advantages of regional control rather than village control over Indian schools. Uses the Iliaka fishing village in the Aleutian Islands as an example. The article explores the local control of the schools in Iliaka, the school board, the educational situation, barriers to effective community control, and conditions for effective Indian community control. According to the author, regionalism in community control seems the compromise most likely to result in both Native decision-making and improved education.

#169
CANDID COMMENTS ON BUREAUCRATIC EDUCATION
June Payne Vol. 11, No. 3, pp. 15-19, May 1972

Concluding remarks given by Mr. Joe H. Herrera, keynote speaker at the Thirteenth Annual Indian Education Conference concerning BIA educational policy. Also included is a brief look at the activities of the Conference. According to the article, Mr. Herrera states, "Indian people are ready for innovation more than any other cultural group. Learning how to help is the big challenge ... Things will happen only when people want them to happen. The parents must see the need for changes before they can be made."

#170
CULTURAL INVOLUTION
Robert E. Ritzenthaler Vol. 11, No. 3, pp. 20-22, May 1972

Discusses the phenomenon of the rise in cultural interest in the adult Indian following a rejection of such in their youth. Uses the example of Sun Chief, a Hopi Indian, and also mentions Papago and Zuni efforts to revive interest. The author believes that, in the last decade, it was apparent that cultural involution was taking place with some youth, but that it was too early to attempt to assess the role it was playing in the overall picture of values and tradition.

#171
REVIEW OF AN OLD STEREOTYPE
Eric Dlugokinski Vol. 11, No. 3, pp. 23-25, May 1972

Discusses the need for development of programs which create more meaningful social intervention and the expression and awareness of human feelings at Indian boarding schools. The author believes that, as long as we allow our programs to be influenced by the stereotype, we may be creating a self-fulfilling prophecy which is not adaptive to meeting the real needs for Indian children.

#172
A LIGHT IN THE NIGHT
Robert A. Roessel, Jr. Vol. 11, No. 3, pp. 26-29, May 1972

Article on the establishment, philosophy and objectives of the Navajo Community College. The article includes the five-point philosophy by which the Navajo Community College is directed and guided, and the seven objectives of the college (stated also in the NCC 1971-72 catalog). According to the author, "five years ago [1967], everyone thought it would be impossible ... [to] operate the College ... Today the College stands as a bright light in the dark sky."

#173
IGNORING IT WON'T MAKE IT GO AWAY
Jerry D. Blanche Vol. 12, No. 1, pp. 1-4, Oct. 1972

An article discussing two points: (1) American Indians have been misrepresented or ignored in history books and courses, and (2) ample material is available to rescind this discriminatory and pseudo-intellectual practice. The author asks, "How much longer will Departments of Speech pretend that Indian oratory is insignificant or extinct?"

#174
AMERICAN INDIAN ETHNO-SCIENCE
Albert J. Snow Vol. 12, No. 1, pp. 5-11, Oct. 1972

A description of a science program focusing on Indian materials and culture which is being used at Many Farms High School on the Navajo reservation. The article describes the focus of attention on the science programs--the needs of the students and their Navajo community. The article discusses "Ethno-science Defined," origins of ethno-science at Many Farms, attitudes towards ethno-science, basic goals, the students and projects, implementation, and topics and projects. According to the author, the Many Farms science staff was hoping an interdisciplinary approach would be taken to involve many other departments as well. Includes a 15-point "Science Department Philosophy."

#175
INFORMAL TEACHING TECHNIQUES
Frank Klitza Vol. 12, No. 1, pp. 12-15, Oct. 1972

Results of a study done at Ryan Junior High School testing the hypothesis reported by Mr. Ned A. Flanders that rates of achievement occur when the teacher uses informal communication patterns. According to the author, it was not surprising that nine weeks in core classes had little effect on the basic reticence of native children. Citing confidence and self-assurance are rare enough among white children, the author states, "To expect native children to act with boldness is unrealistic."

#176
HIGHER EDUCATION PROGRAMS FOR AMERICAN INDIANS
Richard O. Clark Vol. 12, No. 1, pp. 16-20, Oct. 1972

Study conducted to determine the characteristics of programs set up by the BIA to help Indian students in higher education at four universities in the southwest. The study also evaluates the effectiveness of these programs. Schools discussed in the article are Brigham Young University, Fort Lewis College, Northern Arizona University and Arizona State University. According to the author, the degree of impact the new educational trend will have upon the transformation of Indian communities will represent one of the great achievements of higher education in the United States.

#177
AN INDIAN EDUCATION RESOURCES CENTER
William J. Benham Vol. 12, No. 1, pp. 21-24, Oct. 1972

Discusses the establishment of the center in Albuquerque, New Mexico and the services it provides. The article discusses educational planning and development, student services, evaluation and program review, school facilities, film production and distribution, educational assistance, and related services. According to the article, it was the hope, aim and goal that the services to schools serving Indian students would be able to help tribal groups, school boards, agency and area staff improve educational opportunities for Indian students.

#178
ADULT EDUCATION FOR THE DISADVANTAGED
James DeVries; Lee M. Swan Vol. 12, No. 1, pp. 27-32, Oct. 1972

Article describes a program devised to implement sound educational principles in working with disadvantaged adults. The program, called the Great Lakes Inter-Tribal Pre-Apprenticeship Program, was conducted at Green Bay, Wisconsin. The author concludes that the program was successful in facilitating improvements in trainee employment adjustment, and assisted trainees in obtaining better jobs.