Journal of American Indian Education
Abstracts — 1989

#424
COMPOSING PROCESSES OF NATIVE AMERICANS: SIX CASE STUDIES OF NAVAJO SPEAKERS
George Ann Gregory Vol. 28, No. 2, pp. 1-6, Jan.1989

Focus, until recently, in the teaching of writing to Native Americans has been entirely on product. This study takes a preliminary look at the composing processes of six Native American students.

#425
CULTURAL CONGRUENCE, ETHNICITY AND FUSED BICULTURALISM: ZUNI AND TORRES STRAIT
Barry Osborne Vol. 28, No. 2, pp. 7-20, Jan. 1989

This paper examines the simplistic notion that ethnicity is a matter of ascription or self identification, and proposes that life experiences within an ethnic group context and facility in the language of that group must be taken into account. It also examines the notion of culturally congruent teaching and supports it while at the same time suggesting there is a need for fused biculturalism.

#426
SOURCES AND MANIFESTATION OF OCCUPATIONAL STRESS AS REPORTED BY FULL-TIME TEACHERS WORKING IN A BIA SCHOOL
Booney Vance; Susan Miller; Sam Humphreys; Francine Reynolds Vol. 28, No. 2, pp. 21-31, Jan. 1989

This study is an investigation of occupational stress as measured by the Teacher Stress Inventory (Fimian, 1988) of 30 teachers working in a Bureau of Indian Affairs school. The sample consisted of 22 females, 6 males (two respondents did not indicate their sex) of which 19 were white, 10 Native American and one Hispanic. The findings indicated that the major source of stress for these teachers was in managing his/her job. There were no significant differences found between the males versus females in relation to stressors nor between the Native Americans and white sample. Recommendations centered on the inclusion of the TSI in a variety of settings and practical suggestions for handling stress.

#427
EFFECT OF OTITIS MEDIA UPON READING SCORES OF INDIAN CHILDREN IN ONTARIO
William A. Scaldwell Vol. 28, No. 2, pp. 32-39, Jan. 1989

Children in both isolated northern reserve schools and southern Ontario reserve schools were given the Gates-MacGinite Reading Tests, and examined for signs of otitis media (middle ear infection) using an impedence bridge or tympanometer. Children with otitis media or signs of past infection scored consistently lower in reading than those with normal middle ears. Early screening for OM, and a modified school programme are deemed to be vital, especially in the Indian population where otitis media appears as a very widespread health problem.

#428
THE NEED FOR TEXTBOOK REFORM: AN AMERICAN INDIAN EXAMPLE
James P. Charles Vol. 28, No. 3, pp. 1-13, May 1989

Examines form and content of American Indian authored selections in South Carolina's high school literature anthologies. Results show only 36 percent are contemporary. The sample of traditional genres lacks balanced representation and does not reflect regional distribution of American Indians. Development of evaluative criteria specific to American Indian literature is needed.

#429
A TEST OF THE ABILITY OF NATIVE AMERICAN SEVENTH-GRADE STUDENTS TO LEARN AND APPLY A FOUR-STEP DECISION MAKING PROCESS
Jebose O. Okwumabua; Elias J. Duryea Vol. 28, No. 3, pp. 14-23, May 1989

Investigates the relationship between decision-making skill and health-promoting behavior among American Indian youth. Findings indicate subjects trained with role playing and question and answer discussions demonstrated knowledge of the decision-making process significantly superior to untrained controls. Concludes that drug prevention education should include parents and older adults.

#430
SMALL LOCAL HIGH SCHOOLS DECREASE ALASKA NATIVE DROP-OUT RATES
Judith Kleinfeld; G. Williamson; McDiarmid; David Hagstrom Vol. 28, No. 3, pp. 24-30, May 1989

National dropout statistics indicate that American Indian and Alaska Native students have higher dropout rates than any other ethnic minority. During the boarding school era, dropout rates of Indian and Eskimo students in Alaska were extremely high. When small local high schools replaced Alaska's boarding school system, dropout rates decreased dramatically, to about half the national average. These village high schools share many characteristics of alternative schools which decrease dropouts among at-risk students: small size, a community atmosphere, and individualized academic work tailored to students' backgrounds. In rural Alaska, high school graduation has become the norm; a change which will have substantial effects on the education of the next generation.

#431
LEARNING DISABLED ADULTS: IMPLICATIONS FOR TRIBAL COLLEGES
John M. Dodd; J. Ron Nelson Vol. 28, No. 3, pp. 31-38, May 1989

Many American Indian children are classified as learning disabled. Learning disabilities continue into adulthood, and many persons with learning disabilities participate in post-secondary education. Problems encountered by learning disabled college students are identified and needed services are suggested. Section 504 of the Rehabilitation Act prohibits discrimination against persons with handicaps. Since learning disabilities are not readily discernible there is a need for faculty education. Faculty in Tribal colleges can provide services to make higher education accessible to learning disabled American Indian students.

#432
THE STYLES OF LEARNING ARE DIFFERENT, BUT THE TEACHING IS JUST THE SAME: SUGGESTIONS FOR TEACHERS OF AMERICAN INDIAN YOUTH
Karen Swisher; Donna Deyhle Special Issue, pp. 1-14, Aug. 1989

Examines learning style and interactional style differences of American Indian and Alaskan Native students. Provides specific classroom examples and research findings concerning culturally influenced learning styles, the visual approach to learning, field dependence, public vs. private demonstration of learning, and cooperation versus competition in the classroom.

#433
NATIVE INDIAN LEARNING STYLES: A REVIEW FOR RESEARCHERS AND TEACHERS
Arthur J. More Special Issue, pp. 15-28, Aug. 1989

Reprinted from Vol. 27, No. 1, pp. 17-29, October 1987, JAIE.

#434
COYOTE'S EYES: NATIVE COGNITION STYLES
Terry Tafoya Special Issue, pp. 29-42, Aug. 1989

Reprinted from Vol. 21, No. 2, pp. 21-33, February 1982, JAIE.

#435
AMERICAN INDIAN ACADEMIC SUCCESS: THE ROLE OF INDIGENOUS LEARNING STRATEGIES
Cathaleene J. Macias Special Issue, pp. 43-52, Aug. 1989

Eleven American Indian women enrolled in a MSW program participated in an interview study designed to identify effective learning strategies. Most of the women reported relying on writing and verbalization as study strategies and preferred essay tests to multiple-choice or true-false tests. This preference for essay tests was linked in the interviews to a strong ability to synthesize knowledge, a cognitive skill identified by researchers as characteristic of Indian people. The women also described themselves as good listeners and as being reluctant to pass judgment before careful, subjective reflection, behaviors which are also characteristic of Indians. These women's introspective reports and high academic performance are evidence that there are distinctive Indian cognitive strengths that facilitate graduate school success.

#436
LEARNING STYLES: A STUDY OF ALASKA NATIVE AND NON-NATIVE STUDENTS
Joan K. Wauters; Janet Merrill Bruce; David R. Black; Philip N. Hocker Special Issue, pp. 53-62, Aug. 1989

Research on learning styles, particularly those of minority students, is still very new and technically unrefined. This study examines the results of one learning style instrument, the Productivity Environmental Preference Survey (PEPS), used to evaluate 200 Alaskan high school seniors. A multivariate analysis of variance (MANOVA) was used to analyze differences between Native and non-Native subjects. Rural and urban subjects were also compared. Significant differences were found in learning styles between Native and non-Native subjects on the Persistence, Peer, Authority, Auditory, and Visual subscales. The two groups, however, were both strikingly dissimilar to the PEPS norm group. Pedagogical implications for Alaskan students are included which suggest the use of diverse teaching modalities and frequent student-teacher interactions.

#437
LEARNING PREFERENCES OF CAPABLE AMERICAN INDIANS OF TWO TRIBES
Barbara J. Walker; John Dodd; Rose Bigelow Special Issue, pp. 63-71, Aug. 1989

A preference scale based on four types of learning preferences was employed to determine which preference would be indicated most frequently by a selected group of Native American adolescents. The pattern symbols preference was selected by the majority. When the group was divided by sex, it showed the females were more evenly divided in their learning preference than the males. Suggestions are made for teaching activities which would be compatible with the preferences indicated by the majority of males. The key factors indicated were a preference for small group activities that allow for personal interpretation of the subject in a cooperative rather than competitive learning environment.

#438
BRAIN HEMISPHERIC FUNCTIONS AND THE NATIVE AMERICAN
Allen Chuck Ross Special Issue, pp. 72-76, Aug. 1989

Reprinted from Vol. 21, No. 3, pp. 2-5, May 1982, JAIE.

#439
THE RIGHT-BRAINED INDIAN: FACT OR FICTION?
Roland D. Chrisjohn; Michael Peters Special Issue, pp. 77-83, Aug. 1989

Reprinted from Vol. 25, No. 2, pp. 1-7, January 1986, JAIE.

#440
A COGNITIVE PATTERN OF THE YAKIMA INDIAN STUDENTS
Rhett Diessner; Jacqueline L. Walker Special Issue, pp. 84-88, Aug. 1989

Reprinted from Vol. 25, No. 2, pp. 39-43, January 1986, JAIE.

#441
THIRTEEN MOST COMMON NEEDS OF AMERICAN INDIAN EDUCATION IN BIA SCHOOLS
Glenn I. Latham Vol. 29, No. 1, pp. 1-11, Oct. 1989

Using direct in-class observations and interviews with school personnel and students, determines what needs of an instructional and management type appeared to be the most common across BIA Indian education programs nationally. Information was gathered from BIA Indian Education programs on 17 reservations. Thirteen persisting instructional and management needs were discovered, and a detailed discussion of each of the needs is presented.

#442
THE ROLE OF FACULTY IN CULTURAL AWARENESS AND RETENTION OF AMERICAN INDIAN COLLEGE STUDENTS
Danielle Hornett Vol. 29, No. 1, pp. 12-18, Oct. 1989

The attrition rate of American Indian students at institutions of higher learning continues to be dismal. This article looks at an important and unique asset that colleges and universities have; their professors. By nature of their positions and with the type of contact they have with students, professors can play significant roles in retaining students. Practical suggestions are offered which can be utilized by professors in the classroom, and which can facilitate success for Indian students in higher education.

#443
DIALOGUE JOURNALS: A TECHNIQUE TO STRENGTHEN ETHNIC PRIDE AND ACHIEVEMENT
Barbara V. Kirk Vol. 29, No. 1, pp. 19-25, Oct. 1989

A dialogue journal is a notebook in which the student and teacher carry on a private, written communication on topics or concerns to the student. In a program to encourage secondary students of Native American heritage to pursue a postsecondary education, dialogue journals were employed to encourage students to reflect on their experiences during the program, to provide personal communication between each student and the staff, to clarify information and ideas presented, and to encourage aspirations for a college education. The exchanges between students and staff suggest that a dialogue journal may be useful in helping minority students clarify their feelings and their values related to their ethnic identity.

#444
A STUDY OF THE EFFECTS OF A CULTURALLY-BASED DANCE EDUCATION MODEL ON IDENTIFIED STRESS FACTORS IN AMERICAN INDIAN COLLEGE WOMEN
Ferial Deer Skye; Orla J. Christensen; Joan T. England Vol. 29, No. 1, pp. 26-31, Oct. 1989

The purpose of the study was to examine the effects of a culturally-based dance education model on the reduction of stress in American Indian women college students. The State-Trait Anxiety Inventory (STAI) was used to measure levels and types of anxiety following the presentation of the dance education model. The STAI has two scales reflecting two separate anxiety concepts. State anxiety (A-State) refers to how a person feels at a particular moment in time. Trait (A-Trait) refers to how a person generally feel over time. The results indicated a reduction in Trait anxiety for the group participating in the dance education model compared with the control group. No difference was found between the two groups on State anxiety.

#445
AMERICAN INDIAN EDUCATION: A STUDY OF DROPOUTS, 1980-1987
David R. Eberhard Vol. 29, No. 1, pp. 32-40, Oct. 1989

This study examined all American Indian pupils in an urban school system between the years 1980 and 1987. Four cohorts, or classes of membership, were descriptively examined. The population count was 368 pupils. In addition, dropouts and stayers were identified from these cohorts. There were 167. This sub-population was examined on six variables: academics, family constellation, gender, mobility, school attended, and tribal membership. Chi Square and ANOVA techniques were used in developing statistical relationships between dropouts and stayers. Finally, 55 American Indian high school pupils, 13 American Indian GED students, and 13 American Indian adults were interviewed in groups. The questions asked to them focused upon the variables.