Volume 10 Number 3
May 1971

Kenneth Patch

INDIANS and educators of Indian students frequently say that the key to success for the individual is obtaining a good education. It is also said that the key to helping the Indian people is the development of leadership which will assist them to move ahead and enable them to survive in a bicultural society.

The problem of student leadership, or lack of it, has been an area of great concern at the Phoenix Indian High School over the past few years. Students have responded to the need for leadership based upon many factors including cultural value systems, reactions to peer pressures, and school administrative policies. The cultural value systems of some students restrain them from seeking out leadership roles, and instead dictate that they should be humble and equal in the eyes of others. Students have pressured other students who tried to be "too good." Bonds of friendship between students keep some with potential from abandoning their friends to walk a new road. The administration at various levels has used its authority to keep student leaders in line, i.e., appointing or removing them because of their philosophy and/or behavior.

In a large boarding school such as the Phoenix Indian High School (PIHS), where 800-1,000 students live and attend classes, there are many programs and activities which require student leadership. It seems logical that with abundant opportunities for leadership experience, active, top quality leaders would be produced. A close look however, indicates that for five years prior to the 1969 school year, none of the seemingly competent student body presidents had completed a full-year term of office. Student council meetings were poorly attended, and the staff complained of a lack of cooperation from students, and lack of interest in student activities.

The concern about student leadership was often the topic of discussion of the Pupil Personnel Service staff. The many facets of the problems of identifying, developing and retaining student leaders were considered in these discussions. It was well accepted by the staff that many students with leadership potential did not acquire leadership positions, because of the reasons mentioned above. An additional problem the staff identified was that many students probably did not move into leadership positions because of such things as shyness and lack of confidence. It seemed logical to assume that if students with leadership potential did not have actual experiences in leadership, their development would lag far behind their more active peers.

In the fall of 1969, Frank Chapman, School Activities director, initiated a program of leadership training for the PIHS students. With the help of counselors from the Pupil Personnel Services department, basic objectives were formalized, and criteria for formation of the leadership training group were set up.

The basic objectives for the 22 students in this program were: 1) development of the skills and techniques necessary for leadership roles, and 2) an enhanced self-concept through cultural enrichment.

A decision was made to give these experiences to both the students in formal leadership positions and those not in such positions who demonstrated leadership potential. To accomplish this, students in the ten top elected or appointed leadership positions on campus were selected to comprise the initial group. This group was made up of the Student Council President and Vice-President, Dormitory House Council Presidents, and the Marine Corps junior R.O.T.C. Executive Officer. Six of these students were seniors, two were juniors, one was a sophomore, and one was an eighth grader.

In the first meeting of this group and their sponsors, the problems faced by student leaders on campus were discussed. The idea for the establishment of an on-going voluntary leadership training program was then introduced. These students were also approached with the idea of involving students with leadership potential who did not hold formal leadership positions. The response to the proposed program was so enthusiastic, that it was decided to continue with the program. The initial students agreed to each select one student with leadership potential, and to bring that student to a group meeting the following week. In all, 12 additional students were nominated and selected for the program, bringing the membership to 22.

In the first meeting of the entire group, the purpose and objectives of the program were discussed and the general guidelines were set. These included the clarification of the role of the sponsors as resource people, the presentation of the concept of "learning by doing," and the freedom of the group to choose its course of action and to plan its activities.

Involvement in the group was very active and lively. The students decided what their business or discussion would cover and worked toward inclusion of all members in the group's activities. If one student became too dominating, group pressure usually brought him back in line. If the more reserved students had difficulty in making contributions, other members would request responses from them or direct the group's attention to them, permitting them to respond.

The staff provided some short formal presentations at meetings about leadership concepts, techniques and skills. They then involved the group in discussions of these topics to enhance understanding of the points presented. They interpreted the group dynamics that were taking place during meetings and identified various techniques that were used or which might have been used at specific times. They generally served to give immediate reinforcement to leadership development and to provide as complete a learning experience as possible for the participants.

The leadership group planned several special activities which gave practical experience in leadership and provided opportunities for observation of leadership in action. Such activities included a trip to United Nations Day at Tucson, a Tribal Council visit, a trip to the Navajo Reservation to visit the Tribal Agency, Tribal Enterprises and on-reservations schools, and leadership banquets and recognition dinners. The leadership club initiated and sponsored the chartering of buses for students who wished to travel with the basketball team to ball games in Kingman and Winslow.

A discussion of the Student Council led to a study of the charter of the Council and the recommendation that the Student Council sponsor be selected directly by the students. Concern about campus problems led to free and open discussion of these issues at the leadership meetings, and carried over into other student group discussions. Although not representing the leadership training group as such, group members went to various administrative staff people and officials at the BIA Area Office seeking help in solving the problems and improving the campus.

Subjective examination of observable outcomes seemed to indicate that the leadership program was worth continuing. Students participating in the program became quite comfortable in their meetings and discussed topics openly and freely. They actively included all participants at the meetings, helping the more shy and withdrawn students to feel comfortable in expressing themselves. The students sought information outside their group when questions arose for which answers were not immediately available. The Leadership Club was instrumental in bringing about change in the operation of the student recreation hall and student store, so that students now are responsible for much of the operation of these two.

It seems likely that a great deal more can be done at the high school level in developing the leadership potential of Indian students. Programs of "learning by doing" could easily be implemented to provide expanded exposure and experience for these students. These programs could involve the learning of leadership techniques, the opportunities to use these techniques in a practical setting and the opportunity to observe others in leadership activities. A leadership workshop for students, developed by students, would provide a great deal of involvement and experience and could be a vehicle for the development of adult Indian leadership.