Journal of American Indian Education

Volume 14 Number 2
January 1975

In Phoenix, Arizona:
NIEA CONFERENCE DEEMED SUCCESS

Rick St. Germaine

The National Indian Education Association is calling the mentor to task—the time for talking is over. The demands for quality education services and delivery systems for Indian communities are at their greatest ebb. The consequences of past failures have provided the impetus for this year’s focus—the urgent need for increased educational services with an Indian flavor. ( 1: ii)

BIA Commissioner Morris Thompson, Athabascan, told those attending the Sixth Annual National Indian Education Association Conference:

The number of Indians attending college doubled between 1960 and 1970--and, I might add, according to recent BIA figures, that number has doubled again between 1970 and the present. . . . The median years of education for Indians in the age group 20-24 was 12.2 in 1970 which is above the national median.. . . I think it is safe to say that from any angle you want to look at the Bureau’s education program today—and increasingly so in the future—you will see emblazoned on the school walls: Indian control. . . . I firmly believe that if Indians had gained control of their education programs ten years ago, the 1970 census would show greater gains. (2:8)

The Sixth Annual NIEA Conference brought nearly 5,000 American Indian educators together in Phoenix during November 11-14, 1974, "to review and react to current educational issues, to exchange information, and to develop the direction for educational services as expressed by Indians." (3:1) The gathering was believed to be the largest in the history of the organization and the most heavily attended Indian affairs convention on record. The meeting focused its attention upon Indian-designed, Indian-administered models of educational programs, current federal legislation which affects Indian education, and issues of Indian community control of programs.

This year’s conference hosted a number of seminars, workshops and panel discussions which were developed and directed by prominent American Indian educational leaders. The major sessions reflected the theme of the conference—"Indian Education: It’s Gotta Be Now"—and echoed the message that has been raised in American Indian communities across the nation, a message that brought founders of the NIEA together in 1969. Purnell Swett, Lumbee, Acting Deputy Commissioner for the Office of Indian Education (HEW), noted a movement toward self-determination in the direction of Indian education when he stated

The passage of the Indian Education Act of 1972 marked a milestone of change for Indian people in many ways—in the role they were to play in their children’s education; in the quality of education Indian children were to receive; in the accepted policy of telling Indian people what they could have rather than asking them what they wanted. In essence, the keynote in Indian education continues to be change but with one significant difference. We are now in a position to initiate that change. (4:11)

The NIEA was officially organized in 1970 to serve as a conduit through which American Indians could channel resources of local, state and federal government toward the elimination of Indian educational problems. NIEA grew from the concerns of a convocation of Indian scholars gathered at Princeton University who saw a need for better communication between Indian educators and also the want for Indian advocacy at the national level for Indian education (3:1). Many of those scholars became board members of NIEA and voiced the concerns of Indian educators, enunciated the goals of the association, and worked closely with the Minnesota Indian educators who developed the formal organizational structure. Today, NIEA has grown into the largest Indian organization in the nation.

Thirty general and student members are elected to the Board of Directors in a staggered-term by the membership. Membership is open to all interested people, regardless of race, occupation or age. The national office is headquartered in Minneapolis and supports a medium-sized staff who operate the many projects sponsored by NIEA. NIEA retains consultants and conducts workshops throughout the year that evaluate the delivery of educational services and monitors the legal, social and economic effect of educational systems. It serves as a clearinghouse for information on Indian educational materials, as well as teacher and administrative positions as they become available.

The conference sponsored a variety of activities which included major addresses by BIA Commissioner Thompson, OIE Acting Deputy Commissioner Swett, noted author D’Arcy McNickle, Flathead, and David Grant, Sioux, with the Pacific Institute. Workshops and seminars included such topics as: Federal Education Legislation, Title IV, Indian Health Careers, Bilingual Education, EPDA Teacher Training, Urban Indian Education, the Child Development Consortium, the Higher Education Consortium, Hopi Education, Navajo Education, the Community School Concept, the Coalition of Indian-Controlled School Boards, Civil Rights in Indian Education, Arizona Indian Education, Native American Studies Programs, Curricular Innovations, Indian Leadership Training Programs, and the National Indian Athletic Association.

Convention delegates traveled to the outlying Indian communities of Salt River, Sacaton, St. John’s and Blackwater where educational workshops, arts and crafts, cultural demonstrations, and Indian foods were provided. There were Indian basketball games, a large pow wow, exbibits/displays, an Indian traditional and contemporary fashion show, Indian rock band concerts, and forty-niners held to entertain convention participants. All activities were closely monitored for accountability to the goals which were outlined at the inception of convention planning.

A major evaluation component was built into the convention by the -Conference Facilitating Committee and a contract was entered into with an independent consultant firm to provide this service. The evaluation plan was developed to appraise the meeting and to assist in the development of future conferences. To obtain the necessary information, the following procedure was followed: At the beginning of each activity evaluation cards were distributed to all participants and collected at the end of the activity. Average number of points were assigned to each item on the cards and then calculated by the evaluation staff. A final report (5:1-44) submitted to the Conference Facilitating Committee indicated that:

1. Major speakers and addresses were well received in terms of comprehensive coverage, skill in presentation, value of topic, interest in topic, and adequacy of program description of presentation. Rick LaPointe, President of NIEA, and David Grant were the highest rated speakers. Comments representative of their presentations included: Very dynamic . . . compassion . . . a super leader . . . good message."

2. The seminars and workshops were rated "above average" in comprehensive coverage, skill in presentation, value of topic, and interest in topic. Those sessions receiving the highest interest were: Bilingual Education, Civil Rights In Indian Education, The Indian Education Act (Title IV), and the Community School Concept. Comments representative of total impressions included: "very informative . . . enjoyed every session . . . there was warmth . . . could have been more interesting . . . hoping for more information . . . a good job . . . very impressed . . . another show-and-tell . . . most beautiful experience I’ve had . . . . I’m plain tired of these workshops."

3. The overall conference organization received various ratings:

Pre-Conference Publicity "Good"

Overall Conference Planning "Very Good to Good"

Relevant to Delegate’s Needs "Good"

Indian Community Tours "Excellent to Very Good"

Physical Environment (Site) ............... "Very Good"

Opportunity for Professional Contact "Very Good"

Entertainment Activities "Good"

It was recommended that future NIEA Conferences should:

1. Consider better pre-registration arrangements to relieve convention registration crowds and lines.

2. Continue with similar program and agenda formats.

3. Schedule the Indian pow wow as the major form of entertainment every evening, rather than the other less-attended events.

4. Continue the "On-site Indian Community Tours," with more planning going into logistical arrangements.

5. Open time slots for more area and state caucuses to facilitate strategy formulation for Indian groups.

6. Have speakers submit copies of their speeches for conference planning.

7. Consider a more practical source and salary for conference planning staff. The evaluator concluded with: it must be stated again and again that this conference flowed remarkably well, especially when one pauses to think of what might happen when 5,000 people, each with his own expectations, arrive in one building to learn and grow." (6:44)

References

1. St. Germaine Rick (Ed.). Conference Program Booklet. Sixth Annual National Indian Education Association Conference. Phoenix, Arizona. November 1974.

2. Thompson, Morris. "Highlights of Indian Affairs in 1974." Indian Record. December 1974.

3. St. Germaine, Rick (Ed.). A Proposal—Sixth NIEA Conference. Tempe, Arizona. June 1974. Unpublished document.

4. Swett, Purnell. "Purnell Swett Shares Views on the Future of Native American Education." Indian Education. Lloyd Wittstock (Ed.). Minneapolis: Volume IV, No. 2. October 1974.

5. Bigpond, Phyllis. Evaluation Report—Sixth Annual NIEA Conference. Phoenix, Arizona. December 1974. Unpublished document.

Rick St. Germaine, Ojibway, was Co-Chairman of the Sixth Annual NIEA Conference in Phoenix. He will complete requirements for his Ph.D. degree in Educational Administration at Arizona State University in April, 1975.
 
 
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