Volume 15 Number 1
October 1975

Richard M. Evans and Michael B. Husband

Through assigned readings, presentations by leading educational consultants, panel discussions involving local and regional Indian leaders, parents, students, educators and counselors, and small group discussions, participants were encouraged to become more aware of the subtle ways in which the school system discriminates against Indian students. Participants were also helped to develop interpersonal communicative skills which can reduce barriers to cross-cultural understanding and which, if properly implemented, can create an educational environment conducive to better teaching and learning by both teachers and students.

Eighteen active teachers and administrators participated in the institute, and topics for consideration during the two-week phase included introductions to regional Indian history and culture, value differences in the classroom, teacher-parent relationships, guidance and counseling, tests and measurements, and new teaching techniques. At the conclusion of the second phase of the institute each participant developed specific goals and procedures for improving the curriculum and psychological environment within the classroom. Follow-up sessions were scheduled in order that the implementation of the "plans of action" could be directed and evaluated by the project faculty, and in-depth evaluation procedures were employed to assess the impact of the project on the problems facing Indian students in the public schools.

Results of the 25 tests of significance are presented in Table 1. The high F ratio on the Cognitive Achievement measure is no surprise, since the examination was designed to have high content validity. Teachers in the control group would not be expected to know as much about questions and problems in Indian affairs which were specific to the institute.

More significant differences between the two groups were found in the affective domain. As Table I indicates, the institute group of teachers was more positive in all factors related to their connotative meaning of the concept Indian leadership. They also evaluated Portrayal of Indian values by textbooks, Verbal expressiveness of Indian students, Indian students’ self-pride and identity, and My concept of Indian students in a manner significantly different from the control group of teachers. In the latter concept the activity factor was significantly higher for the institute teachers. While they did not differ appreciably from the other teachers on the potency and activity factors of Verbal expressiveness of Indian students, the general negative mean score values of both groups suggest an area for further educational exploration.

On the basis of the aforementioned measures, one may conclude that the two-week institute had a positive effect upon those in attendance. Participants learned of the many problems of Indians in reservation and urban life as well as considerable Indian history and culture of which other teachers might not be fully aware. Moreover, institute participants were able to identify and communicate with area Indian leaders, and become familiar with major regional tribal groups. As a result of this exposure to Indian leadership, the participants appear to be positive about its aims and activities. They are in a better position to evaluate their textbooks, and they do not feel that the verbal expressiveness of their Indian students is as much of a problem as do other teachers. They are more aware of Indian identity and are generally more positive in the meaning that "Indian students" connotes than are other teachers. Project personnel cite the extensive involvement of local Indian people, the interaction of teachers in exploring channels for educational change, and the positive attitudes of those involved in the institute as the major reasons for the success of this endeavor.

Addenda: The Institute became on-going in nature with extension of the program through 1974. Dr. Husband notes that positive effects are still being felt, and demonstrates that such an institute of this type can have measurable results.

1. Funded by Title IV, Higher Education Act of 1966, under the direction of Gary H. Koerselman, Department of History, Morningside College, Sioux City, Iowa 51106.

2. Osgood, C. E., Suci, G., and Tannenbaum, P. The Measurement of Meaning. Urbana: University of Illinois Press, 1957.