Study on the Fort Apache

Jerry E. Hutchison

NATIVE American educational literature of the past decade has repeatedly focused on the theme of local control and parental involvement as crucial factors for the improvement of schools that serve Indian children (see Notes 3, 4, and 7). Studies by Coombs (see Note 2) Birchard (see Note 1) and Ortiz (see Note 6). however, demonstrate that parents are frequently portrayed as "outsiders," as members of "shadow school boards," and those "systematically excluded" from decision making. Students are shown as victims of negative attitudes and racism by dominantly white teachers and administrators.

At the same time, some Indian communities know that they share much of the responsibility for the success of their children in school. The Navajo Nation Educational Hearings in 1975 summarized these feelings by stating:

Most of these studies are anecdotal in nature and report feelings of select parents or community leaders. These feelings, however, are thought to represent those of the greater population. The preceeding quotation seems especially applicable to Southwestern Indian tribes.

The purpose of this study was to explore the feelings of one group of Native Americans and to examine the perceptions of a large number of parents, children, and teachers regarding the school environment in their community. Are parents involved in the schools? Do teachers think so? Do all agree that the children are learning? What is the psychological environment in the schools? It might be assumed that, in a school where communication was open and where parents felt close to the activities, the three groups would perceive the educational environment in the same way. This study sought to examine that assumption.

The community examined, the White Mountain Apache, is typical of some Southwestern communities in that it is relatively isolated from the dominant society, it works actively to sustain its culture and traditions, it is rural in lifestyle, and it is served by more than one educational agency—public, BIA, and private church-related schools.

In preparation for a Comprehensive Educational Plan, the Apache Office of Education of the White Mountain Tribe conducted a survey of students, teachers and parents. Of the questions in the survey, 17 were related to school policies, curriculum, and facilities. It was administered to all students in grades 8-12, all teachers and administrators serving reservation schools, and a 25% random sample of parents living on the Apache Reservation. Response came from 570 students, 441 parents, and 165 school staff members, the majority of whom were non-Indian, with an overall return rate of 88%. Some individuals omitted specific items, therefore, total responses to each question varied.

Of particular concern were questions related to daily activities of the schools with which students, teachers, and parents would normally be familiar. For seven of the questions, the respondents were asked to indicate how descriptive certain statements were about their schools. They could choose from a list of responses comprised of very descriptive, generally descriptive, not very descriptive, and not at all descriptive. For the remaining 10 statements, respondents were asked to indicate to what extent they agreed or disagreed with each statement. To these items, the respondents could have strongly agreed, agreed, undecided, disagreed, or strongly disagreed.

The seven descriptive statements are listed in Table I along with the percent age of those who responded either "very descriptive" or "descriptive" to each question. The remaining 10 statements are reported in Table 11 along with the number and percentage of those who responded either "strongly agree" or "agree" to each question.

The complete distributions for each question were analyzed by calculating a chi-square statistic (for k independent samples) among the three sample groups. The results, as indicated by the chi-square values, indicate some differences in perception among the three categories of respondents. Of the 17 items, all were significant at least at the .05 level with one exception.

There appears to be some general agreement among the three groups examined regarding several of the issues raised in the survey. For example, students, teachers and parents alike seemed to feel that the schools had a sufficient number of Apache teachers’ aides (Q. 13) but an insufficient number of Apache teachers (Q. 12). Further, each group surveyed also felt that most teachers expected students to "work hard and to learn well" (Q. 14). Questions eight through ten all pertain to how well students are prepared for the "next grade," "college," or "future employment" respectively. In all cases the teachers were much less likely to agree that students were, in fact, prepared for various subsequent activities. Consistent positive agreement was observed for these three items between students and patents however. In a related item (Q. 11), teachers were relatively satisfied that the textbooks used were "up-to-date." Neither parents nor students thought they were, with students least likely to agree here of all the groups. The same response pattern was observed to (Q. 8) regarding whether or not schools supported traditional White Mountain Apache values. Teachers, more so than students or parents, thought such values were respected and supported. It was also the teachers who most strongly agreed with statements (Q.6 and 7) that school policies were clearly delineated and explained to students, and that guidance and counseling programs were available to each student who sought such services.

Teachers surveyed felt that they displayed respect and concern for their pupils (Q. 15) while students agreed less often to this statement than either teachers or parents.

Although the three groups agreed that "teaching the role of the Bureau" was not very descriptive of the schools (Q. 3), the teachers seemed to hold the strongest view with almost 85% responding that the Bureau’s role was not taught or was not emphasized in the classroom.

It is interesting to note that on some issues students and teachers’ perceptions were more closely aligned than either group with the parental group. For example, Questions 1 and 2 state that students are encouraged to make suggestions and recommendations regarding school regulations and that students are allowed to speak Apache in the classroom. Both teachers and students felt these activities were descriptive of the classroom while the parents felt they were not. The responses to Questions 16 and 17 suggested that parents were of the opinion that their children felt good about attending school and worked hard at their studies. Teachers and students both felt that such was not the case.

Students. The resulting percentage figures regarding students in this survey suggest the following: Generally, students felt that the school curriculum did not teach the role and responsibilities of the Bureau of Indian Affairs. Further, they felt that the school system did not support the traditional White Mountain Apache values. Less than half surveyed felt that school policies were clearly defined and just over half felt guidance and counseling was available to each student. Regarding adequate preparation, 51.7% felt they were receiving proper preparation for advancement, college or work. The students felt that there was an adequate number of teachers and a good supply of teachers’ aides. On the average, less than half of the students felt that teachers displayed respect for the students; that other students felt good about attending class; or, that students worked hard at their studies.

Parents. Of the three groups, the parents appeared to have views that were more divergent than the other two respondent groups. Their views, whether critical or supportive, tended to isolate the group from the more congruent responses of those two groups who attend the schools each day - the students and the teachers.

Of particular interest and concern are the responses to Questions 2 and 6. Parents and Tribal officials often complain that the Native American language is not encouraged or tolerated in the schools. This study reveals, however, that those closest to the schools are relatively satisfied with the school’s acceptance of the Apache language, with over half of the respondents finding the statement referring to teaching Apache in class either "very descriptive" or "descriptive." Less than 37% of the parents responded similarly.

Another major difference between parents and the other groups was their response to Question 16. Over two-thirds reported that children felt good about attending school, while students and teachers responded less favorably.

Teachers. On several important items teachers found themselves in relative isolation. More felt that Apache values were supported in the schools (Q. 4) a view not shared by others. Perhaps understandably they felt more assured that school policies were made clear (Q. 6), and they disagreed sharply about the role the schools play in preparing students for the next grade, for college, or for employment (Q. 8, 9, 10). Apparently they are far less optimistic about the school’s important role in the preparation of young people for the future.

Finally, and this response may be associated with questions eight through ten, fewer than one-third of the teachers felt that "students work hard" was a descriptive term of their school. Forty-seven per cent of the students and 59% of the parents saw the students as "hard working."

TABLE 11

Percentage of Students, Parents, and Teachers Responding Strongly Agree or Agree
to Educational Environment Statements

As noted earlier, all teachers and staff members of the schools on the Apache Reservation were included in this survey. However, not all of their students responded to the survey, Only students from grades 8-12 were invited to participate. This could have affected some teachers’ responses. Secondly, any community-wide survey has to confront some semantic and language barriers. This is especially true of this study since Apache is the first language on the Reservation where the study was implemented. Where necessary, interpreters were used to administer questions personally, translating each item. Care was taken to train interviewers in proper techniques of interpretation.

Thirdly, all three respondent groups were asked about "their schools." From their responses it is impossible to determine whether or not their individual responses reflected feelings for elementary or secondary education, public or private. The responses are, and remain, general perceptions about the total educational environment on the Reservation.

Despite the limitations; the study reveals persistent differences in feelings about school activities as perceived by students, parents, and teachers. Rarely was there agreement, at least statistically. And one could cautiously state that students tended to agree more with teachers than with parents. The views of parents, whether critical or supportive, tended to isolate them from the more congruent responses of those groups who attend school daily students and teachers.

A contributing factor to the differences of perceptions among teachers, students, and parents may be distance from home to schools. Many students live far from their schools and are bused 10-60 miles each day. For parents, school visitation is difficult or impossible. It is equally difficult for teachers to visit various communities. And, some parents report that they do not feel comfortably or welcome in the schools. As a result of these factors, there could be an expected gap in the perception of parents - gaps that would not be expected in a neighborhood or community school setting.

Perhaps the most disconcerting discrepancies are revealed in Questions eight through ten. The teachers expressed concern that students are not being prepared for college or the world of work (an important element in any future self-determination plan of the Tribe), while the majority of the students and parents think they are being prepared adequately. This is a serious misconception and one which should concern educational leadership as well as parents. For the Apaches, and perhaps for other Native American communities as well, a much more meaningful dialogue between educators and parents is essential.