Journal of American Indian Education-Arizona State University

Volume 22 1982 Contents

Issue 1 October 1982
- TEACHING ABOUT NATIVE AMERICANS IN MINNESOTA PUBLIC ELEMENTARY SCHOOLS
  Bruce Burnes [pp. 1-6]
  Compares the data found in the investigator's study of 1973 with that found in the 1981 study. Teacher preparation, materials, methods, curriculum, and human relations training related to the teaching of American Indian students is examined. The author concludes that materials written about Native peoples are better meeting the needs of teachers than those in 1973, teachers in 1981 felt the materials reflected more honesty than those in 1973, a majority of teachers still felt inadequately prepared to teach about American Indians, teachers felt their human relations training was of great value, and a slight majority of teachers felt that human relations training was of little or no value when teaching about American Indians. *
- PROBLEMS EXPERIENCED BY ANGLO, HISPANIC AND NAVAJO INDIAN WOMEN COLLEGE STUDENTS
  Marilyn B. Fleming [pp. 7-17]
  Examines whether there is any relationship between problems experienced and ethnicity of Anglo, Hispanic and Navajo Indian women while attending college. The author concludes that of the top 27 problems cited by 95% of the students only one had a relationship with ethnicity, that of being overweight. Also, according to the article, the three "troublesome problem areas" having a relationship with ethnicity were GPA scores, curriculum and teaching procedures, and health and physical development.
- TOWARDS A NEW IMAGE OF AMERICAN INDIAN WOMEN: THE RENEWING POWER OF THE FEMININE
  Marie Annette Jaimes [pp. 18-32]
  An article focusing on the reasons why Indian women apparently do not care to "play a part" in the continuous drama between the female and male domination struggle from the American Indian women's traditional past as well as from current trends that emphasize the collective themes matriarchy, androgyny, and spiritual unity among native men and women. The focus of the article is from the Indian women's perspective along with contributions from their non-Indian sisters. The author believes that the spiritual love and philosophy that is still within many of our Indian women, in contrast to the Euroamerican cynicism and mistrust among the sexes, can contribute to the collective unity and power with their non-Indian sister, which is awe-inspiring in its hopes and potential for the future of man and womankind.
Issue 2 January 1983
- AMERICAN INDIAN ADULT EDUCATION AND LITERACY: THE FIRST NATIONAL SURVEY
  Rodney L. Brod; John M. McQuiston [pp. 1-16]
  Presents a collection of information that assists federal and state bureaucracies in the (1) assessment of the educational needs of American Indian adults, (2) examination of the accessibility of existing federal and state adult education programs to Indians, and (3) the analyzation of the degree of relationship between adult educational services and levels of functional literacy and educational attainment among Indian adults.
- A COMPARISON OF ACADEMIC, CAREER AND SOCIAL PATTERNS OF AMERICAN INDIAN STUDENTS
  Graham Hurlburt; Ray Henjum; Lyle Eide [pp. 17-22]
  Presents an analyzation of attitudinal differences between a group of American Indian students who attended a local controlled school and those who attended a non-local controlled school. Attitudes examined were toward work, employment seeking, leisure activities, and education. According to the authors, although there were many preferences and activities which were similar between the two groups of students, one major difference found between the two groups was that Plains Cree and Saulteaux students in a locally controlled school reported a higher GPA than did Swampy Cree students attending a white school far away from their homes on reservations in northern Montana.
- GEOCENTRISM AND INDIAN EDUCATION
  George A. Van Otten; Setsuo Tsutsui [pp. 23-27]
  Provides conclusive evidence that there are severe deficiencies in geographic education throughout Arizona public schools. As a result, most students exhibit learning disabilities which are manifestations of geocentric tendencies. According to the authors, universities and colleges training teachers in social science and humanities need to develop courses of study which focus upon geographic concepts, skills and knowledge.
- USING AN INDIAN COMMUNITY IN SOCIAL STUDIES EDUCATION
  John M. Antes; Barbara J. Boseker [pp. 28-32]
  Presents information on a college level social studies methods course taught by the Teacher Corps on the Menominee Reservation. The course led to the development of curriculum materials, videotapes and projects for the Menominee Indian School District. The article lists 12 of the projects developed. The authors believe, despite the phasing out of the Teacher Corps, the curriculum materials, videotapes and projects developed over the years have had an impact on the Menominee Indian School District.
Issue 3 May 1983
- JOHN DEWEY'S PHILOSOPHY AND AMERICAN INDIANS: A BRIEF DISCUSSION OF HOW IT COULD WORK
  Rebecca Robbins [pp. 1-9]
  Addresses issues relevant to Dewey's philosophy at the time of his writing and discusses some goals and ideologies of other educational movements designed to define the purpose for American education. The article covers political, social and economic conditions, progressive movement and modern schooling, and science: the Indian and Dewey. The author believes both Dewey and traditional Indian thought indicate that modern technology does not address itself to the destructive consequences of its actions.
- PERCEPTIONS OF LIVING SKILLS AMONG NAVAJO HIGH SCHOOL STUDENTS IN ARIZONA
  Amy Belon; Marge Cattey; Gina Harmon; Bill Rose [pp. 10-16]
  Migration off reservation of young Navajos is discussed. The major hypothesis tested in this study is that "Navajo senior students attending Chinle High School who perceive themselves as prepared for urban living in terms of mobility, communication, social networking, and money management skills, are more likely to migrate than two sets of peers: those who are unsure of their plans; and those who do not plan to migrate." According to the authors, Navajo senior high school students who perceived themselves as prepared for urban living in terms of communication, money management, mobility and social networking skills were more likely to migrate than two sets of peers: those who were unsure of plans to relocate and those who did not plan to relocate.
- MATHEMATICS ACHIEVEMENT TEST SCORES OF AMERICAN INDIAN AND ANGLO STUDENTS: A COMPARISON
  Patrick B. Scott [pp. 17-19]
  Investigates the possible differences in mathematics performance between Pueblo and Anglo students entering a teacher training program at the University of New Mexico. It appears to the author that Anglos score higher on arithmetic while Pueblos score higher on measurement.
- WHAT NATIVE AMERICANS HAVE TAUGHT US AS TEACHER EDUCATORS
  Barbara J. Boseker; Sandra L. Gordon [pp. 20-24]
  An article which argues that, despite much literature devoted to how Native Americans must change in order to survive in today's world, the focus of writings should be on what learnings come from Native Americans and how those learnings change preservice teacher education. The paper identifies and presents some of what was learned as a result of working with Native American people.
- COMBATING STUDENT ABSENTEEISM: STRATEGIES FOR RAISING ATTENDANCE AND ACHIEVEMENT
  Sigmund Boloz; Dorothea C. Lincoln [pp. 25-30]
  Ganado Primary School has formulated and implemented an attendance improvement plan in an attempt to decrease absenteeism. This project has provided encouraging results which show positive implications for its adoption into similar programming in other schools. The article describes the project, and concludes that the problem of absenteeism can be effectively addressed by (1) the development of a comprehensive needs assessment from which program directionality is established, (2) the implementation of an attendance task force, and (3) the development of school-wide attendance traditions.

^* Page numbers refer to location in the original published version of the article.