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Volume 26 1986 Contents

  • Issue 1 October 1986
    • AMERICAN INDIAN FAMILIES
      Harriett K. Light; Ruth E. Martin [pp. 1-5]
      The article outlines an empirical investigation conducted by the authors in order to identify the sources of strength and optimism that the authors noted were apparent in the lives of many Indian women and men despite their "incredibly difficult living conditions." The article provides a brief overview of American Indian families drawing on sources ranging from the early 1960s to 1983 before providing the methods employed in the study itself. The study sample group consisted of 32 American Indian women from the upper Midwest with a mean age of 35 years. In light of the investigation, the article also discusses Extended Family Social Support, and Esteem and Communication. "From our results," say the authors, "it appears that helping systems that function within families and personal relationships are based on mutual respect." *

    • UNIVERSITY PREPARATION FOR NATIVE AMERICAN STUDENTS
      Jeanna Beaty; Katherine Beaty Chiste [pp. 6-13]
      The article summarizes the University of Lethbridge's University Preparation Program (UPP) which was launched in the summer of 1984 for Native students in an attempt to improve their retention and graduate rates. According to the article, 30 students, 5 student leaders and 5 program faculty participated in the initial six week trial. The article discusses the Program Objectives, the Theoretical Foundations, Staffing, Student Screening, Curriculum and Program Evaluation. The article portrays UPP's initial success and discusses the limitations of UPP, and the authors state that through similar programs "it is important to encourage these students to remain at our universities."

    • NATIVE AMERICANS IN BASAL READING TEXTBOOKS: ARE THERE ENOUGH?
      Jon Reyhner [pp. 14-22]
      An article which examines the extent of the perceived improved position of Native Americans in basal readers. The article focuses on the readers in terms of the number of stories with Native American characters, how the characters are portrayed in basal readers, and how much realism is in the stories published in recent years. The article specifically covers Procedures for Textbook and Story Selection, Procedures for Measuring Story Realism, Findings, Summaries of Stories Containing Native American Characters and a Discussion section. The author concludes that it "is up to the teacher to introduce students to literature beyond the bits and pieces that appear in basal readers."

    • CLASSROOM LEARNING ENVIRONMENT IN NORTH AMERICAN SCHOOLS
      William E. Schulz; Gerri Bravi [pp. 23-31]
      An article investigating the question: Are teachers in American schools establishing learning environments with a high possibility of accommodating low motivation, culture differences and other areas of exceptionality? The study examined learning environments at all levels (K-12), all federally-funded Native classrooms, and utilized the Assessment of Classroom Learning Environment (ACLE) instrument which uses teacher perceptions. The article covers Classroom Learning Environment Research, Methodology and Instrumentation, and the results which span the remainder of the article. According to the author, "more courses and in-services should be provided to teachers so they can learn the skills necessary to provide a learning environment that can readily accommodate the exceptional student."

    • INDIAN OASIS v. WARNER: A CASE OF FEDERAL SUPREMACY IN PUBLIC EDUCATION
      Thomas E. Glass [pp. 32-40]
      An article discussing the legal responsibilities of Federal Impact Aid under Public Law 91-874 to school districts populated by Indian children. According to the author, the law "has resulted in a serious legal controversy in Arizona." The article discusses the Background of Impact Aid, Impact Aid in Arizona, Federal Equalization of Impact Aid, Reaction to Arizona School Finance Legislation, Impact Aid Litigation, and Indian Oasis v. Warner. The author concludes that the final conclusion to the Impact Aid controversy rests with Congress, which has the authority to amend P.L. 81-874 and the equalization process to "ensure that financial inequalities are not thrust upon Indian-populated school districts located in rural and isolated areas experiencing extraordinary operating costs."

  • Issue 2 January 1987

    • CURRICULAR CHOICE IN THE AGE OF SELF-DETERMINATION
      Larry D. Foreman [pp. 1-6]
      According to the author, curriculum design in American Indian Education has been predicated upon the overarching goal of reshaping American Indian values and world views into those held by others. The author believes that changing educational reform should be approached with regard for forces which influence the shape of new design. The author concludes that an understanding of beliefs within and about ourselves and about the universe is essential to meaningful dialogue aimed toward authenticity in curricular design for American Indian education.

    • COMPARISON OF RURAL KINDERGARTEN REPORT CARD GRADES
      Billie J. Thomas [pp. 7-17]
      An article examining the report cards of 82 public kindergarten students. Eight grade categories and 34 separate grades were compared by t tests between members of groups: (1) males and females, (2) morning and afternoon sessions, (3) high and low parent involvement, (4) Native Americans and Caucasians, (5) working mothers and non-working mothers. Analysis of Variance with Multiple Classification analysis were completed on eight grade categories and x2 (chi) tests were completed on 34 separate grades within the socio-economic status group and within the family styles group. According to the author, results indicated no significant differences between grades for male and female groups, morning and afternoon classes, and high and low parent involvement groups (t=p<.1). Grade categories of Child's General Characteristics and Social Development were significantly different for Native American and Caucasian groups (t=p<.05). The author concludes many significant differences were found for grades from the high/middle/low socio-economic groups and from married, single and alternative family styles (F=p<.05).

    • A PROFILE OF RESERVATION INDIAN HIGH SCHOOL GIRLS
      Ruey-Lin [pp. 18-28]
      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.

  • Issue 3 May 1987

    • REVERSE DISCRIMINATION: WHAT DO THE FIGURES SAY?
      Russell V. Boham [pp. 1-4]
      The article is the author's response to the standard complaint that whites are being excluded from the Natural Resource job market by hiring practices that favor minorities. According to the article, the Native American Career Education in Natural Resources (NACENR) program at Humboldt State University in Arcata, California, conducted a survey of natural resource agencies. The results of the survey indicated that there was no relationship between minority status and the potential for placement. In fact, says the author, most natural resource agencies employ no professional minorities and recent (1984-85) hiring practices by such agencies favor whites (94%) to minorities (6%).

    • NATIVE PEOPLE'S RECEPTIVITY TO A LIVE THEATRICAL PERFORMANCE ON ALCOHOL ABUSE
      Regina Caverson; Louis Gliksman; Ray Kinoshameg; Pat Rogerson; Cindy Smythe; Ronald R. Douglas [pp. 5-11]
      According to the article, educational efforts to raise awareness among Native people about alcohol abuse have not been very successful as many of the efforts have not been relevant to Native culture. Rather than utilizing traditional forms of education involving lectures, films and pamphlets, theater was introduced as a medium to convey an important health message related to alcohol abuse. The play, "Jukebox Lady," which focused on the abuse of alcohol by Indian women, was found to be an appropriate medium to raise the level of awareness of Native audiences. The play toured 19 locations including many Reserves in Northern Ontario, Canada. Approximately 2,000 Native and a few non-Native people saw the play. A random sample of the audience completed a one-page questionnaire. According to the article, there was universal agreement that the performance was enjoyable with nearly everyone indicating they would again attend a similar play. A number of Chiefs, band council members and Community Health Representatives who also were surveyed, generally supported the audience response by agreeing that the play was not only a good way to promote the awareness to alcohol and drug abuse problems for Native people, but that they would encourage people on their Reserves to attend the performance.

    • LEADERSHIP CHARACTERISTICS: A COMPARISON OF JUNIOR HIGH SCHOOL STUDENTS
      Peggy Roupe; John W. Tippeconnic III [pp. 12-21]
      The article was the result of a study designed to determine whether leadership perceptions of non-Indian junior high students were related to leadership perceptions of American Indian junior high students and the extent to which this relationship existed. Subjects in the study included 168 American Indian and non-Indian junior high school students from four school sites, two urban and two rural. A leadership perception instrument was administered to the students at four different schools. The results of the study indicated that the leadership perceptions of the students from the different school sites were quite similar. The authors continue that the conclusion was based on data from the obtained sample and that caution should be used in making generalizations to any other hypothetical population of American Indian and non-Indian students.

    • THE NORTH AMERICAN INDIAN IN CONTEMPORARY HISTORY AND SOCIAL STUDIES TEXTBOOKS
      G. Patrick O'Neill [pp. 22-28]
      An article which focused on the current image of the North American Indian in recent (since the mid-70s) American and Canadian history and social studies textbooks. In total, 10 sources (reports assessing the portrayal of Native Americans in textbooks), spanning several provinces and states, were consulted. According to the article, findings varied somewhat depending on the type of analysis, but, overall, the results were consistent. In short, cumulative evidence suggests that there have been no appreciable changes in the depiction of the North American Indian in most history and social studies textbooks since the 1960s. "Indeed," states the author, "the Indian continues to be portrayed in extreme, simplistic, stereotypical roles."

    • THE PHYSICAL, ENVIRONMENTAL, AND INTELLECTUAL PROFILE OF THE FIFTH GRADE NAVAJO
      Phyllis Tempest [pp. 29-40]
      The article sums up a study designed to develop a profile of the average (Reservation) Navajo student through assessment of intellectual, physical, and environmental factors. In addition, possible contributors to Navajo achievement were delineated. Utilizing a stratified random sample, 222 Navajo fifth graders were given a battery of tests including the Weschsler Intelligence Scale for Children-Revised, the Human Figure Drawing, the Wide Range Achievement Test, the Bender Visual Motor Gestalt, the Visual Motor Integration, and the Peabody Picture Vocabulary Test. Selected students were given the California Test of Basic Skills. Medical records were reviewed to assess the students' physical status. Environmental factors were measured by means of student interviews and school records. The students were also measured as to their motivation to learn and their school attendance. The sample revealed an average spatial intelligence and a low verbal intelligence with marked needs in (auditory) conceptualization and language. According to the author, the following factors were significantly associated with achievement: attendance, language, visual processing, motivation, illness, family income, and ear disease. In a selected sample, the Navajo students did not achieve as well as their non-Indian classmates. The author suggests that the WISC-R does have predictive achievement validity for the Navajo.
* Page numbers refer to location in the original published version of the article.

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