The Native American Education Program, designed to provide after-school instruction and supportive services, served approximately 350 Native American students attending New York City public schools in 1980-1981. Program goals submitted for the year were: to increase academic achievement capabilities of Native American students; to continue to…

Approximately 40 percent of America's Indians live in urban environments; of these, about 12,000 live in Seattle, Washington. With no representation in local government, and lacking the power and cultural sophistication to make the political process work for them, many Indian emigres have developed an almost institutionalized distrust of and…

Educational program designs for teachers and parents of urban American Indian youth (especially in Minneapolis and St. Paul) are discussed in this paper. In terms of the suggested program for teachers, the question of what should be included in the curriculum for teacher training is reviewed in 12 areas of concern (e.g., the knowledge base of the…

Considers the cultural background and language patterns of Indian children and the difficulties they are likely to encounter in the urban classroom. Emphasizes that teacher attitudes are important in helping Indian children achieve in school. (JHZ)

A 3-year intervention project focused on preventing substance abuse, violence, gang violence, and truancy among K-12 students at the Chief Leschi School in Tacoma, Washington, a tribally controlled, urban school for high risk and adjudicated Native youth. This paper reports the elementary school results. The Positive Reinforcement in Drug…

Case studies of three urban American Indian high school dropouts found that alienation in school, family values, and a need for economic independence contributed to dropping out. An alternative high school in Milwaukee (Wisconsin) for at-risk and American Indian students emphasizes wellness, school-to-work programs, service learning, culturally…

Urban American Indians lack access to tribal services and traditional cultures. Youth programs for urban American Indians in Rapid City, South Dakota; Phoenix, Arizona; Minneapolis, Minnesota; and Lincoln, Nebraska are described. Substance abuse, dropping out, physical fitness, health, and self-esteem issues are addressed through Native language,…

Examined views of urban American Indian parents regarding foster care and American Indian family issues. Addressed themes of: (1) discouragement from working within foster care system; (2) role of culture in caregiving; (3) differing definitions of family; and (4) effects of historical pain due to past family disruption. Formulated guidelines for…

Between the end of World War II and the early 1970s, many Native women in Ontario came to Toronto in the hopes of accessing higher education, jobs, and freedom denied them on reserves under the oppression of federal government tutelage. However, much of the literature on Native rural-urban migration in Canada concentrates on an association between…

In the fall of 1972, as Michael Hughes began his junior year at East High School in Phoenix, Arizona, he was one of only a few American Indians in the school. Of the approximately 2,500 students, only 35--or about 1.4 percent--were Indian. To most teachers, administrators, and even fellow students, he and the other Native students in this large,…

This article examines foster care and adoption, health, and education of poor Indian children. The paper first explains the Indian Child Welfare Act of 1978, gives a historical overview of injustices done to American Indians, and reviews recent court rulings and federal and state action in regard to the Indian Child Welfare Act. The paper then has…

The devastation caused by unemployment among the nation's approximately 2 million American Indians is great. Analysis of January 1985 state unemployment rates reveals an enormous disparity between average state rates and the rates for the state American Indian populations. While the official unemployment rate in 28 states ranged from 5.8% to…

The American environment is a culturally splintered and future-related society, representative of the freedoms, stresses, and acute needs created by a modern life style. The contemporary Native American renaissance in America is a direct response to the technological urban lifestyle that dominates the quality of American life. This resurgence is…

Historical development of the politically, socially, economically, and racially scattered and factionalized Indian communities has led to a situation in which the development of symbolic ideology of broad appeal is necessary in the emergence of a substantive ideology. Language has an increasingly important role in the mobilization of American…

State and federal laws and policies affecting Indian education, four Indian education projects, and comments from two Indian leaders are included in this review of current Indian educational issues. Laws affecting Indian education are briefly traced from a 1794 treaty to the Indian Education Act of 1972. Bureau of Indian Affairs policies are…