To determine how attending predominantly non-Indian schools affected rural Indian pupils, a study of 12 schools was conducted with specific objectives to: (1) determine differences by type of school attended and sex, (2) isolate and identify cultural conditions related to differences, (3) determine the comparative status of Indian pupils by…

Consolidating 1976 survey findings re: the 10 Comprehensive Employment Training Act (CETA) Title III Urban Indian Prime Sponsors, this document focuses upon the development of 4 CETA models aimed at CETA objectives and providing background information for development of CETA films to train Prime Sponsor staff. Based on site visit interviews and…

During the 1976-77 school year, the program's priorities were (1) to hire a Home School Coordinator to provide counseling services for the child and to be a liaison between the school and the home; (2) to hire Instructional Aides to work closely with the teacher providing any type of assistance which would make school easier and more enjoyable for…

Individual profiles (age, sex, marital status, number of dependents, type of withdrawal, academic success, center attended, educational background, and date of enrollment) were established for 87% of the 138 students enrolled in the Indian Metis Project for Careers in Teacher Education (IMPACTE) at Brandon University (Canada) between 1970 and…

Deganawidah-Quetzalcoatl University (DQU), like most American Indian and Chicano efforts, was not created without serious difficulties. During the first stage of DQU's establishment, from 1961 through the early part of 1970, very little positive response took place. Although hundreds of letters and proposals were sent to tribal leaders, government…

Major priority areas established by the American Indian (Lumbee) Parent Committee of the Indian Elementary and Secondary School Assistance Program for Robeson County, North Carolina were: remedial reading; additional vocational education; special guidance programs; accelerated training for gifted; specialists in math; and cultural enrichment…

The 1976 Rural New York Conference focused on unresolved social problems in rural America, with particular attention to needs of rural women in New York. Growing out of a course on rural poverty and social change at Syracuse University, the conference was initiated and planned primarily by students. Proceedings include "Commentaries" by:…

In 1976 the National American Indian Court Judges Association was awarded a one year contract to study Indian court systems, identify their main strengths and weaknesses, develop a set of model standards, name four model courts with whom to test the model standards, and propose a five year plan of support for Indian courts. Written materials…

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 12 titles deal with the following topics: correlates of reading achievement in Mexican-American children; Latino communication patterns; the semantic distance and semantic judgment of English monolingual and Spanish/English…

The product of a Title VII ESAA grant, this guide to the study of Oklahoma American Indians has been designed and evaluated by teams of Native American adults, Indian and non-Indian students, and teachers from three Oklahoma schools selected as project sites: Okmulgee, Hartshorne, and Shawnee schools. The guide is divided into three basic sections…

Three separate reports are included in this document on American Indian alcoholism. Section I of the document (December 1969) outlines the history, nature, extent, and significance of Indian alcoholism (reporting that the incidence of alcoholism among Indians is twice that of the national average, low socioeconomic status, rather than a…

The Title VIII Student Support Program (SSP) of the Minneapolis Public Schools was initiated in the 1971-72 school year. This report describes activities of the project for the final (fourth) year and includes descriptions and some comparisons with the previous years. The purpose of the program is to design and implement various ways of reducing…

The report centers around the general question of how nonwhite minority groups were treated by those responsible for public education in California between 1849 and 1970. The minorities treated are Indian, Mexican, Negro, and Asian Americans, all of whom were once considered a formidable problem by Californians of the dominant culture. More…

As the second volume in a four-volume series on the Oklahoma Indian Education Needs Assessment Project, this report presents the development and results of the needs assessment phase. The needs assessment questionnaire is described as involving 18 goal statements, 43 educational need statements, and an open-ended category for additional goals and…

Samples of Anglo, Black, Mexican-American, and Papago Indian students (N=260 per group) were administered the Metropolitan Achievement Test and the Wechsler Intelligence Scale for Children-Revised (WISC-R). Various concepts of cultural fairness were identified from the literature and then used to design analyses of these data. Regression equations…