Is bigotry the cause? Who controls reservation schools? Can it be changed? Aren’t there bigger problems to be concerned with?

Danny Bolton ED 503

History Population Major differentiating characteristics Special needs Appropriate treatment Differences from typical gifted students Conclusion

“The Only Good Indian is a Dead Indian” General Philip Sheridan

The Indian problem Missionaries Early Indian schools Cultural genocide Kill the Indian…. Save the Man Carlisle Industrial School

Reservation schools Bureau of Indian Affairs Contract Schools Reservation land not taxed Schools ran by individual tribes 67% - not on a reservation Most live west of the Mississippi River 90% of natives attend public schools

Reservation schools Bureau of Indian Affairs Contract Schools Reservation land not taxed Schools ran by individual tribes 67% - not on a reservation Most live west of the Mississippi River 90% of natives attend public schools

2000 Census: 2,447,989 Population Doubled between

Acquired Skills: Problem solving Commitment to task Scientific ability English Language

Tribal and Cultural Understanding Knowledge of history and traditions Respect for elders Tribal language Competence Storytelling ability

Aesthetic Abilities: Visual art talent Performing art talent Creative expression Native art(s) talent

Aesthetic Abilities: Visual art talent Performing art talent Creative expression Native art(s) talent

Human Personal Qualities: High intelligence Visionary, inquisitive and intuitive Creative and individualistic Self-disciplined Leadership and athletic prowess Coordination and dexterity Sense of humor Characteristics derived from a survey of 266 Native American educators across the United States. (1985)

No other ethnic group has been so consistently underrepresented in gifted education programs Timed tests are biased against Native Americans Individual performance conflicts with values Exhibit diplomacy, quiet individualism, and self-effacing behavior

25% begin school speaking little or no English Culture conflicts with characteristics of giftedness Prejudice is a continuing problem Dropout rate is high

Need group design activities Teacher awareness of cultural heritage School culture and home culture may conflict Parental involvement

Address overt prejudices: Columbus Day Coercion to dissect animals Cut hair for sporting activities Address subtle prejudices: Cultural biased tests Students classified as only black or white Teaching Strategies

Remedy prejudice: Indian heritage days, and weeks Non-biased achievement tests Indian workshops for teachers Realistic Indian history books Teaching Strategies

Address high dropout rate Bad experiences with American Education Anglo curriculum opposed to Indian curriculum Indian parents on school boards Prevalent use of drugs and alcohol Teaching Strategies

Reservation schools Most underrepresented minority Bias against Native Americans Individual performance conflicts with values 25% begin school speaking little or no English Tribal and cultural understanding

History Population Major differentiating characteristics Special needs Appropriate treatment/differences