The Search for Quality Integrated Education: Policy and Research on Minority Students in School and College

By Meyer Weinberg | Go to book overview

encompass knowledge of specific children living in concrete situations different from those familiar to most teachers.

Researchers who explore the school and Indian culture lead the reader to this conclusion: Indian parents, to the degree that they trust the school, favor school responsibility for teaching about Indian culture. If efforts by Indian parents to achieve greater control over schools meet with success, the schools will be assigned greater cultural responsibilities.

The study of Chemawa must be measured against less extensive and less formal studies. In general, Chemawa does not seem exceptional in any major sense. In autobiographical accounts written by Indians who attended boarding schools, one finds many of the same phenomena. Reading Colfer's study is a very welcome relief from many recent studies of Indian education that depend heavily upon questionnaires and demographic data.

Whether in Detroit or Anchorage, Indians occupy the lowest level of urban society. Unfortunately, in neither of the studies examined here was any attention paid to the conditions of Indian schooling in the schools actually attended. These conditions are very distant from the treatment of other poor or minority children. Not only is there educational deprivation but cultural oppression and discrimination of unique gravity.

Trulove's study of the Klamath is especially strong in analyzing the strategy and content of the termination policy. (Unfortunately, he does not note the deleterious effects of termination on education.) 130 He is also helpful in enabling the reader to understand the federal bureaucratic framework which surrounds Indian life. This, in turn, clarifies why the contemporary American Indian movement for self-determination necessarily concentrates on the character of future federal regulation.


Notes
1.
Richard Allan Griswold del Castillo, La Raza Hispana Americana: The Emergence of an Urban Culture Among the Spanish Speaking of Los Angeles, 1850-1880 (doctoral diss., University of California, Los Angeles, 1974), pp. 63-64. (University Microfilms Order No. 74-18, 772.)
2.
Ibid., p. 156.
3.
Ibid., p. 189.
4.
Ibid., p. 249.
5.
Ibid., p. 270.
6.
Ibid., p. 302.
7.
Richardo Romo, Mexican Workers in the City: Los Angeles 1915-1930 (doctoral diss., University of California, Los Angeles, 1975), p. 19. (University Microfilms Order No. 761157.)
8.
Ibid., p. 145.
9.
Ibid., pp. 145-46.
10.
Ibid., p. 171.
11.
Gilbert George Gonzalez, The System of Public Education and Its Function Within the Chicano Communities, 1920-1930 (doctoral diss., University of Cali

-226-

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The Search for Quality Integrated Education: Policy and Research on Minority Students in School and College
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Tables vii
  • Acknowledgments ix
  • Introduction xi
  • 1 - The Historical Background 1
  • Notes 20
  • 2 - The Legal Framework 23
  • Notes 50
  • 3 - Race And. Intelligence in America 54
  • Notes 85
  • 4 - Changing Discriminatory Educational Processes 94
  • Notes 109
  • 5 - Education in Black Schools 112
  • 6 - Intradistrict Inequalities 127
  • Notes 143
  • 7 - Desegregation and Academic Achievement 146
  • Notes 168
  • 8 - Moving from Desegregation to Integration 172
  • Notes 189
  • 9 - Mexican Americans and American Indians 194
  • Notes 226
  • 10 - The Minority Community and Its Schools 231
  • 11 - Minorities in Higher Education - I 270
  • Notes 290
  • 12 - Minorities in Higher Education--Ii 294
  • 13 - Conclusions 324
  • Bibliographical Essay 333
  • Index 343
  • About the Author 355
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