Alienation and Achievement Among Oglala Sioux Secondary School Students. Final Report.

530 Pages·2011·7.79 MB·English

DOCUMENT RESUME
RC 004 802
ED 045 225
Spilka, Pernard
tlITHOR
Alienation and Achievement Among Oglala Sioux
TYTLF
Secondary School Students. Final Report.
National Inst. of Mental Health (DHFW), Bethesda, Md.
SPONS AGFNCY
REPORT NO P-MH-11232
Aua 70
PUB DATF
NOTE
F20p.
FDPS PPICr
EPPS Price mr-$2.O0 HC-S26.F2c
*Achievement, *American Indians, Anglo Americans,
DrSCRIPTORS
Aspiration, Attitudes, *Culture, Culture Conflict,
Curriculum, nropouts, *rducation, Intelligence,
Motivation, Parents, Psvcholoaical Patterns,
Schools, *Self Concept, social Tnfluences,
Socioeconomic Status, meacher ?lienation
TDFNTIFTYS
*Sioux
ABSTRACT
Bs a final report on alienation and achievement
3 Oglala Sioux secondary school students on the Pine Pickle
amona
7
Reservation, this document attempts to portray the circumstances
affecting the Indian child in school. "'o provide a basis for
comparison, the samnle also contained °! white secondary school
nunils. General findings which are believed to contribute to the
Indian child's severe cultural disruption are that alienation
increases as intelligence and achievement decline; *hat alienation
tends to be significantly gieater among those who do not continue
their education than amona those who continue attendina school; that
as degree of Indian blood increases, intelligence and achievement
measures decline; and that as Indian children Progress through
school, alienation s, ores tend to be reduced and TO increased. It is
also noted that teacher role is believed to play a sianificant cart
it academic success of the Indian student. It is concluded
that
(1)
factors of political and economic realities in which Indian students
exist override immediate local influences aid
that any
(2)
0.0roughooing crooram must deal with the fact that noor nerformancv
or failure to complete schooling is very much a function of
Alienation on the Part of the child in a conflicted community wtere
middle-class values clash with residues of the Indian cultural
heritage.
(71)
HEALTH.
EDUCATION
U.B. DEPARTMENT OF
A WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN RE PRODUCED
THE PERSON OR
AS RECEIVED FROM
EXACTLY
IT POINTS OF
ORGANIZATION ORIGINATING
VIEW OR OPINIONS STATED 00 NOT NECES-
REPRESENT OFFICIAL OFFICE OF EDU-
SARILY
CATION POSITION OR POLICY.
FINAL REPORT
Project MH 11232
ALIENATION AND ACHIEVEMENT AMONG OGLALA SIOUX
SECONDARY SCHOOL STUDENTS
Bernard Spilka
Department of Psychology
University of Denver
August, 1970
National Institute of Mental Health
Department of Health, Education, and Welfare
Public Health Service
Washington, e." C.
ACKNOWLEDGEMENTS
To recognize all of those who have contributed to the present
work is definitely a labor of love.
Simultaneously it engenders a
considerable ambivalence for inadvertently some significant persons
may be overlooked.
It was the stimulus of a student, Dr. J. F. Bryde, who was
often more of a mentor that opened the world of the Indian to this
His guidance and inspiration will always be a source
investigator.
of understanding and insight into the problems facing this people
-
his lesson is "listen to the Indian."
The interest and support provided by the dedicated personnel
of Holy Rosary Mission at Pine Ridge was essential to the carrying
out of this project.
Their kindness and consideration cannot be
underestimated in its significance.
The Holy Posary community is
clearly utopian in conception, and in its long history it has well
approximated the highest spiritual and educational ideals.
Very
special thanks are offered the Jesuit Fathers, Edwards, Gentle, Jonas,
Kurth, Mallon, Steinmetz, Wellshons and Zuern; Sisters Annelle,
Bernard, Genevieve and Helen among many others.
All gave friendship,
advice an
help without the slightest hesitation.
One could not
pass by that central figure, Brother Simon nor Jim and Celia Cook
whose aid and personal thoughtfulness were invaluable.
The cooperation of the federal schools of the Bureau of
Indian Affairs on the Pine Ridge Reservation. the then Public School
at Pine Ridge plus the educators at Martin, South Dakota and Rushville
iii
and Gordon, Nebraska was indispensible to the success of this study.
Immense gratitude is due to Mr. R. W. Penttila, Mrs. Evelyn Whirlwind
Horse, and all of the principals and teachers with whom contact was
They displayed great interest and cooperation in the work and
made.
warmly welcomed this researcher at all times.
Again specific note
is more than due Messers M. H. Bollinger, D. Knudsen, C. Vance, and
Mrs. Evelyn Bergen of the Oglala Community School.
Mr. Vernon Houser,
first in his role at the Loneman School and then at Pine Ridge, was
At the Allen school, Mr. Ronald Riggs demonstrated
most supportive.
a pedagogical skill and sensitivity to his pupils that is difficult
Similarly motivated and effective with the children and
to match.
with his :staff, and also of inestimable value to this worker was
Mr. Marvin Waldner both at Allen and Kyle.
The writer further owes a sincere debt of thanks for guidance
to the late Mr. Charles Shaw who willingly shared many of his insights
and perspectives.
He was truly a great human being.
In like manner,
Mrs. Calm Woodeend freely offered her views, all of which were deeply
So many teachers gave of their time and experience that this
valued.
researcher must feel guilty he is unable to thank them all in these
In general, and on all levels, the Bureau of Indian Affairs
few pages.
extended the utmost cooperation in the present work.
In the Wash-
ington Office, Dr. Madison Coombs was rspecially helpful.
Similar aid and support was afforded the writer by Messers
C. A. Hammer and Raymond Howe at Martin, South Dakota, Mr. Coburn
and Mr. Llewellyn at Rushville and Messers Boarders and Sevier at
Gordon. Nebraska.
iv
The dedication and exactitude of the interviewers in the study
Mrs. Eloise Halsey, Mrs. Leona Shaw
is very gratefully acknowledged.
and Mrs. Lucille Vocu became not only helpers in the gathering of the
necessary information but highly valued friends during the course
of the study.
Once the data were collected, the immense task of analysis
was undertaken and many problems continually arose in the organization,
treatment and presentation of the material.
The very considerable
efforts of Mr. Ralph Mason, Dr. Mitchell Silverman, Mrs. Cheryl
Carhart and Mrs. Suzanne La Turner are very highly regarded.
Dr. K. B. Little, immediate past Chairman of the Department
of Psychology of the University of Denver was another supporter of
this work and it is more than likely that without his aid and interest
the grant proposal might either never have been written, submitted
or approved.
Credit is due Mrs. Alexan-La Hendee for her organizational
and financial "wizardry" relative to the control and expenditure of
Without her direction, a monetary shambles would
the project funds.
have undoubtedly resulted.
The writer's appreciation of the forebearance and help of
the programmers and personnel of the Computer Center of the University
of Denver under the immediate direction of Mr. F. B. Lucas cannot be
adequately stated in words.
The thoughtfulness and patience of these
people especially Mrs. Virginia Reck and Mrs. Martha Caldwell plus
their technical skill constituted an unwavering source of security
and strength to this worker.
The kindness and wisdom of Dr. Ruth Underhill
merits extra
note.
Her interest and suggestions were always
very seriously taken,
and it is hoped that eventually her challenges
to the writing style
of this researcher will bear fruit.
The writer is truly unable to phrase his
thanks adequately
to the late Mrs. Helen Richards, a devoted
secretary and friend.
Her final typing of over 400 pages of this manuscript
was undertaken
with an attitude of understanding that
smoothed many ruffled rerves
and put things in their proper perspective.
And finally appreciation is acknowledged
the students who
participated in this research.
The hope of the investigator is that
the outcome may contribute progressively
to the future of a noble
people, specifically the Oglala Sioux and
through them to the American
Indian in toto.
Preface
This report is largely technical in nature.
The immensity
of the project precludes, at this time, much more than a pre-
sentation of formal data.
Nevertheless, a few incursions into
values, bias, hope, and speculation have been undertaken.
The
writer makes no pretense of embracing objectivity in the sense
of being detached from the significance of the problems studied.
The area investigated was not selected for research out of dis-
Neither are the methods employed the only ones that
passion.
might have been utilized.
Lastly, the interpretation of the
findings are not given without some emotion, though an effort
has generally been made to keep this to a minimum.
Still the
dominant feeling is one of incompleteness, of unfulfillment.
Critical readers will undoubtedly serve a constructive function
by pointing out these theoretical and methodological gaps.
If anything comes of this work, it should be a perspective
that in recognizing the complexity of the problems researched,
denies the validity of simplistic attempts to place the blame
The responsibility is that of American society,
for what'exists.
not the BIA, the schools, the teachers, the children or their
parents and communities.
All reflect the contemporary economic,
political, social and educational expressions of a tragic history.
But we cannot use history and complexity an excuses for inaction.
vii
The process that we observe must be the object of interference
at every point possible.
We must work with the child and the
teacher in the classroom, and with the school of which that sys-
tem of child-teacher-classroom is an integral component.
Atten-
tion must also be directed at working with the school as part
of a larger context, the community, and then with both as re-
flecting other influential environments up to the national level.
In the last analysis, the kind of change needed will be
premised upon the growth of conditions that permit all of those
involved in the educational process to realize their potential,
their ability to act as individuals in a fully sociP1 manner.
There is so much more to learn and to do.
As Goodman (1964)
notes, "fundamentally, there is no right education except growing
up into a worthwhile world" (pp. 73-74), thus we must continually
ask ourselves as we pursue. this goal, "Are we part of the prob-
lem or are we part of the solution?'
(Montagu, 1950, p. 118).
It is so difficult to know.
vi
TABLE OF CONTENTS
Page
Chapter.
Introduction
I
1
Theoretical Background
II
4
Introduction
4
The Current Status of Indian Life; Some Generalizations
6
The Sioux at Pine Ridge
8
A Theoretical Perspective on Society, Culture and the
Individual
10
Social Change and Value Conflict. Is The Anomie Social
System--General Considerations and the Indian
Situation
16
The Historical Context
16
Indian and White Culture Conflict:
Anomie
19
Anomie and Contemporary Culture Conflict
22
Alienation
A Psychological Perspective or. Conflict,
2G
Alienation and the Indian
30
American Education and the Education of Indian Children
34
The Motivation to Achieve
41
Achievement Motivation Relative to Home and Child-
Rearing
44
Education and Achievement Motivation
48
The Indian, Achievement, and Achievement Motivation
55
Previous Research
55
Socioeconomic Considerations and Achievement
The Indian Child
Motivations
58
Home and Child-Rearing Practices:
Achievement
Motivation and the Indian Child
59
Chapter
Page
Educational Achievement :The Schoolsarrlffe Indian Child
64
Teacher-Pupil Relationships:The Indian School Setting
74
A Research Perspective
Summary:
78
Research Design and Theoretical Framework
III
79
Child-School Relationships
81
1
Child-Home Relationships
05
Home-School Relationships
86
Sample
87
Measuring Instruments
91
Intelligence
91
Achievement
94
Measures of Social Status as Occupational Aspiration
98
Children's Attitude and Orientation Measures
100
Alienation Scales
110
Achievement Motivation Measures
117
Attitudes Toward School
127
Child-Rearing Measures
137
Children's Attitude and Orientation MeasurestSummary
143
Home and Parent Measures
151
Summary
Home and Parent Measures:
158
Procedure
162
The Child and the School-
Results and Discussion I:
IV
Basic Sample Characteristics
166
V
ChildSchool Relationships-
Results and Discussion II:
Alienation, Intelligence and Achievement
173
Interrelationships
173