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This unique book examines the physical, psychological, social, and environmental factors that support or undermine healthy development in American Indian children, including economics, biology, and public policies. The reasons for mental health issues among American Indian and Alaska Native children have not been well understood by investigators outside of tribal communities. Developing appropriate methodological approaches and evidence-based programs for helping these youths is an urgent priority in developmental science. This work must be done in ways that are cognizant of how the negative consequences of colonization contribute to American Indian and Alaska Native tribal members' underutilization of mental health services, higher therapy dropout rates, and poor response to culturally insensitive treatment programs. This book examines the forces affecting psychological development and mental health in American Indian children today. Experts from leading universities discuss factors such as family conditions, economic status, and academic achievement, as well as political, social, national, and global influences, including racism. Specific attention is paid to topics such as the role of community in youth mental health issues, depression in American Indian parents, substance abuse and alcohol dependency, and the unique socioeconomic characteristics of this ethnic group.
This report summarizes findings of the 1993-94 Schools and Staffing Survey (SASS) with regard to schools that serve American Indian and Alaska Native students, and examines trends since 1990-91 when data were previously collected. In 1993-94, the Bureau of Indian Affairs (BIA) and federally recognized tribes with BIA funding operated 170 elementary and secondary schools. In addition, 1,244 public schools had high Indian enrollment (at least 25 percent American Indian and Alaska Native students). These two types of schools were typically small and located in rural areas and small towns. However, of the 491,936 American Indian and Alaska Native students enrolled in K-12 classes, 53 percent attended public schools with low Indian enrollment. Chapters contain many data tables and figures and provide information for the three school types on the following: (1) school and student profiles (school location and size, student race/ethnicity, school programs and services, student-to-staff ratios, graduation rates and requirements, free and reduced-price lunch rates, student linguistic characteristics, support services, and student outcomes); (2) principal characteristics and attitudes (educational background, teaching experience, specialized training, salaries, school goals, perceptions of school problems and influential groups, and career plans); (3) teacher characteristics (demography, qualifications, salaries, and perceptions of problems); (4) teacher supply and demand; and (5) trends since 1991. Appendices include technical notes, tables of estimates and standard errors, and additional resources on SASS. Contains 71 references and an index. (SV)
Making up more than ten percent of Alaska's population, Native Alaskans are the state's largest minority group. Yet most non-Native Alaskans know surprisingly little about the histories and cultures of their indigenous neighbors, or about the important issues they face. This concise book compiles frequently asked questions and provides informative and accessible responses that shed light on some common misconceptions. With responses composed by scholars within the represented communities and reviewed by a panel of experts, this easy-to-read compendium aims to facilitate a deeper exploration and richer discussion of the complex and compelling issues that are part of Alaska Native life today.
After decades of national, state, and institutional initiatives to increase access to higher education, the college pipeline for American Indian and Alaska Native students remains largely unaddressed. As a result, little is known and even less is understood about the critical isues, conditions, and postsecondary transitions of this diverse group of students. Framed around the concept of tribal nation building, this monograph reviews the research on higher education for Indigenous peoples in the United States. It offers an analysis of what is currently known about postsecondary education among Indigenous students, Native communities, and tribal nations. Also offered is an overview of the concept of tribal nation building, with the suggestion that future research, policy, and practice center the ideas of nation building, sovereignty, Indigenous knowledge systems, and culturally responsive schooling.
Suicide prevention initiatives are part of much broader systems connected to activities such as the diagnosis of mental illness, the recognition of clinical risk, improving access to care, and coordinating with a broad range of outside agencies and entities around both prevention and public health efforts. Yet suicide is also an intensely personal issue that continues to be surrounded by stigma. On September 11-12, 2018, the National Academies of Sciences, Engineering, and Medicine held a workshop in Washington, DC, to discuss preventing suicide among people with serious mental illness. The workshop was designed to illustrate and discuss what is known, what is currently being done, and what needs to be done to identify and reduce suicide risk. Improving Care to Prevent Suicide Among People with Serious Mental Illness summarizes presentations and discussions of the workshop.
"Blood Politics offers an anthropological analysis of contemporary identity politics within the second largest Indian tribe in the United States--one that pays particular attention to the symbol of "blood." The work treats an extremely sensitive topic with originality and insight. It is also notable for bringing contemporary theories of race, nationalism, and social identity to bear upon the case of the Oklahoma Cherokee."—Pauline Turner Strong, author of Captive Selves, Captivating Others: The Politics and Poetics of Colonial American Captivity Narratives