A Survey of Native American Personnel and Services in Arizona Higher Education State Funded Institutions.

Autor/in	McIntosh, Billie Jane
Institution	Mesa Community Coll., AZ. Office of Research and Development.
Titel	A Survey of Native American Personnel and Services in Arizona Higher Education State Funded Institutions.
Quelle	(1987), (28 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Affirmative Action; American Indian Education; American Indian Studies; American Indians; Comparative Analysis; Educational Needs; Employment Patterns; Equal Education; Equal Opportunities (Jobs); Faculty; Higher Education; Institutional Personnel; Minority Groups; Public Colleges; Questionnaires; Racial Balance; Racial Composition; Reservation American Indians; Role Models; School Surveys; Student Personnel Services; Universities; Arizona + Suchen Sie Ihr Suchwort? American Indian; Indianer; Educational need; Bildungsbedarf; Beschäftigungsstruktur; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Academic Staff; Lehrkörper; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Fragebogen; Identifikationsfigur; University; Universität
Abstract	A mailed questionnaire was used to find out where Native Americans are presently employed in higher education in Arizona, how near parity the personnel numbers are, what levels of employment are included, how tribes are consulted for curriculum development and program services, and what Native American curriculums and programs are now available. The survey was conducted from July to November, 1986, and data from 18 public institutions of higher education were examined. Native Americans employed in any capacity equaled only 2% of the total employees in Arizona institutions of higher education as compared to 6% of the total Arizona population. Less than 1% of Native Americans were employed as instructors, counselors, and administrators. The survey revealed some noteworthy inclusion of reservation people in educational planning and program implementation. Specific academic and support programs for Native American students were meager. The University of Arizona had the most diverse and innovative programs. The survey results suggest the need for examining affirmative action procedures and developing American Indian studies curricula. Appendices include the survey instrument and a directory of Native American resource people at Arizona colleges and universities.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC