An Analysis of Attitudes Navajo Community Leaders Have Toward a Religion Sponsored Program Based Upon Membership of That Faith and Amount of Information Attained

Brigham Young University BYU ScholarsArchive

Theses and Dissertations

1976

An Analysis of Attitudes Navajo Community Leaders Have toward a Religion Sponsored Program Based Upon Membership of that Faith and Amount of Information Attained

Howard Rainer Brigham Young University - Provo

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BYU ScholarsArchive Citation Rainer, Howard, "An Analysis of Attitudes Navajo Community Leaders Have toward a Religion Sponsored Program Based Upon Membership of that Faith and Amount of Information Attained" (1976). Theses and Dissertations. 5057. https://scholarsarchive.byu.edu/etd/5057

This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. 0700070.00401 j3ja3 7 MIAN vqalysiANALYSISZ OF ATTITUDES NAVAJO COMMUNITY LEADERS

HAWHAVI TOWARD A RELIGION SPONSORED PROGRAM

BASED UPON membership OF THAT falthFAITHFATTH AND AMOUNT OF INFOTinformationlationIATION

ATTAINED

A thesis presented to the

department ofo101oa 7 comminicommunicommunicationscationscanions Brighbrighamzza young university

in partial fulfuifulfillmentrzillment of the requiaequirequirementsI ementscements for the degree master of arts

by howard rainer

1dcceitiberce ii1-1 er 1976ig1919.19 6 this thesis by howard T rainer is accepted in ititss present form by the department of communications of brigham young university as satisfying the thesichesithesiss require- ment for the degree of master of arts n llllcy y date rulon L bradley llcfcf committee chairman

owen S rich committee member

k M dallas burnett department chairman

xx acknowledgments

the writer expresses his sincere appreciation to the many people who contributed time and material toward the completion of this study I1 am grateful to dr rulon L bradley for his guidance to insure eventual completion of this work A special thanks goes to dr arturo dehoyos who was instrumental in continually encouraging and supporting the writer in completing this study his persistence scholarly assistance and great moral support made it pospossiblesiblesibIe for the writer to overcome the obstacles andalidarldarid challenges in completing thithlthis study

iii TABLE OF CONTENTS

page acknowledgments 0 S iii

LIST OF TABLES 0 0 0 9 0 0 0 0 0 0 0 vi chapter 1 introduction 1

jem the problemprobaiememi 0 0 2 delimitations 0 0 0 0 0 0 0 0 0 0 0 2 limitations 3

2 a REVIEW OF literature 0 0 0 6 5 education among american indians 5 problems and challenges 0 & a 0 10 the birth and expansion of the LDS indian foster placement program 17 theoretical justification of LDS placement program 25

3 methodology 0 e 9 0 0 34 development of the questionnaire 34 description of sample 0 0 0 0 36 field work 0 4pap 0 0 a 0 0 37

404 FINDINGS 0 a 0 0 0 41 49 38

descriptive tables 0 57 analysis of openendedopen ended questions 0 0 0 4waw 97 suggestions and comments for provingInimproving the LDS placement program 0 97 recommendations for improving foster and natural parent relationships 100 iv chapter page awareness of respondents about placement students returning to the reservation and the conse quent tribal involvement 107 questions posed by the respondents on the placement program 0 a 0 a 0 & a 110

5 SUMMARY conclusions AND recommendations 114 bibliography t 121 appendixesAPPEND I1 XXE S I1 an evaluation of LDS programs for lamanitesLama nites t fr r a t f t 124 II11 survey abstract and summary of findings by robert dean smith 125 DeclarationiiideclarationIII to the mormon church W spencer kimball 0 V & 126

V LIST OF TABLES table page 1 respondents perceived extent to which placement program breaks up indian homes by occupation of respondents 0 57 2 respondents perceived extent to which placement program breaks up indian homes by years of education of

respondents 0 0 0 0 0 0 0 0 0 40 58 3 respondents perceived extent to which placement program breaks up indian homes by church membership of

respondents 0.0 0 Is 0 0 0 0 0 0 a 59 4 degree to which native parents see placement as a favorable program by age of respondents 0 0 Is 0 Is 18 0 & 60 5 Degredegreedegrettodegreetoetoto which respondents think native parents see placement as a favorable program by occupation of respondents 0 61 6 degree to which respondents think native parents see placement as a favorable program by years of education of respondents a 0 0 0 a 0 0 62 7 degree to which respondents think native parents see placement as a favorable program by church membership of respondents 0 9 10 Is Q 0 0 63 8 respondents perceived success of the placement program by occupation of respondents 0 0 9 0 0 0 0 0 0 0 0 64

viVI tabletabie page 9 respondents perceived success of the placement program by years of education of respondents 65 10 respondents perceived success of the placement program by church membership of respondents 0 66 11 reported amount of information about placement program received by respondents by occupation of

respondents 0 0 a 9 10 0 0 16 67 12 reported amount of information about placement program received by respondents by occupation of

respondents 0 0 10 0 0 0 0 0 10 0 0 0 68 13 reported amount of information about placement program received by respondents by location on reservation of respondents 0O 69 14 reported amount of information about

placement program received1r by respondents by years of education of respondents 10 0 0 0 0 0 0 Is 0 0 0 0 70 15 reported amount of information about placement program received by respondents by church membership of respondents 0 0 16 9 0 0 0 0 0 0 0 71 16 respondents comparison of placement program with otherocher placement possibilities as best for indian children by occupation of respondents 0 a 0 0 0 0 & 0 0 0 0 & 72 17 respondents comparison of placersPlaplacemspiaplacementcemsnt program with other placement possibilities as best for indian 0 73 vilviiviivil tabletabie page 18 respondents comparison of placement program with other placement possibilities as best for indian children by years of education of respondents 0 0 Is 0 0 0 74 19 respondents comparison of placement program with other placement possibilities as best for indian children by church membership ojof

respondents 0 0 10 0 0 0 a 0 40 9 0 0 0 1 75 20 respondents opinion concerning the continuation of the placement program by age of respondents 16 21 respondents opinion concerning the continuation of the placement program bvby occupation of respondents 0 0 a 0 0 0 0 0 Is 77 22 loss of native culture by placement students as perceived by respondents by age of respondents 0 0 a 0 0 0 0 0 78 23 loss of native culture by placement students as perceived by respondents by location on reservation 0 9 6 0 0 0 79

24 loss of native culturecul-t ure by placement students as perceived by respondents by years of education of respondents 80 25 loss of native culture by placement studenstudenistudentsI s as perceived by respondents by church membership of respondents 81 26 loss of native language by plaasplacsplacementament students as derceivedperceivedperceivedDerce ived by respondents by age of resDonrespondentsdents & 0 0 0 0 0 0 0 82 27 loss of native language by placement students as perceived by respondents by occupation of respondents 83 allvilvllviivi ii tabletabie page 28 loss of native language by placement students as perceived by respondents by location on reservation of

respondents 10 10 0 0 0 0 10 0 0 84 29 loss of native language by placement students as perceived by respondents by years of education of respondents 85 30 loss of native language by placement students as perceived by respondents by church membership of respondents 86 31 sense of cultural pride of returning placement students as perceived by respondents by age of respondents 87 32 sense of cultural pride of returning placement students as perceived by respondents by occupation of

1 88 respondents 0 0 a 0 0 10 49 a 0 0 0 33 sense of cultural pride of returning placement students as perceived by respondents by location on reservation of respondents 89 34 sense of cultural pridpride of returning placement students as perceived by respondents by church membership 90 of respondents 0 0 ad1d G ID 0 10 0 0 0 0 0 35 evaluation of placement program as a valuable educational experience by age of respondents 0 fa 0 0 0 0 0 0 0 91 36 evaluation of placement program as a valuable educational exderience4experience by occupation of respondents 0 0 0 0 0 0 0 92 37 evaluation of placement program as a valuable educational experience by years of education of respondents a 0 93

IX table page 38 the influence of the placement program as an incentive to college aspiration

by age of respondents 0 a 0 0 a 0 0 0 1 0 94 39 the influence of the placement program 4 as an incentive to0 o college aspiration

by occupation of respondents 0 0 0 1 0 0 95 40 the influence of the placement program as an incentive to collecollegeciecre aspiration by years of education of respondents 96

x chapter 1

introduction

ineffective communication between the LDS indian placement program and members of the navajo community has resulted in misinformation and misunderstanding the following statement from a navajo newspaper emphasizes this point in a letter to the editor of the

A dinebaa hani december 1 1971 a group of young navajos expressed these sentiments about miss nora begay chosen miss indian america in 1971 and a former LDS indian placement student we as navajo people here in utah are not all mormon apples how nora begaywasBegbegayaywaswas chosen only god knows we live among Morcormonsmormonsmons we know they speak good on sunday talk to students who went on AWOL from student placement 0 we are true indians educated in heart and mind in indiindianindianan way raise by our good indian parentsparentsants we dont believe in being placed in white homes because we are indian some of the questions we want to know what deesdoes31 oes she think of BIA schools or indians placed in white homes would she like her children to be put in white homes why she speaks better of her white placement home more than her navajo hoganhog an wheneerwhenver she is interviewed when people are misinformedrriisil iformc dooruninfcmned they merely retain I1 2 what they have read or heard and continue with certain avenues of thoughthought whether correct or incorrect the problem the problem is to analyze the opinions of the navajo community leadership towards a religion sponsored program as related to their exposure to information about the program and to otheothere social variables specifically this study is concerned with two main questquestionsionis 1 Is the reaction among navajo community leaders towards the LDS indian placement program related to the amount of information they have available about that program 2 Is the attitudes of navajo community leaders concerning the placemenplacementt program related to their social economic status of age religious affliationaffliction and other such variables delimitations since tribal leaderleadershipship encompasses more than two hundred different american indian reservations and hundreds of indian urban and rural organizationsorganicalorganizal ionslons it is virtually impossible to conduct a national study due to distances involved it was not feasiblefeasablesdble to attempt a survey on all indian servatreservalreservationsreservatre ionslons the survey was conducted on the navajo reservation with tribal leaders representing various geographical areas of the navajo nationkationdation language was also a limitation injin 3 the acquiring of information becursebecuase some of these leaders were unable to write or speak the english language the study was challenging from the standpointstandpount that it was a pioneer study in researching the first hand personal feelings of navajo community leaders in their attitudes towards the LDS placement program limitations extraordinary difficulty was encountered in obtaining information due to great distancdistancedistanceses on the navajo reservation opposition by potential respondents and leaders to answer the cplestionnairequestionnaire and general mistrust and fear of expressing any feeling to a lrangerbrangerstrangers the respondents often felt that the interview wac- aci threat to their privacy and therefore connected the questionnaire with negative connotations many of the respondents did not speak the english language and communication between the interviewer and the interviewee became difficult former placement students and LDS missionaries were used to assist in ad- ministering the questionnaire these individuals were able to interpret in the navajo lanaulanguageage for those leaders who did not speak or write the english language while traveling and visiting with some of the navajo community leaders caution was expressed by some of 4 the LDS church representatives in having the survey conducted this concern was prompted by the fact that it was felt that such a questionnaire or study might cause more confusion or misunderstanding about the LDS indian placement program chapter 2

REVIEW OF literature

the limited studies already accumulated confirm the fact that very little research has been done on the indian student placement program sponsored by the church of jesus christ of latterlatterdayday saints the review of literature therefore will consti- tute a brief review of indian education today tl-thee problems of acculturation in nonindiannon indian classrooms and the development of the LDS foster placement program educationEdurationcation among american indians education for the american indian has proven to be an embarrassing page in academic achievement the following 1969 senate report confirms this dropoutdrop out rates are twice the national average in both public and federal schools some school districtsdi strictsstricos have dropout rates approaching 100 percent achievement levels of indian children are 2 to 3 years belowdelowdellowbralowdellbraldecl ow those of white students and the indicindianm child falls progressively further behind the longer lie staustawstawsstausstayss in school only 1 percent of indian children in elementary school have indian teachers or principals onefourthone fourthX of elementary and secondary school teachersbyteachers byI1 their own admission would prefer not to teach indian children and 5 6 indian chichildrendren more than any other norityborityminoritymi group believe themselves to be below average in intelligence 1 this problem is reflected in an emphaticemphaticp pieaplealearea submitted to the open forum of the november 25 1973 issue of the denver post we are desperately in need of educationaladutedut ionalationalatactional materials at our indian school on thetlle cheyenne indian reservation we need materials such aass magazines with lots of pictures for cutting out books that could be placed in the classrooms for reading art materials such as yarn leather scraps remnants and any other craftorientedcraft oriented items old clocks and small machines thathatthacc could be dismclntldismantledd tools anything of an educational nature we would appreciate any help you could alveolvegive usu-z items shoultshouleshould be sent to bruce miller bubusbybv school busby montana 59016 thank you 2 the limited availability of educational social and recreational opportunities for indian children is a reality dr george lee a navajo stated in his doctorate dissertation books magazines and a daily newspaper are not common in an indian home especially in reservation areas activities such as museums zoos picnics vacation trips

111 indian1 educataducateducationionlon A nationsnationcnationalail tragedyatragedy A national challenge senate report no91nogi 501 november 3 1969 PPOIXOIX 2 ebruce2brucebruce A miller indian school needs the e Dposts L 25 p 26026 1 0 sunday 1973 denverdenv I r A november 7

art galleries and theatre plays are not taken for granted0.0 rides on jet planes trains and ships are still foreign to an indian child and in most cases to his parents as 133 well is in many cases federal involvement in educating the american indian has proven unsuccessful the complexities in bulbureaucraticbureaucratic governmental programs are equentlyfsequentlyfrequentlyr and eradicateeradicatelyly developed and adminsteredadministered without considering the indian parent and child clearly stating the reality of the federal govern

L mentsments1mentse failure in providing hetthe higheshighestL quality of education for indians is senate bill S 2724 section a which was introduced on october 20 1971 the congress after careful review of the federal governments historical and special legal relationship and resulting responsibilities to american indian L people finds 1 that the federalL responsibility for providing education for0 or indianederchildren for adult education and for skills training hchass not produced the desiredae&e sired level of educational achievement nor created the didiverseddivergedversed opportunitie-opportunitiess and personal sat- isisfactionfaction which education can and should provide 5 thatulat in many areas of the nation these deplorable levels of educational attainment are directlya linked to inadequate educational materials school curric- ulums which area le not relevant to the indian culture substandard facilities lack of enough competent

aa3 3aA comparative study of activities and opinions of navajonava 3 0 highliighagh school graduatesA among four seleciselectedfeleci ed school models A dissertation by george P lee august 1975 8 teachers and allurefailuref to place appropriate decision making authority and responsibility for educational policy in the hands of the indian people 4 in an indian education subcommittee report to the senate in the 92nd congress further statement was given of the lack of support the federal government has given in educating the americanamerican indian while local school districts themselves must share part of the responsibility the indian education subcommittee concludes that the federal government had failed to live up to its responsibilities in providing funds and leaderleadershipshiloshitoshilD for assisting public school districts to better understand and meet the special needs of indian students we have concluded our onaional policies educating american that natinational for 5 indians are a failure of major proportionproportionssO fifty perpercenten of indian school children double the national average drop out before completing high school indian literacy rates are among the lowest in the nation the rates of sickness and poverty 7rearere among the higheshighestc thousands of indians whovinovano have migrated into the cities find themselves untrained for jobs and unprepared for urban life 6 although the past picture has been bleak the education of the american indian is slowly changing with

4 4senatesenate bill S 2724 section a october 20 1971 5 5senatesenate report no 9238492 384 calendarcl no 382 indian education act of 1971 92d congress 1st session p 141 4 g 4 6associatassociationon1onton1 of lleamericanwieMierican indian physicians pam 721 NE 14th st oklahoma city okioklahomaahomaaboma 9 the quest for self determination indian parents are beginning to eressexpress the idea that they must attend to their childrenchildrens welfare in the classroom and that they must have a voice in school curriculum recently indian school boards advisory boards junior colleges and even indian operated schools have expanded for example the ramah navajo high school at ramah new mexico and the rocky boy elementary near box elder montana are presently managed by american indians this is not a drastic change yet these indian schools evidence a new era the american indian currently desires to contribute to his childrens educational system an analysis involving the significance of indians taken a keen interest in their childrens education iri c summarized in this statement

9 1 the ramah navajo high school in ramah new mexico and the rocky boy elementary school near box elder montana are pretty small potatoes their budgets added together do not make one million dollars between them they enroll fewer than 400 childrchildrenen bubut there are other measures of importanceimpo L tance 4 more significantsignifsignia 1 cant than size these schools were first imagined by indians fought into being by indians and are being run by indians in accordance with the desires of their own indian communities 0 they were not called into being by grants and technical assistance theirtheisthelsthey were called into being by groups of poorly educated indians nbowhonho wanted to run their own 10

schools the grants and technical assistance were importimportantant batbut the impulse was all the more important 7 thefaturethe future of indian education will be determined by this new philosophy developed by indians in a national report on change and progress of education for indian children the concept of indian education and its goals and objectives were discussed the goals of american indian education are generally agreed upon by all parties when they are stated broadly essentially the goals are to enlarge the area of choice of indian people and to help them maintain their dignity it is generalgenerallylv aareedagreed that indian people should have increasing influeninfluentinfluencece and responsibility for their education the school plprogramogram should be developed with curriculum atmosphere and behavior of teachers and students aimed primarily at maintaining respect for indian culture and the dignityofdignity of indian peoples while maximizing the capability of studentsstude Arits to move comfortablvcomfortably between two social orders the larger community and the indian through teaching skill and competence in the nonindiannon indian culture and economy 8

problems and challenges since his first encounter with the new england pilgrims acculturation has been a traumatic experience for

711indian711791 indian education inequality in education harvard university center for law and education cambridge mass 1971 number 7 p 8 birQ theme education of indian children and youth J robert J havighurst Directdirectororiorp the university of chicago the national study of ameamericanamericanl ican 1adianndianindian Eeducationducationcatlon december 1970 USPE OEC 0 8361147ott7otta 21802805228051 p 353503 505 11 the american indian his story vividly shows that congres- sional political religious and educational institutions have often deliberately used acculturation as a vehicle in achieving ulterior motives or selfish momentary gains websters third new international dictionary defines aculturationacculturation as A process of intercultural borrowing between diverse peoples resulting in new and blended patterns esp modifications in a primitive culture resulting from contact with an advanced society 9 assuming this definition of acculturation correct intercultural borrowing andblendingand blending would be a positive step for the indian instead a continuous battle has continued between indians struggling to preserve a remnant of their cultural institutions and the nonindiannon indian wishing to destdestroyoyroyyoyr the remaining institutions some authors believe that whether by force or subtle attempts to integrate cultural norms foreign to indian children education has been a primary source of perpetuatingpcapetxpettuetingtuating acculturation ayingabingpayingP little attention to the multitude of linguistic and other cultural differences among the

9websterswebsters third new international dictionary 1966 p 0 6 12 tribes and thetine varied traditions of child rearing in preparation for adulthood in the tribal communities the government entered the school business with a vigor that caused consternation among the indians the package deal that accompanied literacy included continuing efforts to civilize the natives old abandoned army forts were converted into boarding schools children were removedsometimesremoved sometimes forcibly long distances from their homes the useus e of indian languages by children was forbidden under threatth eat of corporal punishment students were boarding out to white families during vacation times and native religions were suppressed these practices were rationalized by the notion that the removal from the influence of home and tribe was the most effective means of preparing the indian child to become american 1 0 the effects of the acculturationaccult uration process affecting not only the american indians way of life but other subcultures around the world as well have beenbe an a social phenomenon that have caused considerable interest4Ln terest to many world scholars there are people who view acculturatlonacculturationacculturatacculturate jion as a normal result of advancement or progress but there are others who see this process as having very negative effects on behavior by those being involved an analysis of acculturalacculturationclonCion by world scholars in the social sciences indicates that when pressure is exercised upon a subculture a reaction may be to revert from rather than to accept dominant cultural norms

loesteleloestele fuchs time to redeem an old Promispromiseez 11 saturdkaturdsaturdayaayy review january 24 1970 p 55 13 aberle 1966 hallowell 1955 lowie 1945 and wissler 1923 observed that failure of the american indian to acculturate often leads to the creation of nativistic movements this is a reversion of earlier cultural patterns which to some extent must be experienced through fantasy the longing for ehetheche return of the buffalo herds andancianeancy the freedom of mob- ility which once existed seem to be unrealistic at this period of time 11

in a book entitled readings in anthropology A irving hallowell concluded that when acculturation occurs among american indians it is accompanied by a psycholo- gical lag this lag stems from the indians failure to assimilate beyond a superficial level the 20th century idealogideidealogyideologyalogyy andarjaariaania technological conveniences his mental frame- work is still tied to his past nature oriented nonmaterialistic way of life hallowell admitted that social scientists did not have sufficient concrete research to measure thetl he extent acculturation has developed among the indian peoples dr william benham a creek indian educator for the bureau of indian affairs states in his article respect and understanding keys to indian education

llllrobertrobert dean smith relationships between foster home placement and latter acculturation patterns of selected americanalneAine rican indians mastersma te rs thesis utah state university 1968 p 131316 14 that acculturation is workable if and only if there is sincere recognition and respect for different cultures thus a foundation in our mutual crossculturalcrosscultural effort is an attitude of respect on the part of all who work with the indian people an attitude that seeks deep understanding of the indian people in historical retrospect and their position in todays complex world also we need an understanding of ourselves and our expectations for the indian people these expectations should bbee high and based on an understanding of the cultural differdifferencesacesnces which separate indians from the rest of society 12 in studies dealing with cultural identification and levels of aspiration L madison combs reports that implications of the degree of indian blood and language were determining factors of acculturation in this way the data revealed an riazinglyamazinglyart consistent relationshipbetweenrelationship between thlthithee degree of indian blood and preschoolpre school language on the one hand and level orof

6 achieve1achievedachievementn Z nt on the otherocnerogner with only one notablenoinollabiezabledable exception the smaller the amount of indian blood in a group and the greater amount of english spoken prior to school eantranceentrance aethe higher the group achieved 13 these two factors were not considered supreme determinants of acculturation success for indians but

12drdr william benham indian education publication of the national indian education association respectRem spect and understanding keys to indian education vol illliililiii111 hono 4 september 1973 13 L madison combscoroscomos et al the indian child goes to school US department of the intinteriorriorbior bureau of indian affairs 1958 appp 161 6 15 were considered to be of relevance regarding the degree of acculturation achieved the authors of A study of the graduates of the indian student placement program of the church of jesus christ of latterlatterdayday saints states that

4 they did believe that these characteristcharacteristics4csacs are of the best indices of the degree of acculturaticnacculturation of a pupil and that the stage of acculturation chicwhicwhichh a pupil and his family have reached has a powerfulpowerfulerful influence upon his social achievement 14 they further commented from these statements then we can concconcludeude by I his association withwiwikwlk L h the majority culcuiculturetutetuke that hisnismismls desire to achieve his level of aspiration is correspondingly influenced and increased 151 another dimension of acculturation is the unseenunceen problems of cultural shock which is the challenge of adjustadjustmentment of rejection of a foreign culture the person finsfin1fina s himself caught in a series 0off unconventional ways of living which may cause adverse effects dr kalervo oberg explains culture shock and its mental considerations as follows noenownolynovy when an individual enters a strange culture all or most of these familiar cues are removed he

14 leroitberoit G barclay jr harold C brown royal V ellis kent E morgan gary L wade arland L welkiewelkwe A study of the graduates of the indian student placement programpro am of the church of JQSJS airistcnristchrist of latterlatterdayday saints diss university of utahateauteaI1 1972 p 18 15 ibid p 18 16 or she is like a fish out of water no matter how broadminded or full of goodwill you may be a series of props have been knocked from under you followed by a feeling of frustration and anxiety people react to the frustration in much the same waywayewayo first they reject the environment which cassezcausescausez the discomfort the ways of the host country are bad because they make us feel bad when americans or other foreigners in a strange land get together to grouse about the host country and its people you can be sure they are suffering from culture shock another phase of culture shock is regression the home environment suddenly assumes a tremendousbrementremendous importance to1110 an american every- thing american becomes irrationallyirrationally glorified all the difficulties and problems are forgotten and only the good things back home are rememberedreirtembered it usuallusuallyy6ya takes a trip home to bring one back to reality the problem of adjustment and acceptance of co- nflicting nonindiannon indian cultural valuvalueses in the classroom has been frustrating for both the nonindiannon indian teacher and the indian child teachers false perceptions of indian f 1I childrechildrensns response and performance in the classroom

1 result in accusations of apathy in retaliation indian children withdraw in many cases they seek to display dPfianceflancedefiance by total silence andron productivity companioned with changes in indian education nneww programs for combating the acculturation problems are being innovated instructing indian children with english

16 dr kalervo obert cultureculturecuiture shock and the problem of adjustment to new cultural environments 11 foaA 329 bobs merrill reprint series in the social sciences indianapolis 1954 17 language problems special indian cultural studies and other similar proprograntsprogramsgranisgrants are slowly effecting a new hope that indian children can cope with acculturation As stated above among the many problems facing the american indian the problems of acculturation has been of paramount JMportanceimportance due not only to the inconsistency of approach of the nonindiannon indian acculturation agents but also to the inconsistency of the varied programs used in the attempt of acculturation As we continue to review the literature of the relevance to our present study we will describe one particular program of acculturation that supposedly overcomes these inconsistencies As we discuss

T the indianA- placement program of ththee LDSUDS church we will

& atattempttemptemplL to illustrate that even though it appears to solve some of the problems presented in the acculturation process it appears to have failed in part to communicate its substance to the indian community the birth and expansion of the LDS indian foster placement program historically the indian student placement program of the church of jesus christ of latterlatterdayday saints had its cormmencementmenacementcommencement in 1884 although there was not a conscious effort to have a foster indian program during that time 18 elder B H roberts one of the presidents of the first council of seventy recorded that indian children were living with aitealteaatemitewhite mormon settlers in many of the southern settlements already the indians have become useful in labor and businesbubinesbusinesss and quite a number of indian chilchiichildrendien are found living in families who have taken them to bring up and educate so far as my knowledge extends in relation to the subject such children have had the benefit of common schools 17 clarence R bishop in his masters thesis stated it was some sixtythreesixty three years later at richfield utah that real development of the indian foster program began golden buchanan a lumber mill owner and member of the sevier stake presidency became interested in indian immigrant workers during stake conference he exhorted church members to be more thoughtful towards the immigrant workers the greatestgr ates1atess result of buchanans message was revealed days later when mrs amy avery approached mr buchanan and reported that a young sixteen or seventeen year old indian girl named helen john a worker in the beet fields ddidL d not wish to return home with her parents but wanted to stay in richfield to attend school having had two or three years schooling the girl spoke fairly good english helen told mrs avery

17 B H roberts A comprehensive history of the church of jesus christ of latlatterlatterdayt eerdayrddavday iintssaintss lintseints vol IV salt lake city utah deseretdesereldemerelk news press 1930 p 51 0 19 she would be no bother to the familyfamily if while she attended school they would let her live in their backyard in a tent mrs avery wanted to give helen the opportunity of attending school but having three dependent teenage daughters of her own was unable to be of assistance she was aware of the fact that helen would require tutoring to attain grade level so she sought the advice of president buchanan 18 the following is a personalapersonal observation made by president buchanan regarding an internintervinterview4lew and subsequent visit he had with helen I1 began to think about it and tried to figurefigureegure out how it could be done the more I1 thought about it I1 began to realize what a tremendous thing this would be for this girl and other children in the same situation I1 began to get an idea of0 F how it could be done and wanted to express my feelings to someone who might be able to do something about it I1 had never met him but had written one or two lettersters about the indiansnd iiiI s over at koosharemKoo sharem I1 finally had the temerity to write a letter to him outlining a plan of bring- ing this girgicgirl1 and others into the homehomes gofof the church members to help them get an education two days after Presidepresidentent buchanan had written the letter elder kimball arrived to interview mr buchanan

181 p 18clarenceclarenceciarence R bishop indian placement A historyhistnry of the church of jesus christ of latterlatterdayday saints unpublished mastermcaster thesis university of utah 1967 p 29 0O

19 1 ibid r appp 31320132.013231013201 32 20 and call him to assist this young girl with her educational needs the call was accepted and helen with two others came that first year the three lived in richfield with 0 f president buchanan and two other families 20

elder spencer W kimball then a member of the council of the twelve apostles of the church of jesus christ of latterlatterdayday saints gave a progress report to the president of the church indicating the success of the progrcprogreprogramunu up to that time for the past year or more we have been doing some experimentation in the outing field with the indians and we would appreciateappreampre C icateacate very much if we might have the reaction of yourself and the council of the twelve in this important matter at the urgent request of indians on the reservation we have brought ffromrom that area a number of youngvoung indians and placed them in various homes in the stakes largely in sevier and gunnison stakes these young people have come directly froinfrom the relrecervationservationreservationervation into the cultured homes of our members they have come not as guests nor servants but as sons and daughters without adoption they have been free to return to their fzutiiliesfamilies and the foster parents have been at liberty to terminate the agreement in a few homes it has been working for two years and in quite a number of homes for one year and seems to havihaveBEBE been quite successful about 18 girls and two or three boyshoys have thus been given foster homeshavehomes have been given schooling in excellent utah schoolshaveschools havehava participated in the church activities and almost all of them have joined the church and are very happy in their associationassocication in this area 21

201bidibid appp 363736 37 21 3 7 3 ab1bibidid appp 0 373837 388 21 in 1951 an added boost to the placement program came in the appointment of president buchanan as mission president for the southwest indian mission at that time the southwest indian mission was the homeland of many indian students who were involved in the program an historic event occurred in july of 1954 when the first presidency and the council of the twelve offi- cially endorsed the indian placement program A letter of counsel regarding the placing of indian children in foster homes was sent by the first presidency on august 10 1954 it is to be made plain to the families of your stakes that herethereL isi s no compulsion or pressure to be exercised in taking an indian child into their home if they elect to do so they must do so of their own free will and assume all responsibilities in con- nection thetherewitht ewithbewith it is understood that if an indian child is taken into a home he comes not as a mere guest not as a servant althousalthough11 of coursecorixse he or she would be expected to assume such responsibilities of service as all children ought to have and share but that he or she may enjoy the spiritual and cultural atmosphere of the home and to be given such schooling in the public schools as may be fordedaffordedaf to him since our indian families are in main without financial means to provide all of the items which may be incidental to placement of their children it may be necessary in many cases for the homes who take them 4 to irlrrtmakeke contributions for the oodfoodL clothing trans- portationportation and other incidental expenses we feel sure that you the presidents of the stakesstackes will be sympathetic with the ends sought to be attaattainedmed and that you will give to brother jensen coordinator of indian affairs for the church in his undertaking your full cooperation

22ibid221bid appp 43444344043 44044 22

when the church determined to give support to the program the plan was given legal status and brought under the utah state department of public welfare childrens service through the state license of the relief society 23 since that time the independent placing or receiving of children has been highly discouraged as by definition it is0 illegala 24 A great expansion period came from the placement program as the number of indian students grew from sixty eight in 1954551954 55 to more than three thousand by 1969 mormon families in georgia idaho washington state and canada werewarrewerre participating in 96919691 president alvin R dyer representing the first presidency delivered wian address to the combined agency directors attending a Placplacementemet program meeting his message strengthened the support of the program when he said this work must expand and go forward to fulfill the glorious destiny that the lord has provided for this wonderful people I1 bear testimony to you of the greatness of this work and pray that the lord will bless all of you associated with it and bless you stake presidents and others throughout the church that the program can be expanded so that more of these wonderful young people can go into

23kimball loc cit 24based on correspondence from the first presidency of the LDS church david 0 mckay stephen L richards and J reuben darkharkclark to alallaliail stake pres SLC june 27 1955 23 LDS homes and there learn that pattern that isi s so I1 25 needed by hemthemt to safeguardsafeguardsafeguardafeguard their own homes continued encouragement and support came to the placement program as it was combined with other church programs under the title of unified social services in october of 1969 the social service programs of the church one of which was the indian placement program were combined under the title of unified social services of the church of jesus christ of latterlatterdayday saints this single department was placed under the direction of the social service committee with general authorities of the church appointed as chairman and membersrnenlbers elde arvinurvinmarvinma J ashtonashl on assistant to the council of twelve was appointed managing director of the department and was given the responsibi 269 litylifcyliccy for its churchwidechurch wide direction in 1967 an information handbook entitled an evaluation of latterlatterdayday saint programs for the lamanitesLamanites was published to explain many of the church programs

25 opinion expressed by alvin R dyer in an address the work among the lamanitesLamanites must go forward at the assembly hall salt lake city utah october 4 1968196810 26 steven D bunnell loella A farrington glengienglen en R grygla marilyn L rea glen van wagenen the natural family background and cultural identificationide of the first year LDS 7indian placement students unpublished masters thesis university of utah salt lake city 1971 p 8 24 available for lamanite people the placement program was included in the evaluation with explanations of its objectives operation and requirements for participation in the program the information can be found in appendix I1 in his masters thesis study of 1968 robert D smith made an evaluation of the placement students who had participated in the program his thesis abstract and summary of research are very informative in presenting data on exactly how successful the participants of the program have been it explains their activities in such areas as continuance of higher education economic status and acculturation these findings can be foundround in appendix II11 today more than 2300 indian youth have access to educational and social opportunities that have been denied them and their forefathers for so many decades perhaps the LDS placement Prprogramogrant is meeting part of the challenge and answering some of the questions that elder spencer W kimballPimfim ballbalibail posed to the brigham young university student body at the student assembly whethewhenhewhen he emphatically asked and we ask how can the prophecies be fulfilled how can zion rise and flourish how can the lamanitesLamanites blossom as the rose upon the mountains how can they 25

recreceiveeLve the gospel how can there be a day of godsgod s power how can a nation be born in a day how can their chiefs bebae filleduithfilled with the power of god and receive the gospelgo telteipelsteletelspels how can they go forward to build the new ierusalemjerusalem if viewe do not fulfill we carry a great burden 27 ironically in 1855 some one hundred and twelve years earlier a great american indian leader was looking for the same answer that has been partially answered today as the church of jesus christ of latterlatterdayday saints attempts to fulfill its commitments not as a brothers keeper but as a true brother to the indian tribe follows tribetribeltriber and nation follows nation like the waves of the sea it is the order of nature and regret isjs useless youyouryou1717 time of decay mavmay be distant but it will surely come for even the whwhiteite man whose god walked and talked with him as friend with friend cannot be exempt from the commancommgncommon destiny we may be brother afafterter all we will see 2 chief seattle 1855 theoretical justification of LDS placement proorcjtiproqrzrlk the i since the establishment of the church of jesus christ of latterlatterdayday saints on april 6 1830 american indians have experienced a unique relationship with the

277 spencer W kimball the lamanitesLamanites their burden our bulburbuldenburdenburdenden speeches of the year provo utah IC I extension publicapublicationionlon aduladultL education and extension services BYU april 25 196701967 p 16 28Q edgar SOS cahn our brothers keeper the indian iinn whitelarnlaaniaan itce america new community press inc 3210 grace ststjbstj NW washington DC october 1969 preface 26 mormon church the foundation of this relationship is contained within the theological and doctrinal beliefs of the LDS church and was staunchly supported by joseph smith founder and leader of the mormon church until his martyrdom in 1844 joseph smith proclaimed an absolute and sacred obligation which the mornmornionmormonionlonuon church must have for the spiritual and secular welfare of american indians in due time this responsibility would come to fruition in the development of extensive missionary activity as well as programs providing social and economic opportunities for american indians thus in 1830 LDS missionaries werewe e sent by the prophet to preach the gospel and mormon beliefs to various indian tribestribes at the very beginning of the development of the LDS church therefore in the fall of 1830 only months after the organization of the church missionaries were sent to tribes of indians in new york ohio and missouri these indians were told of the book 0of17 mormon and members of their tribes who could read were given copies 29

joseph smittsmithsmitthsmitchsmiachh emphasized his concern for hetheL spiritual teelwellbeingwellwelireell being of the american indian in the follafollavungfo31owingVungmung passage

0 0 brethren I1 have been very much edifedifiedled and instructed in your testimonies here tonight but

299 josephfieldingjoseph fielding smith essentials in churchI1 lisilshisfllisills tory saitsalt lake deseret news press 1953 p 115118115- 118 27

I1 want to say to you before the lord that you know no more concerning the destinies of this church and kingdom than a babe upon its mothers lap you dont comprehend it 0 0 0 it will fill the rocky mountains and there they will open the door for the establishing of the gospel among the lamanitesLamanites american indians who will receive the Agospelaspelospel and their endowments and blessings of god 0 following joseph smiths death other prominent mormon leaders in the 1800s continued to declare the churchs obligation and commitment to the american

indians iojohn& n taylor warned against complacency in ful- filling the duties charged to the church and at a time when the idea was an anathema to most non indians john taylor severely admonished the membership to treat lamanL unan ites exactly as they treated their other white brethren the work of the lord among the lamanitesLamanites must not be postponepostponeddf if we aesireamsiredesire to retain the approval of god thus far we have been content simply to baptize them but this must continue no longer the same devoted effort theune same care in instructing the sarlesartesantesame organization of priesthood must be introduced and maintained among the house of lehi as amongst those of israel galgatheredgatthered from gentile nations As yet god has been doing all and we comparatively nothing he has led many of them to us and they have been daptizbaptizedd and now we must instruct them further and organize them into churches with proper presidenciespresidencies attaattachh them to our stakes organizations etc in one word treat them exactly in these respects as we would treat our white brethren jl31

30wilford3cjijford30wilford woodruff general conference report april 8 1898 pep 57e57 millennial31Milenailennmilennmilennialnialka star 44733 letterietter from salt lake city october 18331033 28

orson pratt emphasized mutual responsibilityA and dependency indicating that while the church is indebted in a fundamental way to the lamanitesLamanites the lamanitesLamanites are ultimately obligated to perform certain duties for the churchchurchy the conditions of this mutual deDendependencydency are of special note orson pratt warned that if the church chooseschoochoosestosestoto neglect its duties because of mutual dependency the lamanitesLamanites cannot be expected to perform theirs it is with this in mind that elder orson pratt said on july 15 1855

1 my I believe with all mv heart as exdressedexpressedexADressed by our Ppresidentresident this people the LamaLamanitelamaniteslamanitesynitesnicesniceesy will be our shield in days to come and I1 believe that if we lose this shield by our carelessness or by settling down in ease in zion it will be woe to us that call ourselves latterlatterdayday saints 329 the spiritual leadership of the church has to

lt the present time continued to0 o recognize the primary importance of its responsibility to american indians

1 contemporary church leaders are stressing ttheI e urgency of establishing good communication and better relations with indians president sdencerscencerspencer W kimball has been a long- time advocate for the north american and south american

32 dean L larsen you and the destiny of the indian salt lake city utah bookcraftdookBookcrafft 1966 p 46 2290 indians in the past he has been a principal leader in establi-establishingshing the lamanite indian committee and the indian placement program he continues to be a prominent spokes- man for the indian interests while addressing thousands olof01 BYU students he concludes his remarks with a challenge to the nonindiannon indian membership my young brothers and sisters in conclusion I1 plead with you to accept the lamanite as your brother I1 ask not for your toleranceyourtolerance your cold calculated tolerance your haughty contemptible tolerance your scornful arrogant tolerance your pitying cointossingcoin tossing tolerance I1 ask you to give them what they want and need and deserve opportunity and your warm and glowing fellowship your unstinted and beautiful love your enthusiastic and affectionateaf fe C IC ionatbonat e brotherhoodbrotnezbroonezhood may god bless the lamanite and hasten the day of their total emancipation and florescence and god bless everyeven y soul who will contribute towards the ultimate goal thisthic3.3 I1 pray in the name of jesus christ amen 33

dean L larson writer and past executive secretary of the indian committee for the mormon church exhorted the nonindiannon indian membership to work and support indian programs sponsored by the LDS church saying As I1 say we owe themcnemanem a areatgreat debtadebt a debt that we can help to repay through the blessing of their children if as a churchchu ech we would join in purpopurposefulseBal

33 spencer 14 kimball chenhethephe manitelallamaniteLai miscellaneousmismls ce11aneou s LIil2chesspeeches provoProprovevz utah extension publications adult ed and extension seservicesvices BbmBYZJm april 1953 p 161416 30 prayer for the redemption of the lamanite people even as their athersfathersf for us I1 believe miracles could be wrought and the day of their restoration could be hastened how long has it been since you and your family united in prayer and fasting for the blessing of the lamanite people As we conclude this series of lectures on the lamanitesLamanites I1 hope you can find within your hearts a greater desire to make a contribution to itC your help youryoua sunsupsupportPort and your prayers are needed I1 know that any effort you make will be answered with blessings upon your heads brigham young promised special blessings to the saints of his day who would labor for the restoration of the indian people certainly the promise extends to us in our time 34 today literally thousands of american indians are directly involved with or influenced by some aspect of the numerous church programs designed to provide some form of educationaladucaeduca IC ional and technicatechnical1 assistance for improving the social economic and spiritual welfare of the indian with these activities have come setbacks while formulating proprogramsgrains for american indians the LDS cherchchurch hashahoshoc frequently found itself perplexed and confused in knowing how to properly interact with the indian Tthene communications between the nonnonmormonmormon indian and the mormon church have been strained in recent years because of the varying factors of apprehension and

34 dean L larson americanivinetimekine rican indian today provo utah EYUBYU extension publications division of continuing education june 1965 p 36 31 misconception as to thethen real intent of mormons on indian servatreservalreservationsreservatre lonsionionslons the unfortunate negating idea that the LDS church is merely another zealous religious missionary sect has been detrimental in providing open communication with many tribes and communities throughout ameriamerlamericaCZ for instance in a 1974 high school publication from the ramah navajo high school in ramah new mexico entitled the anglos and the mormons come to ramahramahi gave some interesting cormcommentsbentsnents as to reactions that were expressed in regards to mormons living in the ramah area

the navajo people of ramramahah ran into race Ppreju-ICI C D u dice the nglosanglosT andenideuidenad momormons1Iwonsmons did not respect navajo culture they did not respectrespect navajo law the anglos and mormons wanted the navajos to become little brown anglos the anglos and mormons were backed by armed forces flflomfromom hingtonwashingtonrasVas missionaries came in and told the navajnagajnavajo0 people to give up the navajonava30 way of life anglo and mormon teacleteacheteachersL s to-toadtoldldL the kids in school not to speak navajo many navajo began to think that bad to be a navajo and good to be anglo or mormonits in an article from an indian newspaper called

the karpatkarpathwarpatwarpathWarpathll11 entitled white racist christians torment indian children n by susan hannan comments were made in

1I 0 regards toL o attitudes towards the placement program not only are our children being taken and put into foreign homes they are having a foreign relicreligiondelicPon forced

35 the anglos and the mormons come to ramah tomtorn Cummincumminascumminqsqs ramah navajo liislinhlynlthlinalthlph school augustauguet 1974 pp1531 32

upon them these children are being forced to assimilate hopefully many of these children will refu-refusesoe assimilation by returning to their own people and their ways imagine our indian childchildrenlen being told that itiicc is better to spend christmas vacation with a white racistrcacucac ist foster family than it is to be with their own blood relatives in the first place it is a humahumann crime to 4 even place ththe children injn these whitewri 1 te homes but then to prohibit a reunion of the parents and children is unexcuseable what seems to be good for white familiesfamsam 14 is just the reverse for indian families white chindchi1dchildren14 L n who are sent away to go to school are always sent home for the christmas holiday break so that their famfamilyliylly ties can be reinforced but for indian children such a reunion only causes homesickness and an aftermath of readjustment 36 on november 2 1972 american indian tritrltribaloaldaloai leaders and educators attending the national indian education association conference in seattle washington passed the following resolution regarding the indian foster Placeplacementmient program sponsored by the church of jesus christ of latteriatter day saints WHEREAS the church of jesus christ of the latter diew day saints endsendeavorseavors to uplift the status of the 4 1 AmerLamericanamerlcanamerleancan indian bbvbyv initiating largescalelarge1 cargezarge scale child placement of indian chichildrenIdren ANDAMD WHEREASMFIEEREAS the resultresuit is the wrong upbringing of 4 4 indianInOliazi children inn a ronauwronawrong societyso 1 etetyeuyy by the wrong people 4 s0 1 LS AND wheriiWHEREASAS L sittersitterdaylatterlatterdaybitterbatter day saintssainte do lotnotI considercorcon L de r the 1 indian religion any Cch1 1 ing other than pagan and considers itself LDS the relicreligionbionjion AND WHEREAS the LLDSDS progprogramraiarala tends to assimilate and destroy the indian childschilds densesdensesenseS of relationship to his people

36Q the barbarpkarpathwarpathWarwarppathaithzithalth vol II11 no 3 june 1970 p 12 33

AND WHEREAS the LDS program is basedba ed on considering the indian people inferior LET IT BE RESOLVIRESOLVEDL D that the national indian education associationlonion strongly disapproves and opposes this progralprogrami i and asks that it be discontinueddiscon fcinued on behalf of our brothers and sisters LET IT BE RESOLVED that until the church of jesus christ of latterlatterdayday saints considers the indian religion as first and valid and the indian way of life the national indian education association wiwill not endorse its child placement program indian leaders promoting and voting in favor in the passage of this resolution reflected a definite animosity toward the placement program and questioned its very existence

37 david hill et al declarationdec aration to the mormon church leaflet11ecbecaek ifleticlet statement of april 11 1974 see appendix ililiiIII111 oinOdinminchapterinapter 3

methodology

the methodology for this descriptive study concerning the tribal leadership analysis of the LDS placement program consloconsistedsted mainly of three parts these segments included the development of the instrumanstruminstrumentent the acquiring of a sample and the gathering of data this chapter will describe the process of operation to acco- mplish these stedstepsteps development of the questionnaire on october 3 1973 the writer administered a pretesting questionnaire to sixteen navajo college students oatCattendingattending the brinhambriqhambrigham young universituniversiauniversityUniver sity in provo Uutahtah the purpose of the pretestingprotestingprepro testing was to vraluateevaluatee the strestrengthsingths and wealmesseswealwegl messes of the questions within the questionnaire the students providprovideda needed reaction of what questions would be offensive confusing repetitious and vague to navajo tribal leaders of whomwilomwl lom the writer would be conducting thisth 4 s particular survey as to the sample populcpopulapopulationltionaltion 34 35 those participating in the pretestingpre testing session were four freshmen five sophomores four juniors and three seniors geographical representation of these navajo students included both rural and urban areas specific examples of this were flagstaff arizona shipshiprockrock new mexico coppermineCoppermine arizona gap arizona and vernal utah out of the sixteen pretestedpre tested three had neither gone on the indian placement program nor had any experience with it the reexamining thirteen had been in the progrcprogreprogramun for a period ranging from one to eleven years upon completing the pretested questionnaire alterations and corrections were made upon the advisement of these students and the questionnaire was taken a month later to navajo community leaders in various geographical locations on the navajo reservation today it should bejocjoeJDC noted that indian spokesmenspokeSMn are younger and better educated than those in the past description of sample the sample conconsistedaisteddisted of thirtyeightthirty eight respondents allailali of whom were persons of importance in the navajo com- munitymuniity the age variance of the respondents included seven between the ages 212521 25 elevelevenn between the ages of 263526 35 36 ten 364036 40 years of age and ten fell in the age bracket of 466046 60

in regardregardss to the occupationalL status of the thirtyeightthirty eight respondentsresponcespondents twentyfourtwenty four were navajo tribal officials and the remaining thirteen were in professional clerical operative servicetypeservice type cupatoccupationsoccupatococcupant 4afonsaons although these fourteen were tribal officialsd many of them were community leaders recognized by their communities throughout the navajo nation only two respondents did nolnot indicate what their particular occupation endeavorswereendeavors were in reference to where the respondents resided twenty refused to identify their place of residence nine were from window rock arizona capitol of the navajo nation four from ship rock new mexico three from chinie arizona one from tuba city arizona and one from farmington new mexico the educational background of the respondents showed that twelve of them had had 15 years or more of educational elpeexpeexperiencew iencelencebence sixteen received between 121412 14 years of educational achievement while six acquired 6116 11 years of education four of the respondents did not

4 respond as to how much educational experience heytheyL had attained 37 field work data for the study was acquired through the implementation of a questionnaire personal interviews were administered to thirtyeightthirty eight coircoimcormcommunitymunity leaders who were willing to cooperate they rerepresentrepresceprespres nt various areas on the navajo reservation through the assistance of former LDS placement students LDS missionairesmission aires friends and mission president of the holbrookholbrookarizonaararizonaizona indian mission the writerwritee was able to acquire sufficient information for the study the only claim to representativeness of the sample is that of a sample in time no other representation is claimed holevehowevehoweverY all conscious efforts were made by the writer to include persons from different walks of life within the navajo community leadeleadershiplshipiship these included navanevanavaonavajonevajoo council meilmeitmellmembersbershers office personnel and tribal officials chapterc 11 apter 4

FINDINGS

this study was not designed to subject the data to rigorous statistical analysis however the descriptive tables repeatedly indicated in terms of percentages that certain attitudes prevailed these attitudes seem related to social economic positions of respondents as well as to the amount of information they have had available on the placement program in this study an analysis of the data shows a definite tendency forfoxror the frequent distributions to show certain attitudes on the part of those answering the questionnaire in answering the question to what degree the social economic status of age religious filiationaffiliationallail occupation geographical residence and educational attainment plays in regards to attitudes the respondents have toward the LDS placement program the 1lowingblowingfofollowing findings from tables 1101 10 and tables 164016 40 will provide some meaningful response in regards to the question of whether or not the respondents felt the LDS placement program disrupts the navajo home table 1 reveals that in terms of occupational status of the respondents it was the professional people 38 39 who felt that the program was a disruptive force to the navajo home these higher professional people included tribal officials office managers social workers educators etc eight or 30830.8 percent felt the program was disruptive to a real extent and 14 or 53853.8 percent in this same category also felt that it was responsible for breaking up the home to a limited extent what is very important to point out in table 1 is the ffactact that 32 or 86 percent of the total sample of 37 felt that to some degree the placement program does disrupt the navajo home see table 11. looking at years of education in response to the same question concerning disruptildisruptionn of the navajo home we find that in terms of education of the respondents it was those respondents with higher educational attainment who were most concerned that the placement program docs break up theelleutleutie navajo home five or 56 percent with educational achievement of 151615 16 years felt the program does break up the home to a great extent in regards to those who elteitfeltfeitf it causes disruption to a limited extent we find that it was 11 respondents or 55 percent with 121412 14 years of education that expressed this feeling see table 22. continuing with the question to whart extent the respondents felt the placement program breaks up the navajo home we find in table 3 in terms of church affiliation 40 the catholic and LDS respondents were the largest group who felt that the program does break up the navajo home to a limited extent eight or727or 72772.7 percent of the LDS and six or 75 percent of the catholic respondents indicated that the program doedoess dad4disrupt the navajo home to a limited extent again we find that the majority of the respondents 29 or 94 percent felt that to some degree the placement program does break up the home of the placement child what is intereinterestinginheresting in tabletabietlableklable 3 is the fact that it was the LDS respondents who also perceived thaithatthalthac the placement program does play some part in disrupting the home of the participating child see table 33. in regards to attitudes the respondentrespondentsrespondentshave haveshave toward the degree they felt that thef ie natural parents were in ffavoravellrclr of the placement program we find that in table 4 in termsterrasterrms of age it was the middle aged who felt the parents would be mildly favorable twelve respondents or 87587.5 percent perceived that these parents would merely be mildly favorable towards the program it was the older age respondents who felt that the natural parents would be favorable four or 50 percent felt that navajo parents would be favorable towards their children being on the progprogramrara see table 44. al41 continuing with the degree to which the respondents felt that native parents would be favorable towards the placement program the study shows that in terms of occupation it was the professional people who felt the parents would only be mildly favorable towards the program fourteen or 70 percent of the professional people fell into this category those whovaiovalo felt that the parents would be very favorable were also professional and clerical people five or 25 percent were the professional workers and 4 or 25 percent clerical there were only twotyo respondents who felt thathatIC the parents would be strongly opposed see table 55. looking at this same question in terms of years of education we indffind that it was the middle and older age respondents who felt that the parents would be mildly favorable eight or 50 percent in the education level of 121412 14 years and fivelvefive or 31 percent of those with 151615 16 years of educationaleducataducat 4onaional background were in this category those who felt that the parents would be very favorable were also with educational experience of 121412 14 years four or 28628.6 percent responded in this manner see table 66. 42 the final variable dealing with this particular question revealed that in terms of religious affiliation it was the LDS and catholics who were of the opinion that the parents would be only mildly favorable towards the placement program four LDS or 27 percent and five catholics or 33 percent were of this attitude in terms of very favorable attitudes it was the LDS and christian respondents that were in this particular category six LDS or 66766.7 percent and three christians or 33333.3 percent were of the belief that native parents would be very favorable towards the placement program in terms of the total population sample the study finds that this is not necessarily so 17 or 65 percent felt that the native parents would be more inclined to be only mildly favorable or even strongly opposed see table 77.

in analyzing another attitude of the respondentrespondents3.3 the question was posed to them whether or not they perceived the placement program as being successful table 8 showed that in terms of occupation it was the professional people evenly divided in their perception as to whether or not the program was a success twelve or 46146.1 percent indicated that the placement program was slightly successful Mah3h terms of the total population they urewreverewere alnainalmostost equaquequallyy divided in theirthedr opinions of the success of ibethe program nineteennine een or 51451.4 percent were of 43 the opinion that the placement program was slightly unsuccessful the other 18 or 48648.6 percent felt that the program was very cessfulsuccessfulu Cess fulfui see table 88. looking at table 9 the study found that in terms of years of education of the respondents it was those with 121412 14 years of education who had opposing views in their perception of whether they felt the program was successful nine or 56256.2 percent viewed the program as being very successful while six or0r 37537.5 percent saw it as only slightly successful see table 99. an interesting finding in table 10 showed that in terms of religious aff7iliationaffiliation it was the latterlatterdayday saints who were about evenly divided in theirrielrieralelrlelr orinionooinionopinion of whether or not they considered the placement Prprogramogrant to be successful six LDS or 545 percent indicated that were of the feeling that the program was slightly suc- cessfulcess ful

I thithe2.2 highest group who felt positive abouaboutL this question were those belonging to various christian faiths eight or 44444.4 percent indicated that they felt that the program was very successful see table loio1010. in analyzing another attitude regarding the respondents feelings of comparing the placement program withw1 t h other placement possibilitiespossibi3itiespossibilitiest table 16 revealed 44

1 some interesting findings only 12 or 13505.0505 percent of the total sampling of 37 indicated that they would prefer sen- ding their children on the placement program it was only the professional people who indicated 7 or 26926.9 percent of them would prefer to send their children on the program the other professional people preferred the placement of indian children in the homes of grandparents relatives boarding schools and programs other than LDS within the professional group the largest choice was from the children to be placed with relatives nine or 36436.4 percent indicated this selection see table lgig1616. looking at geographical location in te-termsl ms of this question it was found that those respondents living in semiurbansemi urban areas were the strongest in opinion that the placing of indian children should first be with relatives second grandparents third boarding schools and then the placement program five or 41641.6 percent favored relatives first two or 11711.7 percent favored boarding schools second and two or 16716.7 percent indicated grandparents twelve or 70 percent of the total sampling of 17 preferred placing indian children in places other than the LDS placement program see table 11717. 45 in another evaluation of placement possibilities table 18 dealing with years of education of the respondents showed that those with educational experience of 121412 14 years nine or 56256.2 percent were of the opinion they would prefer to send their children on the placement program over other alternatives what is important in this tabletabiecablecabie is the fact that eleven or 33333.3 percent of the sampling of 33 felt that they would place their children on the placement Prprogramograin when the choice was presented to them see table 1818. table 19 referring to church affiliation of the respondents showed that when theythenytheny were asked to select a placement possibility it was the LDS respondents who preferred to send their childrenchi adren1dren on the placement program seven or 636 percent of the LDS respondents responded in this manner what is interesting is that the catholics were the second largest group who would send their children on the placement program if a choice of placement was atfordatfordedaffordedaefordeded them four or 33333.3 percent were in this category see table lgig19119.99. when the question was posed whether the respondents felt the placement program should be continued table 20 shavedshowed thatthatt in terms of age it was the middle 46 age respondents that were about evenly divided in opinion seven or 38938.9 percent within the ages of 314531 45 were very favorable of having the program continued eight or 444 percent were mildly favorable having the program continued in terms of total sampling it was found that eLgheighteenteen or 51 percent mildly to strongly opposed while seventeen or 49 percent were very favorable see table

2020. in reference to occupation of the respondents to this question table 21 showed that it was the professional people vhoahobhomho were extreme in their opinions whether the program should be continued eleven or 44 percen4percentperceny of the professionals were very favorable in having the program continued at the same time seven professionals or 28 percent were mildly favorable and six or 24 percent were mildly opposed and aneone or 4 percent strongly opposed see table 2121. VJwhenkenaen the question was posed whether or not the respondents felt their was loss of the native culture by participating children table 22 showed that in terms of age it was the middle age otiowho saw this occur to some extent five or 278 percent indicated cultural loss was to a great extent and ten or 55655.6 perceived it as occurring to a limited extent 47

what is important in table 22 is that of the total sampling of 37 only five of 14 percent perceived that there was no cultural loss because of participation on the placement program see table 2222. looking again at loss of native culture due to placement participation table 23 showed that in terms of geographical location of the respondents it was those living in semiurbansemi urban areas that felt to some extent there was cultural loss five or 38538.5 percent felt that this occurred to a great extent while six or 46146.1 perceived this to happen to a limited extent in terms of total sampling again we find that it was the majority that felt cultural loss occurred to some extent fourteen or 78 percent out of 18 viewed this as happening see table 2323. analyzinganalyabaly zing the same question on cultural loss in regards to years of education of the respondents the study found that it was those with the highest education achievement hatthatchatC saw cultural loss occurring to a great extent seven or 58358.3 percent with education of 151615 16 years perceived loss of cultureculturetr trto a great extent eleven or 68868.8 percent of the 121412 14 years of education group saw this problem occurring to a limited extent in terms of the total sampling in tabletabie 24 twentytwotwenty two or 88 percent out 48 of 34 saw cultural loss occurringoccuingto to some extent see table 2424. looking at religious affiliation in terms of cultural loss table 25 showed that of all the four religious groups it was those belonging to various christian faiths that felt that cultural loss occurred to a great extent six or 60 percent indicated this feeling the next highest group in number who felt that cultural loss occurred were the LDS respondents and catholics six or 35 percent of the LDS and six or 35 percent of the catholics fell into this category in analyzing the total sampling twenty seven or 84 percent out of 32 felt that cultural loss did occur to some extent see table 2525. in analyzing to what retentrxtent the respondents felt the placement program is a factor in the loss of fluency of native language due to participation on the placement program tables 263026 30 revealed the following findings in terms of age of the respondents to this question table 26 shows that it was the middle age group who felt that language fluency loss does occur to some extent four or 22222.2 percent perceived that this happened to a

v great extent while ten or0 5555555.50 5 percent in this ame age group saw it occurring to a limited extent eight or 22 49 percent of the total sample perceived that language loss did not occur at all due to participation on the program see table 2626. in table 27 looking at loss of language fluency the respondents in terinsterms of occupational status indicated that it was the professional people who were of the feeling that this loss of fluency occurred to some extent seven or 25925.9 percent felt this occurred to a great extent while fourteen or 51951.9 percent indicated it happened to a limited extent see table 2727. looking at geographicgeographicsgeographicageographicala location and relationship

to language loss of fluency tabietabletabictabid3.3 28 reveals that it was the semiurbansemi urban people who were the largest group of responcespon

dents that perceived that lops3 oss of fluency occurred to a limited extent seven or 53853.8 percent fell into this category see table 2828. in analyzing educational achievement with language fluency loloeioeloslosss table 29 showed that it was the highly educated that expressed that there was loss of fluency to some extent eight or 42 percent of those with educational

attainment of 121412 14 years and seven or 33737.337 percent withl516with 151615 16 years of aducaleducaleducationkionllonlion indicated 1hatthat language fluency loss does occur to a limited extent these same educated groups felfeifeltfeit that language fluency loss does also occur to a great 50 extent four or 50 percent of those within 121412 14 years of education and four or 50 percent of those with 151615 16 years of educational achievement fell into this category four or 25 percent of these with an education of 121412 14 years felt that there was no fluency loss at all due 4to400 participation on the program see table 2929. the last table dealing with language fluency loss was table 30 in terms of religious affiliation it was the LDS and those belonging to various christian faiths that indicated that there was language loss in fluency occurring to a limited extent six or 33333.3 percent of the LDS and six or 33333.3 percent of the christian denominations fefellfelifeil11 into this group in contracontrastsC the number of respon- dentsdendenis 1 s who felt that there was no loss of fluency was also the LDS group four or 364 percent LDS were of this opinion what is interesting to point out is that 64 percent of the LDS respondents learned more towards the feeling that the placement program does play a factor to

some extent in fluency loss of navajo children participa-pa A titipaticipa ting on the nrogramprogram see table 3030. tables 313431 34 deal with the question presented to the respondents as to what degree they felt that returning placement students had retained or gained pride for their native culture 51

in table 31 in terms of age it was the middle age group who were the more pronounced in their attitudes eight or 44444.4 percent felt that the students were more proud six or 33333.3 percent felt they were less proud and four or 22222.2 percent indicated there was no difference it was the older respondents 466046 60 years who felt that there was no difference in those students returning in regards to their cultural pride five or 555 percent fell into this age group see table 3131. in regards to the occupation of the respondents and the questions of retaretaininginina cultural pride table 32 showed that it was the professional people who were dis- tinctly divided in their opinions nine or 34934.9 percent felt the returning students had more pride in their native culture while eleven or 42342.3 percent fitfoltfoit that they were less proud and six or 23123.1 percent indicated that there was no difference in the placement students pride in his culture in terms of total sclmplingimplingsamplingLmpling fifteen or 40 percent felt that the students had more pride and twelve or 32 percent felt they had less pride while ten or 27 percent indicated they saw no difference see table 3232. in table 33 it was the semiurbansemi urban respondents who were the most positive in attitude that the placement 52 students retained their cultural pride five or 41541.5 percent saw no change or difference in the returning students see table 3333. looking at this same question table 34 showed that in terms of religious affiliation it was the LDS respondents that saw the students as having more pride in their culture upon returning home seven or 63663.6 percent of the professionals shared this attitude in analyzing those who felt contrary we find that it was those respondents identified with various christian faiths that felt the students did lose their sense of pride for their native culture five or0 r 55555.5 percent of the christian respondents fell into this category in respect to thetftie e

total sampling thirteen or 42 percent felt the studenstudentsI1 S had more pride chilevhilevaiile eleven or 36 percent indicated they were of thetheathem opinion that they came home with less pride see table 3434. the respondents were afforded the opportunity to respond as to their opinion whether or not they felt the placement programs was a valuable educational experience for indian students tables 353735 37 analyzed their responses in terms of age table 35 revealed that it was the middleagedmiddle aged respondents who were most positive in their

cpu I1 reaction towards this cruquestionestion seven or 38938.9 percent 53 strongly agreed thattiethatthethat the program was a valuable educational experience for their young people in addition ninineI1 ne or 50 percent agreed also thathat the program was a valuable educational experience looking at the total sampling twentyonetwenty one or 86 percent agreed to some extent that the program was worthwhile and the remaining ivelveffive or 14 percent strongly disagreed seetablemeetablesee tabletabie 3535. looking at occupation in regards to this question table 36 showed that it was the professional people who were very positive in their opinions as to the program being a valuable educationaladucateducat ionallonallonai experience for navajo children eleven or 4242342.33.3 percent strongly agreed and twelve or 46246.2 percent also agreed that the program was a valuable asset although the clerical and operative people did not have significant numbers in these categories the total sample showed that thirtythreethirty three or 89 percent agreed that the placement program was an asset educ- tioationallynally while four or 11 percent were opposed in their opinion see table 3636. looking at table 37 in regards to educational achevemachacheachevementachievementevemvementnt and the question concerning the program being a valuable educational experience forfor navajo children the findings show that it was those with educational back- grounds of 121412 14 vearsyears were supposupportive1 tiveintiveninin their responses 54 eight or 50 percent strongly agreed and eight or 50 percent also agreed that the program was a real asset in terms of education for their children it was those with edu- cations of 151615 16 years who disagreed that the program was not a valuable educational program three or 27227.2 percent fell into this category what is important to point out in this table is the factfact that the majority or 88 percent felteitfeltfeit the program was a valuable educational experienceexperienceexperience for navajo children see table 3703737. the last threechree tables in this study tables 384038 40 analyzed the attitudes of the rerespondentsspoddents in regards to whether or not they felteitfeltfeit the placement program was an incentive to the participating students to aspire to go on to college upon completing the progprogramrani in terms of age and this question the study as- certainedcertained that in table 38 it was the younger and middle age who were supportive of this concept and some of the irdddmiddlele ageago and older people who did not agree six or 30 percent of those between the ages of 213021 30 years of age and ten or 50 percent of the 314531 45 year olds felteitfeltfeit that the program played to some great extent motivation fereermer these students to aspire to go on to college within the same group olof01 314531 45 years old the study found that seven or 39 percent felt that the program only helped to a limited 55 extent this was also found within the 466046 60 year olds with five or 55655.6 percent responding that the program helped just to a limited extent see table 3838. looking at occupation and college aspiration table 39 showed that it was the professional people and the operative respondents who were of the opinion that the placement program was an influence to a great extent towards college aspiration thirteen or 62 percent of

the profprofessionalsess lonalslonaisdonalsLonalsnais candlundaund six operative people or 28 percent fell into this category although the professional people were the highest number with the feeling that the program was an influence

to a great extent there were respondents with the sanilesankiesame occupational group who felt differently twelve or 46 percent of the professionals felt that the placement program was an influence towards college aspiration to a limited extent looking at the total sampling we find that twentyonetwenty one or 57 percent felt that the influence was to a great extent while fifteen or 41 percent saw the program as an influence to a limited extent see table 3939. table 40 indicates that in terms of education of the respondents it was the highly educated who were divided in their opinionsP tetenteinin or 63 percent of those 56 with 121412 14 years of education felt the program was an influence to a great extent six or 37 percent within this same educated group felt that it was an influence to a limited extent in looking at those with 151615 16 years of education the study found that five or 455 percent felt that the program was a great influence while five or 45545.5 percent within the same educated group were of the opinion that the placement program had only limited affect on the college aspiration of navajo children see table 40 5757.57 table 1 respondents perceived extent to which placement Prprogramogrant breaks up indian homes by occupation of respondents

creatgreat extent ETT i m i tej x te n t notnoz at iiil11.11

C lu

ZY y A C y U Q

ay 44 A 44 Y 1 0 0 0 IT occupatOcoccupantcupat ionlon 44 17 LJ profesprobes sionaldional 8 14 53 F 4 15315.3 SC 0

1001110.011 A clercierical 25025.0 jaj33 75075.0 1 0 0 1010toho C

4 1 1 operative 4 43434.3 10 0 5 71 22 114 n r

ETCTOTAL spon of flestonflesponFle soon 10 121 2 127137

As shown inn table 1 the majority of members of all three1 occupationaloccupaicioncal categories indicaindicatete that they perceive the placement program as having a great or limited effect on breakingbreall ing up the indian home the percent of 30830.8308030.80 of the professional respondents identified the placement program as potentially a disruptive force in the indian homes to a great extent while 53853.8538053.80 saw it as disruptive only to a limited extent the fact that most of the respondents are not extremely negative speaks more for them than forfo r their perception of the program that is indian people with fairly good occupatioccupationsons should feel that there might 58 be some problems with the indian home when the children have to leave it to gain an education tabletabie 2 respondents perceived extent to which placement program breaks up indian homes by yearyearss of education of respondents

great extent limited extent not at allail

CO JZ 0 1 S 1 7 0 I 11 1 al1 IIC I i Qf C 0 years of education sazs&z

200120.01112 1 6116 11 deaisyeais 0 0 1 0 4 66666766.77 20020.0 2 333333.333 3 5co500300aco5 G 0 loo10000 1 i kilkli c1ca 1 5 n 121412 14 years 4 25025.0 44044.04 68868.868 55055.055 1 626.22 25025.02 0

1 5601156.0111 151615 16 years 5 45445.44 5 4 56 5 44545.5 4 225025.05 C 1 Q9 0.0 1 Q 1 4 j jj202DO 1 13 TOTALTCTAL of lesoonresoonresnon 9 e4eaL L ji

the data in tabletabie 2 indicates that the responcespon dents whohavewho have a higher educational levellevei has a propensity to perceive the placement program as a threat to the stability of the indian home moreover of the respondents ihoahofho have obtained a high school education over 909cpo saw the placement program as being a threat to the indian home again here we see the same trend as in the previous tabletabie indian people with higher education show their independence this really is a good sign foreor the new 59

generations with betterI1 education can only develop an attitude of selfseif reliance or less dependency on someone elseeise to care for their children As the tabletabie shows people with little education now see the program negatively realizing perhaps that for them it is a way out tabletabie 3 respondents perceived extent to which Placeplacementmeent prograprogreprogramm breaks up indian homes by church membership of respondents

great extent lirnitej exten not at aliall c2ca 41 Y r3ra V q A 0 f 4 1 0 forror C U

44 41ky 0 0 0 0 0 0 church membership f f N f f ff ff f

I1 011 1 j sa oiloll 1 7 j LDS 0 JO0 s88 j 72772.7 38380jj33 27227.2272772 2.2 100 9 9

1 1 A 280128.01 catholic 2 2505.02505025.0 2 9 6 75.0750 2801 0 loo100 j 50 429u61 750 jl j j j christianchri s t i an 3 37537.5 23523.5 5 62562.5 24o240 JO0 hi 1 00100.1 .0 faf2 native imericanamerican 2 5 0 0 8 50050.0 10 4 0 ool001

yotalTOTAL 4rar of respond 7 13 L313 illili

tabletabie 3 reflectsreflectselects that allail non LDS espondentsrespondents perceived the placement Prprogramograin as having some degree of negative effect on indian homes interestingly approximately threefourthsthree fourths or

T 727 oftji thee LDSUDS respondentsresporidentsridenteI1 saw the placement program as 60 having some negative infinfluenceluence on the indian home although not to a great degree from another point of view it could be suggested

4 that the program seems to0 o have made considerable impact on othercnerunerocneroouner religioureligreligiousioulous groups for as tabletabie 10 shows below these religious groups do say that the program has been successful

tabletabie 4 degree to which nalnaznativetlveive parents see placement as a favorable program by age of respondents

1 1 I I 1 lveryivery 1 I1 very j mildly opposed It1 favorable favorable strongly t I1 I1 1 ily y

L y ajzj Z y 0 1 ri IT I 17

4411byr11 0 age 0 ov II11 1 i 1 1 i i 160116.01 ye 3 3s01 4 1 213021 30 yess 3801 3 42942.9 el 11121.2 50050.0

eliell011 91 314531 45 years 1 717.1 J 2 12 65765.7857657 6 3 c1ca 1 717.1 5 0 9 9 4

466046 60 years 4 50050.0 CS 0 C 2 1 j 0

11 C TCY AL of es jon q

in tabletabie 4 the data indicates that both the younger and older respondents were more favorable towards the placement program however the middlemiddie age category 314531 45 years showed a decline in the amount of support feltreltreit for the placement program opposition seems to decrease as age increases 61 this is consistent with the normal expectation that the new generation should show greater independence and perhapsperliperllperilaps greater desire to take more responsibility these findings could be used to predict that the indian community of the future is likely to insist on a great stability for the family that would of course be very consistent with the great value thetha indian has for the familyfamily tabletabie 5 degree to which respondents think native parents see placement as a favorable program by occupation of respondents

very favorable J ildlviildlywildly favorable istronglyj strongly opposedflopposed fl c9ca

z C Y 0 0 r4ra 0

C 0 0 occupation 41 11 017011 f

01 5 1 250 55000 i 141 700 7 4 1 50 professional 25025.0 50o s 70070.0 505.0 50050.0 100 j

i 1 J 11 00.1 C II 5001150.011 001 clerical 25025.0 10 50050.0 iiiili1111111.1 251525. c 50050.0 loo100ool001

OQJ ID j oncrativecurative 4 j 57157.1 40040.0ooigoo 3 4142942.91 9.9 15J 1 0 0 0 100 i 1 ir i 112 1 11 31 TOTAL V ofoje015 desponresponrgspon j 10 10 1 r 2

As precentpresenteded in tabletabie 5 respondents who are employed in clerical and craftsmen occupations tend to be pa less inclined to feel favorable towards the placementp3 L pro gram than respondents who are eiapernpemployedloyed in other occupations 62

in contrast the respondents who are employed in operative and service occupations reflected the most adorableavorableffavorableavorablerabie attitudes though the differences between the respondents from different occupations are significant more signisignifisignifyfi cant is the factfact shown by this tabletadletadie that the great majority of the respondents think that the native parents of the children on placement see the program as a good thing for their children tabletabie 6 degree to which respondents think native parents see placement as a favorable program by years of education of respondents

I1 j very favorfavorableableabie j lielyildlywildlyelvelydlyadly falorablefavorableFaloF orablejrablemablemabie ronalronaironciststronaistronglystronan oppose 7 7 ij JZ y

y 1 zrar 0 0 y N Y P0 af4f c7ca aj4j 0O Xlt 44 CC kv k 0 0 0 years of education N XI 1001100.1 gli6116 11 years 3 5 0 0 33 7113 50 19 0 0 0 looi

50.01 9919919.91 121412 14 years 4 28 6 44 57157.1 5001 2 1 4 2 00 loot1007 151615 16 years G 22 2 71 4 3101131.011 0 0 0

TOTAL or c 77. 1 16 2 27

in terms of education levellevei as shown in tabletabie 6 those respondents who have had less than 12 years of schoolschoolinginq or high school ea1cationeducationL perceived that the 63 attitude of the native parents was positaposit4positivelve toward the placement program however respondents with the highest educational levelsleveis were the only ones responding that 4thecheeheC he native parents would be mildly favorable towards the placement program again regardless of the education of the responcespon dents most of them think the native parents are favorable toward the placement program tabletabie 7 DedegreedegreedgreElgreed to which respondents think native parents see placement as a favorable program by church membership of respondents

lihi- favorably verv favorable li idly favorabld Strostranalystronalynaly opposed 1

zi Y c17 0

C IQ zrar 1 0

Q 0-1 IY iyay 0 0 0 0 O church metbcrsiI1 7 NO 0

LDS 6 60060.0goo 16671667166.7 40040.0 2 7 0 0 0 0

33.01 1 liollo110 catholic 0 0 71471.4 3301 2 0 ch r Ls t lankan 3 50050.0 33 3 3 50050.0 00oo000.0 0 0 0 ilool oiloieole tto110 native american 0 0 3 10 0 0 0 0 loo100

IVUthutho L TIJ of re onaond 9 15 2

tabletabie 7 reveals that nine or 35 percent 0off the respondents feitfelt that native parents were favorable towards the placement Prprogramogrant only catholic respondents 64 who feltfeit that the native parents might be somewhat opposed to the program it is interesting to note as the tabletabie shows that even those respondents identifying themselves as of a native american religion think the parents see the placement program at least mildly favorably tabletabie 8 respondents perceived success of the placement program by occupation of respondents

very slightly successful S C cessful unsuccessful

Y el1 c9ca 1 0 pi 11 0

6 r a0aa 0 0 0 0 aj4j C iliaili6 .0 q1qa 0 A Q CY Q Q r s frefry stt134 st k 0 s .7 jlfr0 sa0s7 07 XI 7 7 0 occupation elfr Jclycay

I1 professional 1111212.12 1 46146.1 I11.1 670670jj67067.0 12112 46146.1 1 7070ohahqh 2 i1 777.7 loo100 99999.999

1 cieCleclericalical 1 1 25025.0 505.0 3 75075.0 18018.018 ollo0110 1 0 0 100 110 operative 5 71471.4 28028.0 12 28628.6 120112.01 0 0 t lorloo100 t 1 1 i li 73 Hi TOTAL af4f of respond 18 U17 ifftif2t 377

in tabletabie 8 we findfind that a high percentage of the respondents who are employed in operative and service occupations felteitfeltfeit the placement program has been very successful in contrast the clerical group perceived the program to be less successful while the professional respondents are splitspilt between very successful and slightly 65 successful A few of the latteriatter perceived the program as unsuccessful As other tables have shown this one indicates the greater independence of those who are greater achievers which would normally be expected from any group of responcespon dents tabletabie 9 respondents perceived success of the placement program by years of education of respondents

slightly verv Successsuccessfusuccessfulfu unsuccessfulunsuccessfuiunsuccess fuiduldui j

cz 4 z7za y A c9ca C q k ar 0 0 8 0 0 0 v s years of education C 7 1001100.1 ellelioil 1 gil6116 11 years 3 50050.0 i 9 3 C 0 0 21 0 C 0 0 0 ilclio 121412 14 years 9 56256.2 556 0 6 37537.5 4 0 C 1 636.3 50050.0

1516.151615 16 years 36436.4 2rar C n I1

3 3 1 TOTAL vr of resnondResrespondnond 1 G 5 2

basically it appears that the more education the respondents have the less they tend to view it as succesfsuccesfulsuccesssuccessfulsucces fulfuiul though the differences between the groups responding are not great this tabletabie confirms againsagainst the trend we have observed in other tables the more the education 66 or general achievement of the indian people the more they show a healthy and pectedexpectedenpeckedpected attitudeattiaatti4t ude of independence tabletabie 10 respondents perceived success of the placement program by church membership of respondents

slithtlyslightly very successful successful unsuccessful

41 enremr ej mr zrar y r Y C tr C k0

A ZP 00 0 AYY 44 R 0 0 41 church Membermeinbershiomembershiomembershipshio

1 .51 iai6 333ji31152115 I1 51 LPS 5454554.55 33 5 445545.551 4422 0 0 ilioilloll001100ioni

catholic 4 50050.00 222122.212 2 3 375757.537537.5 25125.1 1 12512.5 50 iciacilcilC i

1 christian 8 6888988.9 zi iiiililii11111.1 0 0 0

1 113ta 1 native american jollolio110 I 0 t3 75 7 250i25 1 s 0 5 meoio

I1 TOTAL 0 reszonderespondentReszrespondeonde nt HIS 1132t 12 2

interestingly tabletabie 10 shows that the christian group viewed the placement program as being successful toitottoido a greatergreeter extent than even the LDS respondents we alsoaiso find that the catholic respondents in this tabletabie are nearly equal to the LDS respondents in their perception that the placement program is successful while the native americans showed the most negative view of allaliail this negative view however iiss not extreme for most of them perceive the program at least as slightly successful 67 tabletabie 11 reported banountanounamountIC of information about placement program received by respondents by age of respondents

extensive very litlittlittlelittiet le none

ra 0 ZY aq7aqu 0 zjr j 0 0 111 0 A 0 0 1 ri 0 u 0 U

Y 0 0 age

21 years goo 375113731137.511 213030 6 60060.0 2 20 12J 2 20020.0 400oo000.0 100

315031 50 years 7 35.0350 43.814381 0 500 62 3 goo 350 4381 50050.0 J5 15015.0 60060.0 100 11 516051 60 years jj1133 42942.9 18818.8 4 57157.17 1 2525cl 0 0 0 100

1 3 I H 1 1 5 3377 TOTAL ri respondents 16 I 16 1 5tat

As shown in tabletabie 11 respondents who are middlemiddie aged and older reported that they had received very littlelittie

information concerning 4thehe placement program while the younger respondents had relatively more information about the program of allail these age groups the majority re ceived very little information perhaps in this appaapparentrenierenICrenje gap in communication we could find some answers about the seeming ambivalence of some of the respondents concerning the placement program there is a strong indication that some of the negativism

reported by some respondents about thecheC he program might be related to their lack of information 68 table 12 reported amount of informationInformcationcatlon about Placenplacementment program received by respondents by occupation of respondents

As presented in table 12 in terms of percentapercentagege the respondents who are employed in operative and seerviceservice occupations had received very little information con cerningberning the placement program by contrast the clerical group was the least informed group the factthatfact that thithlthis group was the least informed about the placement program correlates with the clerical groups negative feelings shown in some of the

r tables confibonficonfirmingL ming to some degree what was stated in the previous tables ie that lack of information may contribute to negative attitude 69 tabletabie 13 reported amount of information about placement program received by respondents by location on reservation of respondents

extensive I1 very little j none 7 7 4

aj4j x

ka location 44 k4 w 0 0 reservation 0 0 0 I1 v 0

250125.01 rural 3 750505.075075.0 275j17 1 250125oj 12112.112 11 0OJ 0 0 100 rl 1 semi urban 5 38538.5 612512.51 46146.1 7 li 2 1 1515415.44 1 100 loo100100.

0 J 00O 1 boderborderbo der tctown loo100 12 h A w

TTOTALcriAL Fpespondentsje sp0nd e n s 8 8 2

tabletabie 13 revealsreveereveaalsais thatthab the respondents who lived in a rural area on the reservation was the most informed due to the efforts of idsLDS missionaries located in rural areas it alsoaiso reflects the fact that more efforts are made to involve students from isolated areas in the place ment program it should be pointed out that the placement program has focused its efforts vvtiere the need was greatest among the indian community ie in the rural areascereas where educational opportunities are least available it is alsoaiso in the rural areas of the reservations where the families are less wellwaiiwali organized and less ableabie to provide for the 70 needs of the children it is these people who know the

I program bebeibelbettertextev7.7 and who alsoaiso have a more positive attitude toward 1itot tabletabie 14 reported amount of information about placement program received by respondents by years of education of respondents

tensive verv littlelittie none CQ 1 y 1yay co r ri 4411

Q 0 y 0 ra aj4j tr ri

144 0 n3na years of education C

gli6116 11 years 4 66766.7 25 0 0 0 1 C 111 121412 14 years 4 C a 50050.0 50 626.2 22501j1005

5 yecars 3 1 7 1 C 151615 16 decars 33333.3 2 so w 3 21510 775175.1

TOTAL 4 resnondentsil 6 tilg1116 4

in tabletabie 14 we findfind that of the most educated group of respondents onefourthone fourth had received no ormationformationinfinformationormationmatlon on the program in addition over 35 received very little informationformationinformationormationmatlon alsoaiso we findfind that those respondents vhoahomho have obtained between 0140 14 years of educeeducceducationationatlonaaion had acquired very little information this tabletabie appears to provide further confirmationconfirmationmatlonirmation of the findings reported in tabletabie 13 concerning the 71 population where the placement program has been in operation ie among the rural and lower socioeconomicsocio economic less educated people of the reservations table 15 reported amount of information about placement program received by respondents by church membership of respondents

table 15 illustrates that the majority of respondents valovaio have received little or no information at all about the placement program were those belonging to the catholic and native americanamerlAmeri cdanclan faiths in contrast 47 percent of those belonging to the LDS and protestant faiths had acquired extensive information on the program 72 in general the table shows that a significant number of deoppeoplepeop e on the reservations are suffering from low levels of exposure or selective exposure to information concerning the placement program it is evident that the placement program has not put sufficient emphasis in developing an efficient system of communicationscomminicommuni table 16 respondents comparison of placement progrprogaprogramam withwi th other placement possibilities as best for indian children by occupation of respondents

grandparents c I1 it ivoivos s not LDS

c- s Z 0 & kak4 0 0 0 occucartion

5 10 2.2 523533 0 117 58 i 1 38 100 professional 4 15415.4 66 61 9 36 75 26926.9 383.8 loo

5015.01 0.0 1 1 25250 17 01 2 500 17 0 0 loo100 clerical 0 0 501 25025.0 11 50050.0

S 0 cabrataerat ve 27 48scbs 7 2 25

1 11 1 i C 3 7 T 6 yr 4 respondents 1

given the choices offered the respondents concerning the possibilities for placement of indian children it is significantsigni PJ cant that a large number of thethemti seem to prefer the placement program the three occupational groups are consistent in that and also in choosing relatives as the next best in placement of children the boarding schools come a poor third no great differences seem to exist between the groups of responderirespondersrespondentsIC s 73 table 17 respondents comparison of placement program with other placement possibilities as best for indian children by location on reservation of respondents

3 0 a r a ng P I1 ac c L I1 I1 1 grandparents 1 a n i I re t i e 1 I schmch C I1 rc 7

ZY 0

0 C Z 14

kak4 1cac ij kak4 kak4 location on 0 0 0 0 ac&c reservation faf7

1 rural 0 0 0 14 31 33333.3 2 50 1 4 0 0 loomi1o01110011 semi lirviryur ianoan 2 1c7367 1 C 0 i6ia ai7i 1 2 7.7 66 gorgoc

1 border to n 0 0 10 14 0 0 0 A 1 I1 i 1 1 1 11 11 TOTAL responde nts ralr2l 7 3 5 17

over 55555 0 of all people responding to this question prefer placing indian children with relatives only 25 of the respondents showed a preference for the placement program as a means of fosterfostar child placeplacemenplacemen1meni1 the 50500a of respondents who favored placing indian children on the placement program were from rural areas this could be due to the factfact that rural people would seek after opportunities for educational advantages not fordedaffordedaf them at the present 74 table 18 respondents comparison of placement program with other placement possibilities as best for indian children by years of education of respondents

the respondents with lower education viewed the placement program as equal to or better than placing indian0 children in any other placement possibility only the top educational group felt otherwise this again as shown in previous tables indicates that the placement program has fulfilled a real need among the indian people when the need was greatest and it is a healthy attitude for people to prefer independence as soon as their ability increases 75 table 19 respondents comparison of placement program with other picplacementL cement possibilities as best for indian children by church membership of respondents

ing F 1 a C vmtn 0cac r x711 5 Grandgrandzarenr n G pzarena r e vetn t aj relatives S

I1 PVP V

40 0.0 0 A

C k t44 0 W c

C 0 C f

LDS 1 919.1gigl 3 2 7 2 30 0 7 636 3 E 58 3 0 0 0

cj fl C catholic 1 12 16 C 1 1 S 10 1 12 3 4 5 0 33333.3 1 12 10

44144.1 C C christian 3 22 4 441491 0 0 tf I1 I1 C i r s native ariericararleanleArie ricarrican S SC r r 2 3 0 0 0 0 C

TMAL JL oncentli G 2

in table 19 all three christian groups viewed the placement program as a worthy alternative for placement of indian children in contrast the native american group excluded the placement program as being the best possibility for placement among other trends which have been already pointed out in previous tables this table indicates the strong familistic attitude of the indian people 76 tabletabie 20 respondents opinion concerning the continuation of the placement program by age of respondents

veyVvoy favorable mildly averaillavoavoraillraill jidlvjidov unposedonposed 13tronc ly oppasej

C 0 7rar 0 0 le 1 0O a4aa0 iteice

4 11 C 1 0 1 0 C 1 0 41 44 44 IV 0 64 1 0 0 0 0 age 14-

S 1 ooj 3 0 boj 1 90go t 3 33.333333 50050.050 0 0 0 ooiioljiocj 213021 30 years 5 55655.65 161.6 29429.4254204 iliiii11111.1 909.0 333

3 1001 100.1 or .4 IJ 333 5636 loo100 loo100 7 389 412 8 44.4444441 4 73c73 2 11111.1 33333.3 565.6 i 314531 45 years 38938.9 41241.2 444 i t 100 2 18. il 11 1212.125 16.7167 0 0 0 loo 466046 60 years 62562.5 2949 4 50505.0 18 I 12s 167

1 6 ia 35 i I1 TOTAL lrei-P Reronrerondentsrp concentdents 11 7 il11 jaj6 i1

tabletabie 20 shows that the oldest age group was most in favdavfavoror of having the placement program continued the other two age groups present a mixed picture of favor and opposition this is apparent in the fact that although the youngest age group had the highest 11 very favorable percent they alsoaiso have the highest total of persons who indicate they are mildly favorable or mildly opposed concerning the continuation of the placement program 77 tabletabie 21 respondents opinion concerning the continuation of the placement program by occupation of respondents

ae very 1e mildly 71 c p favor flvcr mildly opposed strcnal C i n0 d

A 17 0 Z tz y 0 CC 4 L ZY 0 CA 7 zo c P 1I C 4 cn t 4 0 0 0 0 0 occupation 1 A

1 635116361163.611 63163.1 5. go 1 5 0 7 280 631 240340 5 aq 1 40 100 professional 11 44044.0 50505.0 28028.0 24024.0 4q 404.0

1 14cj 1 clerical 2 50050.0 12012.020202.0 1 25025.0 919.1gigl 25025.0 14c340 0 0 0 lc

1 ia 33 IF i operative 4 57157.17 23023.0 i3 4242942.9429439 9 27 2 0 0 0 0 0 icoloo

i TOTTOTAL t rcron4crcorccelsts in J iai1 t

tabletabie 21 shows a very clear pattern in which the most positive groups are the professional people andang operative workers who were favorafavorableblibig the consistency of the findings is evident while these tables are simplesimpie and consider only two variables at the time it is significant to observe that the respondents with the highest education the most prestiaprestig iouslous occupations and who reside in relatively more urban places are the ones who show great independence and a

4attitude of selfseif reliance 78 tabletabie 22 loss of native culture by placement students as perceived by respondents by age of respondents

great extemtextentent 1 limited extent j not at all 7 7 i f T ily V

4 0

0 C 0O age akqk

1 1 1 500150.01 aq 400140.01 I11 I11 213021 30 years jb5 50050.05001 4 sq2 4 4001000.0oo 20020.0 1 10010.0loo 2001120.01120020.0 100

1 314531 4 5 years 5 27827.8 4242.4 2 loi101 5655565.66 50050.0 3 16616.6 1 6060060.0goo 0 1.1 loo100 1 j c1ca 46 60 years 2 22 2 icc16 jaj66 66.7667 30.0300 1 11.111 1 2020. 3003.00loo100 4660 1 222 i6c 667 300 iiiliiill111 20c

1 41 respondentslsl i i 515 37 TOTAL Respondentrespondents 12 h

looking at tabletabie 22 we find that the younger middiemiddle aged respondents between the ages of 214521 45 were the most negative in their perception that the placement students loseiose their culture chilevhile on the program allail three age groups feltfeit that there was a culture loss to some extent and a few from each group feltfeit that this was no cultural loss at allail this tabletabie could indicate that the older generation feels much more secure about the strength of the indian culture 79 table 23 loss of native culture by placement students as perceived by respondents by location on reservation

in terms of location of respondents we find in table 23 that those respondents living in semiurbansemi urban areas were the most positive in their perception that placement students do not lose theirculturetheir culture at all while on the progprogramam at the same time we indffind that those living in semiurbansemi urban border town locations were the most negative in viewing that the placement students do lose their culture to some extent this table is consistent with the pattern already established by other tables 80 table 24 loss of native culture by placement students as perceived by respondents by years of education of respondents

looking at the educational background of these respondents we find that table 24 shows that those with higher education felt that placement students lose their culture to a great extent in addition this higher educational group saw thatthatt there was a limited loss of culture by participating placement students 81 tabletabie 25 loss of native culture by placement students as perceived by respondents by church membership of respondents

great extent limited extent no at allail

ir 10 ZY 0 ZY A A A 1 P ZY 4 E CO I 0 0 0 0 4cac A 14en14.14 C it

1 ON 10 10 membership I1 & church 0 ak4k G

LDS 1 I11 919.1gi 1 10011610.0116loio1010. 6 1 54554.554 5 1 35 oiloll011 4 1 36436.4 1 E-J 0 11 1 00

catholic 2 1 25025.0 I11 20020011620.011620.0 6 I11 750175.0175 0 1 35035.03501135.011100 1 0 1 0 11100loo100

christian i 6 66766.7 60060.06002goo60.022 1 22222.2 12012.0 1 1 I1 illili11111.1 0 1100-0 1 ja floelo hochoo1 native american 1 1 25025.0 10010.0loo j3 75075.0 180o18001 808.0 0

1 iiwicim01 11011 li TOTAL tr respondents ll0illiiilla hah717 5 0A c 3 in terms of religion of the respondents the catlcathcatholicsilicsbilics protestants and native americans were some what negative in their perception that placement students do loseiose their native culture to some degree while on the

1I placement program the christians seem to be thedheL most negative in feeling that the students loseiose their culture to a great extent interestingly the respondents belonging to the LDS faithfalth were divided in their feelings fiftyfourfifty four percent feltfeit that the placement students did loseiose their native culture to a limited extent while 919.1glgi feltfeit that they lost it to a great extent 82 table 26 loss of native language by placement students as perceived by respondents by age of respondents

in regard to age we findfind that the younger age respondents were the most negative in their perception that these students lose their native language while enn the program fifafiffiftythreefiftyty three percent of those in the 314531 45 age bracket felt that to a limited extent these placement students lost their native language although the middle age and older age respondents also saw the loss of native culture by these students to a limited and great extent we also find that they were divided 83 tabletabie 27 loss of native language by placement students as perceived by respondents by occupation of respondents

great E atenxten t limited extent at

TY ili 11 oq 0 zrar ZY ZY 0 0 0 4.4

0 occupation 0 0 0 0

professional 7 25925.9 76c117878. 14 51951.9 6671166.71166766.7 j 1 6 22222.2 75075.0 3001001 00

C 2 220 2 5.5 0 0 0 1 C clerical 50050.0 22022.0220122.01 OC50050.0 1

10 1 C 0 0 0 5 iglg 239339 si 2 O operative 141.471471.4 23923.9 28628.6 25 0100

1 i 1 TOTAL trif Respondentrespondentsrespondentsisi i 21 9

in looking at the pondenisresrespondents occupation we find that the professional respondents verewere the most negative at the same time respondents who were in profesprobes sionaldional occupations responded that the students did not loseiose their native language while on the program more than half of allaliail groups feltfeit that language loss waswas a fact on a limited extent 84 tabletabie 28 loss of native languageLangu acre by placement students as perceived by respondents by location on reservation of respondenrespondedrespondentsC s

great extent limited extent not at allali

ri 1 0 zy cr 1 zrara 0 jc I 0 0

faf4 0 Iocationcatlonlocation on 0 0 S 0 0 reservation ko ilollo110 14- 0

rural 1 I1 25025.0 332j3331ji 2 1 50050.0 1 20020.0 11 1 1 25025.0 1 200120.012001ilco

ssemiurbansemieinern i urban 2 1515415.4A 66666.6 7 53853053.053.8 00oo0.070070.0 4 30830.8 80080.0boo 0loo100 0 0 i

11 border town 0 0O 0 1 loo1001 00 1010010.0loo 0 0 0 0 100 IP

1 5 18 TOTAL 4 respondenrespondedrespondentsRespondents 3 1 it 10L

looking at the geographical location of the respondents it was the rural and semiurbanseiniurbansemiseini urbanCL respondents who perceived the loss of the native language of the placement student to be at a limited extent although more than 50 of the respondents within these two groups feltfeit alsoaiso that there was limited loss of the native language by the students there were other respondents from the same relative geographical locations who were divided in stating that there was not a loss of native language by the student who had participated in the program 85 table 29 loss of native language by placement students as perceived by respondents by years of education of respondents

As shown in table 29 eight or 42 percent of the educdeduc itedstedxted 121412 14 years perceived that placereplacemeplacementendene students lose their native language to a limited extent the least educated group was lowest in viewing the program being responsible for language loss but still view the program as having some limited effect perhaps this is a good place in this study to call attention to the fact that there has been poor com- municationmuni cation concerning the placement program As previous tables have indicated a large percentage of respondents did not have enough of actual information about theprogramtthe program 86 some of the negative attitude detected might be related to this lack of information table 30 loss of native language by placement students as perceived by respondents by church membership of respondents

in table 30 all of the natnativeivelve americans saw language loss as being to a limited extent as a result of placement participation in terms of total sampling twentyfivetwenty five or 78078.0 percent perceived some loss of laguagelanguage fluency due to being on the program 87 table 31 sense of cultural pride of returning placement students as perceived by respondents by age of respondents

table 31 shows that the middle age respondents were most positive about the sense of cultural pride in students returning home from the program it was also the middle age respondents who were the most expressempressexpressivexpressiveive of a change occurring in cultural pride through the program the oldest group was more inclined to view no difference in cultural pride upon completion of the program again the older group of respondents appeared to show or manifest a greater sense of security 88

tabletabie 32 sense of cultural pride of0 returning placement students as perceived by respondenrespondedrespondentss by occupation of respondents

more proud less proud no bifidifidifferenceference

7 7 69 7 Y U IU ri Q 0 ZZTT C cr ZY y 0 0

tr 41 kf 44 IT 0 0 0 R occupation 444- 00 441 80

111 cj professional jj 9 34634.6 6oq60roq iiiliiii 42342.3 92092.0 6 23123.1 60 loo100 337137I1 200120.01 2 500 13cjC iai00 0 0 2 50.0500 20.02001200 loo1001001100.1 clerical 50050.0 500 200 A

114 R operative 4 57157.1 27bol2717012017ol0 11 14314.3 808.0 11122 23623623.6256 63 20020.0 leo100looi1001100.1

j 1 OTALTOTAL ir resrespondentsnondentsnondents iaI1i3jaj5 1 illpilpit12 io10 37 i

the respondents who are employed in professional occupations were the most positive groups in their view of the effect of the placement program has on cultural pride interestingly we indfingfindfing that the clerical group in this case responderespondedd that hardly any negative effects resulted ffromrom participation in the program 89 tabletabie 33 sense of cultural pride of returningplacementReturning Placement students as perceived by respondent-respondentss by location on reservation of respondents

more proud less proud no difference

37 0 01 A 7 Y J 0 15 0 0 0 y p 1 coC to on 14 location 0 0 0 0 0 0 l reservationr sc 0 7 SV el vcjii f IS 1 J 100il1 rural 3 75075.0 33 1 25025.0 33333.3 03 0 0 loo100 1

555155.51 C1 semiurbansemi urban 5 41641.6 5551 2 16716.7 66666.66 6 6 5 41641.6 loo10010 0 009 cilcis L 1 i 1 border town 100 illiiiililillii11111.1 0U 01 0 0 0 looiojloj103boj

1 7 u 4 i 9 liiai33 1155 171 TOTAL reeResrespondedrespondenpesdondentscondenponden ts P

in tabletabie 33 the geographical location of the

r respondents tend to rereflectL lectelect it waswa the semiurbansemi urban resdon dents who were positive in attitude that the returning navajo children return home with mere pride for their native culture five or 41641.6 percent fellfelifeil into this category within this same group five or 41641.6 alsoaiso feltfeit

that the1therethether 1 e was no difference in these young peoples cultural ties what is important is the factfact that over 50 per cent of the total sampling felteitfeltfeit the students had more pride forgor their culture upon returning home from the placement program 90 table 34 sense of cultural pride of returning placement students as perceived by respondents by church membership of respondents

4 0 differcnci2

111 001100.11 38 0 itt001100

1 001i 1

12012.0 41

table 34 reveals that the christians were least favorable in their attitude of the placement program developing more cultural pride the catholics were the second group who had negative feelings but 23 percent of the catholic respondents were positivedocadoc4s4sa tive in response the more positive group were the LDS while interestingly we find that the catholics in this case were quitaniteqnite mild in their attitudes and relatively evenly distributed 91 the placement program is not oriented to alienate the student from his indian culture but this orientation has not been communicated to enough people in or out of the reservation

tabletabie 35 evaiuationevaluationevaluation of placement program as a valuable educational experience by age of respondents

stroney j J StronstronlyStrstronvlyonlyzlyziyvly acree anecneerec Ddivorcei ac rc e tropalvtropalv difdisdi coayoaedtrejr

C IV A CC 4 47 J 7 7 0 o 7 ww s age 0 f f

1 21 30 years 4 rf23.02302 3 C 33.333333 3 22j SOGsoo 2130 230 333 il 1 1.1 7 3 c 0 5 r 1 i 314531 45 years 4 202.02030 ff i 5 1 310 33.3333 2 LJ 50 0 466046 60 years i 31031.0 333 505.0 jq

i 1 1 tcyacyTOTALAL prfpc aerts 161 t 4 derts L

in tabletabie 35 it was the middlemiddie age group who evaluated the placement program as bearing a valuable educational experience allail three age groups agree that the program is a valuable experience for indian youth 9292.92 tabletabie 36 evaluation of placement program as a valuable educational experience by occupation of respondents

strongly agree agree disagree

ttytryrry ri jrzICZ 0 a Y 0 4rar 0 0 0

Y 011oty Q 1 Y A fu AQ Q 0 e 0 aj4141.41 14y 44 0 0 0O 0 81 occupation 0 q r

I1 0j 750175.01 1001100.1 professional illlil 42342.3 65 aj 12 46246.2 75 3 11511.5 7501 looi

clerical 1 25025.0 29029.0292 9 0 2 000.050050.0too00oo 12 1 25025.0 25025.0 loo100looi100j 12 5 go .67 010CIO operative 71471.4 606.0 28628.66767gt 12512.5 ai0i0 0 0 loot10011 olo TOTAL respondentsS jj 17 llehie16 4 37

tabletabie 36 showed that the professional people were the largest group of respondents who stressed agreement that the placement program is a valuable educational experience over 90tcp9cp of allali three occupations were in agreement that the placement program is a valuable educational experience 93 table 37 evaluation of placement program as a valuable educational experience by years of education of respondents

in table 37 the most agreeable group was the middle age respondents the higher educated were second in beingheing supportive that thetine placaplac1placementment program is a valuable educational experience the least favorable were the respondents who have an educational level 6116 11 years this of course is consistent with the trend which by now has become obvious as it can be seen in these tables 94 tabletabie 38 the influence of the placement program as an incentive to college aspiration by age of respondents

great extent limited extent not at allail

age

213021 30 years 6 66766.7 3 0 01 2 22 2 14014.0 1 11 1 50 0 loo100

za T 314531.45 years 1cac 56056.0 z0 7 39039.0 50050.0 1 505.0 50 0 loo100

466046 60 years 4 44444.4 no0noanoomoo 515 6.6 36 0 0 0 0 1001100.1

TOTPJ J re swolspendenswonspondensponden s 0 2 f36

tabletabie 38 reflects that the majority of allail three age groups were favorable to the ideaidee that the program was an incentive towards higher educational pursuitstnttrsuits with the middiemiddle age group being more favorable and the oldest group being least favorable the personal observations of the writer in his own college experience indicates that indian youth with placement experience are ableabie to have higher aspirations and consequently higher achievement 95 tabletabie 39 the influence orof the placement Prprogramograin as an incentive to college aspiration by occupation of respondents

oreahgreat extent limited4 ed extent not at allailal

10 10 1 zrar tr 4 0 0 0 0

s aj4j s 4jaj 4yay 0 R occupation 00 Y k

01.01 1 1001100.1 professional 13 50050.0 62 oi01 12 606.0go 80 404.0 loo100

clerical 2 50050.0 i00loo100 2 50050.0 13013.0 0 0 0 loo100 oiioil01i operative 6 66066.0860660 14014.0 707.0 0 0 0 loo100 37711 TOTAL trpespondents H 211

the most favorable in tabletabie 39 is the operative grgrupgroupup who vieuviewvievdthevieuedtheedthe placement program as an incentive forror college aspirations the professional group is the least favorable the important factor to consider in this tabletabie is that onehalfone half or more of the persons in every group saw the placement program as a great incentive almost none of the respondents viewed the ogramprprogram as not being an in centivebentivecentive 96 tabletabie 40 the influence of the placement program as an incentive to college aspiration by years of education of respondents

grgreat extent limited 17 xtertxterm not at allail

c9ca CO Q ily 0O C r S 0 0 1 Q 1 Y Y 0 4 e 0 years of education N0 f i

6 11 years 3 1701117.011 11 611 50050.0 17017.0 3 50050.0 21712121.71 0 0 0 DO t 60146.0141 years 1 0 121412 14 10 303.063063.06 30 56056.0 6 37037.037 0 43 0 0 100 f27011 151615 16 years 5 45545.5 270jj 5 45545.54 5 36036.0 1 909.0go 100 iooi100looibooi

1 181 ti OL 1 33 TOTPJ respondsResponderespondentsnl1 s 18 14

tabletabie 40 shows that allaliail three educational groups were in agreement that the placement program was an incentive for aspiring to higher education

only 990 of the respondents who have the highest educational levellevei were in disagreement that the program provided no incertiincentiincentiveve 97 analysis of openendedopenopenendeden ended ouestionsquestions the following chapter presents material supple- mentary to that produced by the formal interviews as discussed in the previous chapter this is more thanthallthail a formal supplement in that an alternative technique was used with the participants in this section of the analysis new information as well as a clearer understanding and deeper insights into the participantsparticipants11 attitudes towards the indian placement program is examined the alternative technique involved the presenta- tion of three openendedopen ended questions to each interviewee each question was desianeddesladesiadesignedned to elicitcpinions comments and perspectives xevenichnichwhich the participants may not have felt frefro to express in the formal interviews in addition questions were presented to the participants after theth e formal highly structured interview schedule was completed these factors combined to create an atmosphere where the participants felt free to ask questions and to receive candid canswers as well as to vocalize criticism which in some cases was exceptionally perceptive

suggestions and comments for improving the LDS placement program this section discusses the personal comments and recommendations which were eTresexpressedsed at the conclusion of the formal interview this section of the interview 98 schedule afforded the opportunity for the respondents to make specific suggestions and comments that they felt would help improve the total efficiency of the placement program the following include the two major categories of suggestions and comments that the respondents made suggestions 1 need for strengthening cultural ties and indian identity retainmentdetainment 2 closer supervision and continuous review of the effectiveness of the placement program 3 recommendations for improving foster and natural parent relationships 4 need for more counseling and better representation by placement representrepresentativesatjve s chirucoirucommentsnents 1 comments on what placement students could be doing upon returning home

2 positive comments on the placement program 3 negative comments on the plapiaplacementcement program 4 religious involvement in regards to the LDS placement program in suggestion 1 seven of the respondents suggested that the indian students on the LDS indian placementpiogromplacement pizxgram 99 should be encouraqedencouraged to learn and be taught their native heritage and culture it was suggested that the public schools and foster homes where the SItustudentsdents reside should be the places where pride in the students heritage should be strengthened and encouraged indian cultural classes at public schools indian assemblies for the purpose of sharing the indian students culture with the nonindiannon indian student body and trips by the foster parents to the navajo reservation to visit their foster childrens home were encouraged the overall feeling of these responderespondentsL itsS was that the placement students should be afforded the opportunity to keep in touch with their cultural values and have pride in who they are the second suggestion was for the need for closer supervision and review of thet7jae efficiency of the placement program fifteen percent of the respondents suggested that a sixsixmonthmonth check be made to see if the natural parents still wanted their children on the program if the placement child was happy in his foster home and if the foster family wereweare having a positpositiveivea relationship with its placement student in addition suggestions were made that studies be included to analyze the effectiveness of the placement program this certaincertainlylv would insure a closer working relationship with the foster families and natural parents 100 another study which was suggested was to determine the effect on the indian students after coming from one dis- tinct cultural background and going into a living situatsithatsituationionlon in an upper or1 middle class environment the significance of these responses indicate that the respondents believed there was a real need to have factfactfindingfinding data accumulated on an annual basis to insure that the quality and effectiveness of the placement program was adequate and properly niteredmoniteredmonitoredmo recommendations for indirpimprovingImD roving foster and natural parent Relationrelationshrelationshipssh in regards to parental advice the third sugasuggestion0 estion or sugestionssuggestions9gest ionslons presented what three respondents beliebeilebelievedveJved would improve the foster and natural parent re- lationlationshipsships one of the recommendations was that the navajo placement students be placed in navajo foster homes another suggestion was that the natural parents should be involved in the selection of their childchilds foster parents in addition it was emphasized that a closer relationship should be encouraged andan established between the natural parents and the foster parents 101

the comments made by these respondents affirmedreaffirmedre previous comments from other respondents that closer rela- tiontionshipsships should be established and encouraged for the well being of the navajo placement students participating in the program there seems to be an indication that those remarks support the assumption that positive parental relations would enhance the success of the navajo students entering and completing the LDS placement program the fourth category where recommendations were made in regards to improving the LDS placement representatives needed to travel throughout the navajo reservation and inform more indian people about the functions and purpose of the placement program another recommendation was that there needed to be more information distributeddistributed about the placement program in addition one of the respondents requested that he personally would like to have more information delivered to him as soon as possible one member of the presbyterian11resbyterian faith stated that she would like to see more pamphlets and films be made available on the placement program she indicated that 102 she would have preferred if it became necessary to send her children away from her home that she would involve them in the LDS placement program rather than have them attend a boarding school she concluded by stating that she would like the following information be made available annually to inform navajo parents where their children are being sent how the studenstudentss are participating in the program and what areas of the navajo reservation they are coming from these recommendations imply that a genuine desire exists to have personal contact representatives from the placement program insure that information and open communication be established between both the navajos vovvhsvvho are participating and those who are not participating in the placement program the fifth and final suggestions discuss the need for more individual counseling of placement students the following suggestions were made for placement representatives by 10 percent of the respondents counselors working with the placement students must be expected to play a major part in the adequate preparation of their students to enter college or vocational training in addition there needs to be institutded a followfollowupup prprogramograin of the placement students upon their high school 103 graduation to insure that they continue to strive to obtain their highest potential in the educational professional andor professionalparaprofessionalpara worlds indian students should also be informed by their counselors of the various oppo- tunirtunitiesties which are available to indians living either on or off the reservation who possess training and skills anoanotheranoitheritherleher recommendation was the placement officers and counselors send a written progress report of each placement student to the natural parents reporting the

1 activilactivinactivitiest lesies of their children A final Ssuggestion was for the placement worworkersrers to be allowed if possible to accept late applications from natural parents who have finally consented to have 4heirtheir children participate in the LDS placement program another recommendation was for the improvement and simplification of the channels of communication between those xbovhoabo have the authority to grant permission for the placement students to leave the program in times of emergencies this would assist the natural parents in underunderstandingstandandlandiing who they should contact in time of emergencies and from who they should receive permission to have their children released from the program for a brief period in addition this arrangement would aid in preventing problems where foster parents had no authority to release 104 their placement student the parents experienced confusion in attempting to locate the individual who was in charge of this function these responses identify a real problem which concerns the destiny of many navajo students they suggest the importance of employing effective counselors who can identify and relate to the indian students and thereby give them the encouragement and understanding they need in pursuing further training and educational opportunitiesoppor FE unities upon coincornpetioncompetioncompletioncomcornpetionpetlon of high school

1 these particaparticuparticularsar1 ar respondents also expressed concern that mutual respect open comamunicatcommunicationionlon and proper understanding needs to be established between the natural parents and foster families participztingparticipetingparticipating in the lacementplacementlacement program two respondents had comments on what navajo placement students could be doing upon returning home for the summer they were as follows placement students should be encouraged to be actively engaged in LDS church activity during the summer months the returning students should be better examples to other young navajos during the time they are a-atl home these young men and women should take it upon themselves to take an active role in church assign ments they shouldshouldshouid be willing to assistantassiassistandassiststandand sustain the present church leadership in their respectiverespectrespectlveive areas where they reside 105 these comments from two members of the mormon church are meaningmeaningfuluau1 from the standpoint that they indicate a need for the returning navaidplacementimplacementnavapplacement students toassistcoassistto assist in church or religious activities sponsored by the LDS church this may imply that there is a laxity of involvement by these students upon returning home in category 2 three of the 38 respondents had positive comments on the placement with no further suggestions wiatmiatwhatmaat is significant is that two of the respondents were not of the LDS faith one non LDS respondent stated it is an excellent program for my people therefore I1 have no suggestions I1 oalyonly wish other church groups alsoaisoaleoaielo would practice being a brothers keeper and extending christian love as the LDS church another stated to the extent that I1 know of the program and its functions or short comings I1 could not offer any improvements that arent already in practice the final comment was from a member of the mormon church in ilchlichwhich he stated 1 I think that the placement Proprogramgrani is headed in the right direction category three related the negative comment one respondent had towards the LDS placement program this individual had several of his children participate in the program 106

the following is a statement recorded by two LDS missionaries this navajo gentleman would not fill out this questionnaire but we had a talk with him about the placement program one of his daughters was in the placement program 9 years and another for 6 years several other of this children also participated in placement apparently at the time they thouthought9nan t placement was a great program and the best for his kids they also claimed to be very good and active membersmeirmerribers of the church he also went around with the eiderselderseryeidElderselderswryElderserywry often and used to actively encourage his people about placement now he is very bitter against the church LDS and the placement service two years ago his kids were turned down becausebc cause he used to visit his kids often and bring them home said also that placement would not let kids come home for chrisachris4ch ristristmasrisemasL mas funerals etc when some of the kids went bacbackk to live with old foster families but wewerewemewamev e not placed in homes through placementP IC service the placement workers stuck their nose into it and took action against it now he talks against placement and church As he talked he told how placement is still the best program but because of his bitterness he was all against it we didnt get the questionnaire filled out but thought these notes might be helpful LDS missionaries although this negative statement was transmitted through an LDS missionary and not on the questionnaire it is significant for two reasons the first would be the fact that although this gentleman would not fill out the questionnaire he very definitely had something to say about the program the second is that his statementstatorient should be takentarentanen as a worthuiiileworthwhile suggestion that possible better communications and negotiations could have prevented this incident 107 and similar problems in the placement program this statement could serve as a definite aid to the placement case workers in improving the effectiveness of the program for those future children and parents participating in the program with respect to comments concerning the religious base of the LDS placement program two respondents recom- mended that selection of students who participate in the placement program should not be made merely on the basis of membership in the church of jesus christ of latterlatterdayday saints the implication is that non LDS families have become aware of the program and might want to participate in it it was further suggested that the program be made available to students from remote and isolated areas on the navajo reservation awareness of respondents about placement students returning to the reservation and the consequent tribal involvement the second question posed at the conclusion of the formal interview was do you know any navajo placement students who have returned to help you navajo people can you tell me what they are doing of the 38 respondents 64 percent indicated that they were not aware of any indian placement students who had returned to the navajo reservationreservmeserv atlon uponcaupon rpletionrepletioncompletion of 108 the placement program the remaining 36 percent of the respondents indicated that they were acquainted with seelveralalveralseveral navajonava30 placement students who had returned and were living and working on the reservation and thereby serving their native people the respondents identified 19 wellknowwell know individuals in addition to 11 other persons whose names they were not able to recall but did make comments as to what they were currently doing on the reservation the following are the speciapecispecificificidic individuals and their occupations identified mrs ester antonio regis teredcered nurse presbyterianpresbylpresbylak erianerlan hospital albuquerque new mexico dr bahe billiebillieirrigationirrigation project for the navajo tribe mrML charles billie mortician mrs florence boyd housewife mr craig brandowhigherbrandow higher education office navajo tribem fil111lissmissss delphine curleymisscurley miss nava30navajo 1974 mr larry dennisonschooldennison school system at blanding mr george leeleepresidentpresident of the college ganado ganado arizona mr ray louislouisnavajonavajo film commission window rock arizona mr donald mose curriculum development specialist blanding utah mr ed perkins program analyst under the navajo division of education Ms gloria libyesalibyeSasalabye mr dan smithciviliansmith civilian dispatcher with the navajo police chinie arizona Ms wilma veres alcoholism counselor NAREPONEONAREPNAREPONEQONEOONEQ 109 fort defiance arizona mr wilbert willieheadwillie head of ONEO mr chester yazzie reporter and news broadcaster of the navajo nation television news hour mrs mabel C yazzie legal secretary with the legal department of the navajo tribe the importance of this information indicates that more than onethirdone third of the respondents are aware of former students who participated in the placement program and seemingly have respect forfo Y its former participants this further suggests that the LDS placement program is providing signisignificantican an results a potential futuafutuxfuturee leadership for the navajo tribe the following is a description of the former placement students who weretwereyvere not identified by name but were described by their present working status radio announcer flagstaff arizona tribal caseworker tuba cityarizonaCity Arizona man working in page arizona employed boarding schools only a few go on missions they assist some navajo people teaching public relations work and business work these former students hold leadership jobs of responsibility within the tribal government these navajo students that have returned home are very helpful 110 in chapter houses and alsoaisoa so with the tribal government secretaries of office of operations window rock arlarizonaAriariezonaozonaezona actors in the film produced by BYU bitter winds these individuals who were not identifiable by name are important to this particular section because they were known by their navajo associates as former participants in the LDS placement program and are making significant social contcontributionsr ibutabutionslons to the progress of the navajo tribe questions posed by the respondentss on the placement programrogram A thirthirtthirathir1I1 and final question was posed to the re- spondentsspondents upon completion of the formal interview this1 chapter discusses the responses given to the question do you have any questions on the placement program that you would like answered of the 38 respondents 56 percent did not respond that they had any questions the remaining 44 percent of the respondents presented definite questions concerning the functfunchfunctionlaon and purpose of the placement program the significance of this chapter is that almost onehalfone half of the respondents wanted information about the program this reflects the need for inorelnoremore factual and accurate information to be disseminated to individuals

a who would be associated with or would be in contact with the LDS indian placement program the following questions were asked by the respondents 1 what can be done to account for educational aid by state federal etc when a navajo child goes on the placement program

2 how many students do they take each year 3 I1 have many questions and if I1 were to have a personal interview with a placement program representative I1 would most definitely have questions for him my questions would not be specifically on theehelehe placement program but some would deal with the entire LDLDS1 concept 4 what are your motives for taking indian children away from their home and parents 5 when was this program initiated 6 how many are in the program what is the rate of increase and what are some of the students doing now 7 what is expected from the natural parcparentsmts from the humanistic and financial aspects 8 Is the placement program a social welfare program or religious oriented problem is that people do nolnot understand they have to be members of the mormon church 112 9 who is responsible for the program 10 what is the measure of success of the program 11 why are the children always taken away late at night a Is the placement program for the individuals benefit or as an influence to increase the LDS organization b Is there really a freedom of religion or does it consist of one religion only c what is the importance of the navajo cullcuieculecultureure as far as foster parents are concerned 12 how long do they stay on the program a do they lose their language b how many finish high school in reference

to the cumbenumbenumberr of years on the progrcprogreprogramalm c matwhat is the usual criteria for the placement program

13 how many placement students have been successful and have returned to the reservation to serve their people 14 why dont many of these students ever help their parents out many students seem to just take the white mans way and dont help their darentsparents or people 113 15 there are students I1 know that are on the program that dont care whether they go back to the reservation or not what can be done about that 16 does the placement program have brochures stating the objectives and information on the placement program in summary the importance cfof these questions suggest that there is a general lack of knowledge concerning the placement program for navajo children the respondents showed by their questions that they were candidly interested in receiving honest answers to their intelligent and thoughtprovokingthoughthought t provoking questions chapter 5

SUMMARY conclusions alidANDAITD recommendations

in order to intelligently findfind out if the friterswritervritersI1 s assumptions were accurate and determine if there is a communication gap between the indian leadership on the navajo reservation and the LDS placement program a study was conducted through the implementation of questionnaire these questionnaires were devised to acquire information on segments of community leaders attitudes and opinions of the function and purpose of the placement program on the navajo reservation the questionnaire was developed at brigham young university and pretested to sixteen BYITBVTJ indian students the purpose for this pretesting was to determine if the testi0TeStitestiequestionnaire0 L L labrela3re was offensive too technical or difficult

to understandu1uai lderiderstand if the language was too academic and if the questionnaire should be modified the pretestpre test was a significant aid in providing a modification of the original questionnaire and inserting additional questions that would assist in acquiring the necessary data 114 115

udonupon completion of the pretesting and revising of the questionnaire the writer conducted various formal interviews with navajo community leaders from three geographical areas on the navajo reservation rural semi- urban and border town communities upon completion of the formal interviewing specific data from the respondents reactions and personal comments were accumulated to strengthen the questionnaire to find out if there was a serious communication lag between community influentialinflueninfluent C iallallar leaders and the LDS placement program thisinnis study concludes from its findings that there is a laxity on the part of the LDS indian placement program in providing adeadequatequatte information to community leaderslecedersaders onoln030010 the navajo reservareservationfionhion the study also finds that the respondents religious affiliation did play a actorfactori in being strongly opinionated on the total function and purpose of the placement program serving the navajo indian community the negative attitudes formulated by some of the respondents were partially based on religious bab4biaseslaseekaseslases towards the placement program however important findings in the study point to the fact that lack of information on the placement program to the kavcnavajonavctjo people was the majori cause for misinformationmi sins information biased assumptions and misandermisundermisunderstandingsmi sunder standings of theitheiche real intent and 116 purpose of the existence oftjie the program on the navabnava3navajo0 reservation see pages 67716771.67 71 it is therefore concluded that any reaction among navajo community leaders in the past towards the placement program has been partially due to lack of information it is conceded in this study that if substantial information on the LDS placement program were available totwo the navajo people there would assuredly be a definite change of attitude towards the program

recorecommenaattrimendc1 tions the following are suggestions that the writer feels would enhance better communications and relations with the LDS indian placement program and indian leadership within their communities 1 further inindepthdepth studies should be conducted on other indian reservations to see if the existingexioemisemlosting cominunicatcommunication4lonkonaon problems between indian leadership and the

LDS placement progprogram1 am are the same as on the navajo

L reservalreservareservationLlonion 2 the placement program souldbould escalate its public relations endeavors by making a concerted effort to make available written information in the form of boo- klets fact sheets handout materials and other written mealamediainedia that would be accurate and concise as to the 117 functions and purpose of the program on the navajo reservation this material should be designed and geared toward the respondents who were utilized in this study 3 concerted effort should be made to send out news releases to leading indian newspapers to inform the navajo publics on the accomplishments of placement students this recommendation could be implemented on the reservation with the cooperation of the navajo times the widely read newspaper among the navajo people 4 placement program personnel should encourage the navajo placement students to submit articles to indian publications explaining the program and the positive effectseffectsacts it has on them 5 officials of the placement program should prepare a monthly bulletin to the natural parents of students participating on the program to inform them of accomplishments and achievements of their children 6 program officials shoushouldld encourage its placement students returning home for the summer to conduct special programs at various religious denominations meetings to explain what the program is doing for them and what they are accomplishing throughthethrough the program 118 7 the placement students should be assisted in presenting special programs to their natural parents upon returning home this would make it possible to share with their parents what they have learned in the areas of talent music ability and public speaking 8 the placement program should produce a 16mm16 mm film that will explain the functions and purposes of the program and give highlights of what has been done for indian children this should be a documentary of the history of the program its purposes and testimonies of students who have participated in the program in addition it could illustrate the cialitybalityquality of people the program can produce in sistingassistingaz indians towards self determination 9 the placement program should encourage its students to get involved in positive civic activities to enhance community understanding 10 special student reunions should be established by the placement program to provide an opportunity for parents and specialspeciapeci 1 l guests to see the types of activities placement students are doing to assist indian people on and off the reservation this could be done in cooperation with existing indian missions 119 11 open houses should be developed by the placement program whereby indian people from the total indian community could be invited to see displays and hear placement students speak on what the placement program is doing for the navajo people these open houses could be conducted in LDS chapels or community centers 12 representatives of the program should be available to participate on radio or television programs that are operated by indian people this would work well on the navajo reservation due to the fact that the navajo tribe has two weeklytelevisionweekly television shows 13 tribal leaders should be invited as special honored guests at youth conferences sponsored by the LDS church this would afford these leaders an opportunity to see on a large scale what the program is doing for their children spiritually morally and in the area of0 self development 14 the placement program should make every effort to establish rapport between indian leaders in various

I1indian communities this could be accomplished by assigning an indian from the program to visit these leaders and explain what the placement program is doing for navajo children 120 15 the placement program should insure that the indian public is aware of accomplishments and achievements their students are making by participating in the program the students who have graduated or are participating in the program is the best testimony of what the LDS placement program has and is like for the indian people throughout america bibliography barclay Liriotariotleriotderiot G jr harold c brown royal V ellis kent E morgan gary L wade arland L welker A study of the graduates of the indian students placement program of the church of jesus christ of latter dadayy saints thesis utah 1972 based on correspondence from the first presidency of the LDS church david 0 mckay stephen L richards and J reuben clark to all stake Presidenpresidentstsi salt lake city june 1955 benham dr william respect and understanding the keys to indian education indian educationeducationvolvoivol illliililiii111 no 414 1973 bishop clarence R indian placement history of the church of jesus christ of latterlatterdayday saints unpublished thesis university of utah 1967 bunnel steve D loella A farrington glen R grygla marilyn L glen van TNtagenenWagennagenwagenenwagenenrTagenenenrene the natural family background and cultural identification of the first year LDS indian students 11 unpublished thesis universuniversoUnuniversityivers ltyalty of utah 1971 cahn edgar S our brothers keeper the indian in white america washington DC 1969 coombs L madison et 01ol theI1 indian child goes to 1 schoolS chopi washington DC DC p 195895ee civiaciviucummiaingsningsng s tom the analo aid the mormons come to ramah rarnahcarnah navajo high school august 1974 appp 1531 dyer alvin R the work among the lamanitesLamanites must go forward address presented at the assembly hall oct 19681968. editorial milennialmillennialMilennial star october 18 1822 44733440 733

121 122 fuches estele time to redeem an old promise saturday review january 1970 p 55 hannan susan whati1what racist christians tormen indian children the karpathwarpathWarpath june 1970 p 12 havighurst robert J the education of indian children and youth the national study of american indian educdeduceducationationlon the university of chicago december 197019701 appp 353 5 hill david et al declaration to the mormon church leaflet statement of april 11 1974 inequality in education indian education cambridge mass 1971 kimball spencer WOW the lamanitesLamanites their burdenourburden our burden 11 speeches of the year provo 1967 pamphlet of adult education and extension BYU kimball spencer W the lamanitesLamanites ciscelmiscelmi scesee11aneousauleou S speeches provoD rovo 1953 pamphlet of adult education and extension servicesServicest WBYUJ larson dean L american indian today provo utah 1965 larson dean L you and the destiny of hetheitheiticheathe indian salt lake city utah 1966 lee george P A comparative study of activities and opinions of navajo high school graduates among four selected school models Brigbrighamhaiaharahain young university 1975 miller bruce A indian school needsneedstneednt the denver post november 25 1973 oberg dr kalervo culture shocks and the problem of adjustmentadjaustment to new culture enviromnenEnvironmentenvironmentsyIC ssy 1968 pamphlet of the association of americanamer 4lcanacan indian physicians oklahoma city oklahomaokla1oklad iomaloma roberts B H A cocomprehensiveehensiveehen sive history of the church of 0fesasjesusresas christ of latlatterlatterdayiteryter daydziadzi v saints vol IV salt lakeakeahe city utah deseret news press 1930 123 smith joseph fielding essentials in church history salt lake city 1953 smith robert dean relationships between foster homehorne placement and latter acculturation patterns of selected american indians unpublished thesis utah state university 1968 the american indian reader education problems of today san francisco 1972 US senate bill S 2724 section a october 20 1971

US senate report no 9150191 501 indian education A national tragedyatragedy A national challenge november 3 1969 p ix US senate report no 9238492 384 calendar no 382 indian education act of 1971 11 p 14414 websters third new international dictionary 1966 p 6 woodruff wilford general conferenceconicerencearence reportre t salt lake city april 1898 APPENDIX I1

AN evaluation OF LDS PROGRAMS FOR LAMANITES

although indian student placement had its roots in the early pioneer period its modern beginning was in the fall of 1947 when brother golden buchanan of the sevier stake presidency and his wife took a teenageteen age indian girl into their home to assist in clothing and educating her from that time to the present the program has grown and been modified today the program is licensed under state law to handle the foster placement of indian children who with their parents consent are permitted to live with LDS famramfamiliesliles during the school year while obtaining an education in a geographic location removed from157lazdat rom the reservation both students and foster families are care- fully selected according to their ability to properly handle the placement experience efforts are made during placement to strengthen and preserve the relationship of the student with his natural parents to help him appreciate the fine points of his own culture and the noble heritage he has and to properly prepare him spiritually and personally to cope with the competitive society he faces today at the present time there are approximately 5000 lamanite students participating on the placement program in several western states and canada placement is viewed as a temporary program it is desperately needed in an era when poverty and all its related evils engulf the indians way of life As efforts to strengthen the spiritual social educational and economic conditions on the reservation succeed the need for placement will diminish compiled by seminaries and institutes brigbrighamham young university 1967 124 APPENDIX II11

SURVEY ABSTRACT AND SUMMARY OF FINDINGS BY ROBERT DEAN SMITH

A survey was made of the graduates of an educ- tioationallynally oriented church sponsored foster home placement agency the subjects for the study had been graduated from high schools in idaho arizona canada and throughout utah there were 235 students graduated during the period 195419671954 1967 the survey of these subjects was 1 made by the use of the mailed questionnairequesgues 4lonionnaireconnaireionnaire method responses were received from 165 70702170.217070. 21 percent of the subjects sixty percent is considered excellent response responses were received from 90 females 5454545454.5454545454.5454 and 75 males 4545454545.45 the subjects of this study appear to be preparing themselvestheiathelaselves to become more selfreliantself reliant in their own culture and functional in the dominant culture the accomplishments of the respondents compare favorably with those of their contemporaries of the nonindiannon indian population this is taken from robert dean smiths thesis entitled relationships between foster home placement and later acculturation patterns of selected american indians 1968

125 APPENDIX iliIII111

declaration TO THE MORMON CHURCH SPENCER W KIMBALL

for immediate release april 11 1974 the american indian movement and its follofollowersweriswerks and sympathizers have met in prayer and ceremony and have come to one mind the great spirit has spoken to our hearts

and minds because of yourA insensitivity to our religion and traditions in keeping the remains of our forefathersforefborefathers on display and from the mother earth because of your racist attitude regarding our skin color because of your divisive practices of pitting indian againstlndianagadnstindian because of your attempts at cultural and religious gene cide because LLN tive americans have approached you for to resolve these matters and you have turned them away you are hereby ordered to recalrecairecall all your missionaries from the reservations and the areas where native americans frequent you are hereby ordered to return all traditional indian lands and property to indian peolipeopipeopleE F which the church has in possessionpodpos session of and forfeitA all improvements of said lands this order is effective immediately

david hill state director of utah AIM john trudell national chairman AIM vernon bellecourt national state director AIM george redstonereds tone assistant state director Uutahtah almAIMA IM 12612 6 AN ANALYSIS OF ATTITUDES NAVAJO COMMUNITY LEADERS HAVE TOWARD A RELIGIONjr SPONSORESPONSOREDD PROGRAM BASED UPON membershipT OF THAT FAITH AND AMOUNT OF information ATTAINED

howard T rainer department of communications MA degree december 1976

ABSTRACT the purpose of this study was to develop a des- criptivcriptivecriptive analysis to determine if native reaction in the past among navajo community leaders towards the LDS indian placement program has been a result of lack of information and religious bias conclusions based on the findings afteraftaftertheerthethe analysis revealed that the LDS placement program has been very lax in its efforts to providprovide adequate information on its purpose and function to serve the navajo comincommunityunity with educational experiences forjror navajo children it was concluded that the cpondentsrespondentsre surveyedsurv3yedsu 3 v nredanred in the study basebases some of their negative attitudes towards the placement prograprogreprogramtiititttl in relation to their religious affiliation it is suggested that the findings in this study be applied to the formulation of furtherfur cher study and development of a sophisticated public relations program by the LDS indian placement program to be utilized in creating more effective communications and understanding between the leadership and the proprogramy ram COMMITTEE APPROVAL comnq ruirulormirulofRulorniorMiL bradleyiarai3ra ley comrnijfceecomno theetee chairman

wenn S rich committee member

M dallas burnettburnetz departmentDepartnent chairman