VOLUME IX SUMMER 1997 NUMBER 1

Acoma Pueblo, New Mexico. Photo by Lee Marmon

A Guide to Literature on Reforming American Indian Research

by Rosemary Ackley Christensen and Thomas D. Peacock

Conducting the Search

This not the definitive collection of everything written about reforming American Indian research. The materials do represent, however, some useful literature for those who are interested in further exploring research reform issues in Indian country, as well as surveying the discourse on the roles of American Indian and non-Indian researchers. 

Abstracts and some full text materials of these articles were accessed using computerized database subject area searches of ERIC (Educational Resources Information Center), Sociological Abstracts, the Government Printing Office, and sites on the World Wide Web (WWW). Major descriptors for the search included American Indian and Native American (NA) research, American Indian (NA) research design, American Indian (NA) research methodology, American Indian (NA) scientific research, and American Indian (NA) research reform. 

For a useful guide to conducting similar searches, see J.M. Mueller-Alexander and H.J. Seaton (1994), "Researching Native Americans: Tips on vocabulary, search strategies and Internet resources." Database, 17 (2), 45-46, 48-54, 56. 

Resources on Reforming American Indian Research

Barden, J., & Boyer, P. (1993). "Ways of Knowing: Extending the Boundaries of Scholarship." Tribal College: Journal of American Indian Higher Education, 4(3), 12-15.

This article reviews the elements of traditional scientific method and trends among American Indian and other scholars, suggesting they be extended to include intuitive, spiritual, and personal categories of understanding. Barden and Boyer suggest four areas of focus to evaluate the new scholarship: importance of the research, integrity of the process, explanation of the methodology, and acknowledgment of research limits. 

Boyer, P. (1993). "The Model Scholar." Tribal College: Journal of American Indian Higher Education, 4(3), 20-22.

This article describes the community-based research approach of Barbara Bowman, a non-Indian studying psychological issues at the Northern Cheyenne Reservation in Montana. Boyer focuses on tribal-researcher relations at the reservation and discusses tribal requirements for research, including approval of the study, tribal ownership of the data, and formal presentations of the findings to the tribe. 

Boyer, P. (1993). "The Utility of Scholarship: an Interview with John Red Horse." Tribal College: Journal of American Indian Higher Education, 4 (3), 18-19. 

Dr. John Red Horse (Professor of American Indian Studies at the University of Minnesota, Duluth) focuses on the need for some tribal control over research conducted in Indian communities, the role and approaches of non-Indians in American Indian research, and changes in research methodology brought about by American Indian researchers focusing on the immediate needs of the community.

Judy Gobert (right) says researchers too often focus upon problems, not solutions. Pictured with environmental science student Pam Atkins. SKC Media

Cahape, Patricia, Howley, Craig B. (Eds.) (1992). Indian Nations at Risk: Listening to the People. Summaries of papers commissioned by the Indian Nations at Risk Task Force of the U.S. Department of Education. WV: ERIC Clearinghouse on Rural Education & Small Schools, Appalachia Education Laboratory, P.O. Box 1348, Charleston WV.

Summaries of 20 papers commissioned by the Task Force. #6 Nichol's, on the need for new models in research, cites the issue of no national data base in existence on Native education. He makes a case for "naturalistic inquiry model" (Charleston 1990 IHS) based on Lincoln & Guba (1985) with the case study approach as an element. Others of interest include Jon Reyhner's drop-out prevention piece asking what works for teaching Indian students, while Berg and Ohler #11, ask that a National Institute conduct research and identify effective educational strategies for students in the use of computers. Tonemah #15 speaks to the lack of literature on education of gifted/talented Indian children with identification of unique characteristics. 

Deyhle, D., & Swisher, K. (1997). "Research in American Indian and Alaska Native Education: from Assimilation to Self-Determination." In M.W. Apple (Ed.), Review of Research in Education (pp.113-194). Washington DC: American Educational Research Association.

A comprehensive review of Indian education research, including discourse on the need for American Indian researchers, the role of American Indian researchers, methodological considerations (protocol, moving from data-gathering and theory-testing models to problem-solving studies), and the need for American Indian people to set the research agenda. 

Deloria, V., Jr. (1991). "Commentary: Research, Redskins, and Reality." American Indian Quarterly, 15(4), 457-68. 

The author asserts that researchers of Indian country should focus on real needs of the Indian community, possess sensitivity to community wishes and attitudes, and establish more precise identity with respect to communities with goals of distinguishing serious research from popular writing, minimizing useless research, and providing more leverage over funding sources and their agendas. 

LaFromboise, T. D., & Plake, B. S. (1983). "Toward Meeting the Research Needs of American Indians." Harvard Educational Review, 53(1), 45-51. 

The article discusses the limitations of social science research on American Indians, the lack of Indian participation in research, the need for American Indian researchers, and proposals for curriculum integration in educational research training for Native Americans. 

Lujan, C. (1989). "Educating the Researchers." American Indian and Alaska Native Mental Health Research, 2(3), 75-76.

Using an alcohol study as an example, the article highlights the type of paternalistic research that focuses on the perceived weaknesses of Alaska Natives. She suggests meaningful community involvement in all phases of a research project. 

Wax, M. L. (1991). "The Ethics of Research in American Indian Communities." American Indian Quarterly, 15(4), 431-56. 

A well referenced (35) discourse on the ethical problems inherent to conducting research in rural Indian communities. Includes topics such as the incompatibility of traditional world views and philosophies of ethics and science; community attitudes toward membership, taboos, and individual autonomy; confidentiality and disclosure; risks and benefits for community and leaders; and basis and provider of informed consent. 

White House Conference on Indian Education (WHCIE) Public Law 100-297. (1992). Washington DC: U.S. Government Printing Office: 1992, 328-409 Two Volumes.

Vol. 1 contains the 113 resolutions adopted by the 234 delegates on 11 topics. Topic 7, on language and culture, identifies need for exemplary models. Recommendations noted uniform data and research especially on characteristics of the general Indian student population by grade, age, gender, family profile, and educational provider is not available. Vol. 2 contains recommendations from 30 state, tribal, and regional reports on 17 goals. Research concerns are listed by state with lack of data relative to American Indian education. These range from norming culturally relevant tests to lack of uniform data. Clearing houses on alcohol/drug abuse information and special education are mentioned as well as finance, teacher effectiveness, model projects, national offices to conduct research, and a focus on Native language issues.

Additional Resources

Cahape. P. (1993). "Blueprint for Indian Education: Research and Development Needs for the 1990s." Charleston WV: ERIC/CRESS, Appalachia Educational Laboratory. 

Dussias, A.M. (1996). "Science, Sovereignty, and the Sacred Text: Paleontological Resources and Native American Rights." Maryland Law Review, 55(1), 84-159. 

May, P. A. (1989). "That Was Yesterday, and (Hopefully) Yesterday Is Gone." American Indian and Alaska Native Mental Health Research, 2(3), 71-74. 

McInerney, D. (1992, November). "Indigenous Educational Research: Can it Be Psychometric?" Paper presented at the Annual Meeting of the Australian Association for Research in Education and the New Zealand Association for Research in Education (Geelong, Victoria, Australia, November 22-26, 1992). 

McShane, D. (1988). "Mental Abilities Testing Research with American Indians: a Reprise" (a reply to Chrisjohn's commentary). Canadian Journal of Native Education, 15(3), 92-100. 

LaFromboise, T. D., & Plake, B. S. (1981, April). "Culturally Relevant Training of American Indian Educational Researchers." Paper presented at the meeting of the American Educational Research Association, Los Angeles CA. 

Oandasan, W. (1981). "Critique of NEH Code of Ethics." American Indian Culture and Research Journal, 5(4), 41-44. 

Schirer, Thomas E., Branstner, Susan M. (Eds.) (1992). Native American Values: Survival and Renewal. Sault Ste. Marie MI: Lake Superior State University Press. Papers from a national Native American studies conference held annually since 1987. 

Swisher, K. (1993). "From Passive to Active: Research in Indian Country." Tribal College: Journal of American Indian Higher Education, 4(3), 4-5. 

Trimble, J. E. (1977). "The Sojourner in the American Indian Community: Methodological Issues and Concerns." Journal of Social Issues, 33(4), 159-74. 

U. S. Senate Committee on Indian Affairs. (1993). National Indian Policy Center: Hearing before the Committee on Indian Affairs, U.S. Senate, 103rd Congress, 1st Sess., an oversight hearing to examine the feasibility of creating a permanent Indian research center. Washington DC: U.S. Government Printing Office. 

Rosemary Ackley Christensen is finishing her Ph.D. in education policy. She is a member of the Mole Lake Band of Ojibwe Indians, Lake Superior Band, Wisconsin. Thomas Peacock (Ed.D. Harvard University) teaches at the University of Minnesota-Duluth. He is a member of the Fond du Lac Band of Lake Superior Chippewa.