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I
I
7 3 -2 0 ,3 2 5
CLAGETT, J o h n C a r p e n t e r , 1937THE POST-ACMISSION SUPPORT POLICIES OF PUBLIC
COLLEGES AND UNIVERSITIES OF MICHIGAN IN
RELATION TO INDIAN STUDENTS1 NEEDS.
M ic h ig a n S t a t e U n i v e r s i t y , P h .D ., 1973
E d u c a tio n , h ig h e r

University Microfilms, A XEROXC om pany, Ann Arbor, Michigan

THE POST-ADMISSION SUPPORT POLICIES
OF PUBLIC COLLEGES AND UNIVERSITIES OF MICHIGAN
IN RELATION TO INDIAN STUDENTS' NEEDS

By
J o h n C a r p e n te r C la g e tt

A THESIS

S u b m itte d t o
M ic h ig a n S t a t e U h lv e r s lty
I n p a r t i a l f u l f i l l m e n t o f t h e re q u ire m e n ts
f o r t h e d e g re e o f
DOCTOR OF PHILOSOPHY
D ep artm en t o f C u rric u lu m and S eco n d ary E d u c a tio n
C o lle g e o f E d u c a tio n
1972

ABSTRACT
THE POST-ADMISSION SUPPORT POLICIES
OF PUBLIC COLLEGES AND UNIVERSITIES OF MICHIGAN
IN RELATION TO INDIAN STUDENTS' NEEDS
By
Jo h n C a r p e n te r C l a g e t t
P u rp o se o f t h e S tu d y
The p u rp o s e o f t h e s tu d y was t o d e te r m in e a w a re n e ss a t t h e p u b l ic
c o l l e g e s an d u n i v e r s i t i e s o f M ich ig an t o t h e n e e d s o f I n d ia n s t u d e n ts
th r o u g h t h e e x is te n c e o f program s and p o l i c i e s f o r t h e i r s p e c i f i c b e n e f i t .
T he f o u r m a jo r a r e a s o f c o n c e rn w ere ( 1 ) d e f i n i t i o n o f I n d i a n , (2 ) e d u c a ­
t i o n a l o p p o r t u n i t i e s , ( 3 ) econom ic s u p p o r t o p p o r t u n i t i e s , an d (4 ) c u l t u r a l
l i f e s t y l e su p p o rt o p p o rtu n itie s .
The I n f o r m a tio n g a th e r e d by t h e s t u d y w as I n te n d e d t o s e r v e t h r e e
p u r p o s e s : ( 1 ) t o b e a u s e f u l t o o l f o r I n d i a n s t u d e n t s d e s i r i n g t o make
In fo rm e d e d u c a ti o n a l c h o ic e s , (2 ) t o b e a u s e f u l t o o l f o r c o ll e g e s o r
u n i v e r s i t i e s c o n te m p la tin g u p g ra d in g t h e i r p ro g ram s an d p o l i c i e s i n r e l a ­
t i o n t o I n d ia n s t u d e n t s ' n e e d s , and ( 3 ) a s a b a s i c s e t o f in f o r m a tio n fro m
w h ich f u r t h e r r e s e a r c h c o u ld b e c o n d u c te d .
P ro c e d u re s
The p o p u la tio n f o r t h e s tu d y c o n s i s t e d o f a l l o f t h e p u b l ic c o l l e g e s
a n d u n i v e r s i t i e s , I n c lu d in g c o rm u n ity c o l l e g e s , o f M ic h ig a n . I n v e s t i g a ­
t i o n was c o n d u c te d t o d e te rm in e w hich a r e a s o f t h e s tu d y s h o u ld r e c e i v e
m a jo r e m p h a sis f o r d e te r m in in g I n d ia n s t u d e n t s ' n e e d s . Cnee t h e s e w e re
f o u n d , a q u e s t i o n n a i r e wa3 d e v e lo p e d w i t h t h e s u p p o r t o f t h e M ichigan

John C a rp en ter C la g e tt
C om nission on I n d ia n A f f a i r s . T h is q u e s t i o n n a i r e was s e n t t o t h e Admis­
s i o n O f f ic e s o f t h e p u b l i c c o ll e g e s a n d u n i v e r s i t i e s , a lo n g w i t h a su p ­
p o r t i n g l e t t e r from t h e M ic h ig a n C o m n issio n o n I n d ia n A f f a i r s , a l e t t e r
e x p la in in g t h e s t u d y , a n d a r e t u r n e n v e lo p e .
A n o rm a tiv e form o f p r e s e n t a t i o n w as d e te rm in e d t o b e b e s t s u i t e d
f o r th e s tu d y s o th e i n f o r m a ti o n g a th e r e d w as a rra n g e d I n t a b l e a n d n o te
form w ith i n d i c a t i o n s o f p e rc e n ta g e s o f p a r t i c i p a t i o n f o r e a c h p ro g ram
o r p o l i c y . Where c o l l e g e s a n d u n i v e r s i t i e s i n d i c a t e d a d d i t i o n a l In fo rm a ­
t i o n i n a g iv e n a r e a o f t h e s tu d y , i t w as n o te d a l s o .
C o n c lu s io n s
A n a ly s is o f t h e d a t a s u p p o r ts t h e f o llo w in g c o n c lu s io n s f o r t h e
s c h o o ls w hich re s p o n d e d t o t h e s u r v e y , g i v i n g d e t a i l e d i n f o r m a t i o n :
1 . Of t h e s c h o o ls w h ic h c o n d u ct 3 t u d e n t r a c i a l c o u n t, t h e m a j o r it y
d e te rm in e I n d i a n i d e n t i t y by a sy ste m o f s e l f - p r o c l a m a t i o n . No s c h o o ls
r e q u i r e a c o m b in a tio n o f p r o o f o f I n d i a n b lo o d an d l i s t i n g o n a re c o g ­
n iz e d t r i b a l r o l l .
2 . A ll b u t t h r e e o f t h e s c h o o ls o f f e r e d u c a ti o n a l s u p p o r t o p p o r tu n ­
i t i e s ; g e n e r a l l y t h i s 13 i n th e form o f s p e c i a l c l a s s e s f o r lo w a c h i e v e r s ,
t u t o r s , and open a d m is s io n p o l i c i e s .
3. The m a j o r i t y o f t h e s c h o o ls i n d i c a t e d th e y do n o t h a v e econom ic
s u p p o r t program s s p e c i f i c a l l y f o r I n d i a n B tu d e n ts . The f i v e w h ic h d id had
fu n d s a v a i l a b l e th r o u g h s c h o l a r s h i p s , w ork s tu d y m oney, l o a n s , a n d o t h e r
m eans. No s c h o o l had fu n d s a v a i l a b l e i n a l l o f t h e s e a r e a s .
4 . The m a j o r it y o f t h e s c h o o ls d i d n o t hav e program s s u p p o r t i n g a n
I n d ia n c u l t u r a l l i f e s t y l e . The se v en w h ic h l i s t e d l i f e s t y l e s u p p o r t p ro ­
gram s v a r ie d i n t h e i r p ro g ra m s . One h a d a n I n d ia n C u l t u r a l C e n t e r , two

John C arpenter C la g e tt
had I n d ia n d u b s o r o r g a n i z a t i o n s , f o u r o b se rv e d I n d i a n d a y s o r w e ek s,
f i v e o f f e r e d c o u r s e s w ith In d ia n c u l t u r e a s t h e i r c e n t r a l f o c u s , an d s i x
employed s t a f f s p e c i f i c a l l y f o r t h e b e n e f i t o f I n d ia n s t u d e n t s .

DEDICATION

T h is d i s s e r t a t i o n I s d e d i c a t e d t o ny w i f e , E l i z a b e t h , w hose f a i t h
I n t h e p a th s o f "Wisemen" p ro v e d t o b e a s o u r c e o f I n s p i r a t i o n and
e n e r g y , and t o my s o n , J . C .

11

ACKNOWIEDOEMENTS

Any r e s e a r c h I n t o t h e n e e d s o f I n d ia n p e o p le I s o f n e c e s s i t y a
com plex an d a m b itio u s p r o j e c t , e s p e c i a l l y when u n d e rta k e n by a chlm ook.
I h l s d i s s e r t a t i o n i s no e x c e p ti o n , h o w e v er, t h e o b s t a c l e s w e re made
l e s s t h r e a t e n i n g by t h e c o o p e r a tio n o f many I n d i v i d u a l s whom t h e a u th o r
w is h e s t o acknow ledge h e r e I n a to k e n m an n er. The a u t h o r f e e l s h e c a n n o t
a d e q u a te ly d e s c r i b e t h e i r c o n t r i b u t i o n s .
My s i n c e r e a p p r e c i a t i o n and th a n k s t o :
D r. T roy S t e a m s
D r. Jam es McKee
D r. D ale Alam
D r. K. P a t Rode
My F am ily
My many I n d i a n f r i e n d s
M rs. Donna W ilb e r
a n d my c la s s m a te s a t M ichigan S t a t e U n i v e r s i t y .

ill

TABLE OF CONTENTS
CHAPTER

Page

LIST OF TABLES.................................................................................................................

Vl

INTRODUCTION.....................................................................................................................

1

I n t r o d u c t i o n ...............................................................................................................
S u b g ro u p ........................................................................................................................
Need f o r t h e S tu d y .................................................................................................
P u rp o s e .............................................
D e f i n i t i o n o f T erm s...............................................................................................
Scope an d L im i ta t io n o f S tu d y .......................................................................
O verview ........................................................................................................................

1
1
3
4
4
5
6

REVIEW OF THE LITERATURE..........................................................................................

7

P r e h i s t o r i c I n d ia n s o f M ic h ig a n ...................................................................
M ichigan I n d ia n s B e fo re C o n ta c t w ith
W estern E u ro p ean C u l t u r e ...............................................................................
E a r ly H i s t o r i c a l I n d ia n s o f M ic h ig a n ........................................................
C hippew a...................................................................................................................
P o ta w a to n l...............................................................................................................
O tta w a ........................................................................................................................
C hippew a, O ttaw a an d P otaw atom i E d u c a tio n a l M ethods.....................
T r e a t i e s ........................................................................................................................
E d u c a tio n o f M ich ig an I n d i a n s I n H i s t o r i c T im es.................................
S e l e c te d F in d in g s o f R e ce n t R e s e a rc h ........................................................
S u rm a iy ..........................................................................................................................

7
9
13
16
18
19
21
21
23
27
32

I I I . DESIGN OF THE STUDY......................................................................................................

34

I n t r o d u c t i o n .......................................................
P o p u la tio n U sed........................................................................................................
I n s tr u m e n t U sed........................................................................................................
T o p ic s S t u d i e d ..........................................................................................................
R e c o rd in g o f D a ta ...................................................................................................
Summary..........................................................................................................................

34
34
33
33
36
36

I.

II.

iv

TABLE OP CONTENTS— C ontinued
CHAPTER

IV .

P ag;e

PRESENTATION AND ANALYSIS OP DATA....................................................................

38

I n t r o d u c t i o n ...............................................................................................................
D e f i n i t i o n o f I n d i a n .............................................................................................
D e f i n i t i o n o f I n d ia n N o te s ..................................
E d u c a tio n a l O p p o r t u n i t i e s .......................
E d u c a tio n a l O p p o r t u n i ti e s N o te 3 ...........................
P r o b a tio n a r y A d m issio n s.................................................................................
T u to r s f o r Low A chievem ent S t u d e n t s ....................
A d d itio n a l E d u c a tio n a l S u p p o rt P ro g ra m s.............................
Econom ic S u p p o rt O p p o r t u n i t i e s ......................................................................
Econom ic S u p p o rt O p p o r t u n i ti e s N o te s ...................................................
C u l t u r a l L if e S t y l e O p p o r t u n i t i e s ...............................................................
C u l t u r a l L if e S t y l e O p p o r t u n i ti e s N o te s ............................................
S t a f f Employment f o r I n d ia n S t u d e n t s ........................................................
S t a f f Employment f o r I n d i a n S tu d e n ts N o te s ......................................
O th e r L if e S t y l e S u p p o rt A c t i v i t i e s ..........................................................
Sunm ary........................................................................................................

38
39
*41
*12
*13
*1*1
*17
*18
*19
51
52
5*1
56
56
58
59

SUMMARY AND CONCLUSIONS.............................................................................................

60

Sunmary o f t h e S tu d y .............................................................................................
C o n c lu s io n s from t h e F i n d i n g s ........................................................................
R ecorrm endations........................................................................................................
I n d ia n I d e n t i t y ....................................................................................................
E d u c a tio n a l O p p o r t u n i t i e s .............................................................................
Econom ic S u p p o rt R ecom m endations............................................................
C u l t u r a l L i f e S t y l e S u p p o rt R ecorrm endations...................................
G e n e ra l R eco m n en d atlcn 3.................................................................................

60
61
62
62
63
6*1
6*1
65

BIBLIOGRAPHY.................................................................................................................................

66

V.

APPENDICES
A. P u b lic C o lle g e s , U n i v e r s i t i e s , a n d Oonm unity C o lle g e s
S tu d ie d w ith t h e i r L o c a tio n s by C o u n tie s ..........................................
L e t t e r t o A dm ission O f f i c e r s ......................................................................
Q u e s t i o n n a i r e ....................
Memorandum from Com m ission on I n d i a n A f f a i r s
•...................

69
70
72
76

B. R a tio n a le o f t h e T o p ic s S t u d i e d ....................................................................
D e s c r ip tio n o f t h e T o p ic s S t u d i e d ..........................................................
D e f i n i t i o n o f I n d i a n ....................................................................................
E d u c a tio n a l O p p o r t u n i t i e s ........................................................................
Econom ic O p p o r t u n i t i e s ..............................................................................
C u l t u r a l l i f e S t y l e O p p o r t u n i t i e s ......................................................

77
77
77
78
79
80

v

LIST OP TABLES
TABLE

P age

2 .1

A lg o n q u lan S t o c k . . . . . .................................................................................................. 14

2 .2

D ate an d L o c a tio n o f I n i t i a l C o n ta c t w ith W estern E u ro p e a n s

4 .1

D e f i n i t i o n o f I n d i a n ..................................................................................................... 40

4 .2

E d u c a tio n a l O p p o r t u n i t i e s ......................................................................................... 42

4 .3

P r o b a tio n a r y A d m issio n s f o r Low A p titu d e S t u d e n t s ..................................

4 .4

T u to r s f o r low A chievem ent S t u d e n t s .................................................................. 47

4 .5

Econom ic S u p p o rt O p p o r t u n i ti e s S p e c i f i c a l l y f o r I n d ia n
S t u d e n t s ................................................................................................................................. 50

4 .6

C u l t u r a l L if e S t y l e O p p o r t u n i t i e s ....................................................................... 53

4 .7

P ro v id e F u l l - T e m C la s s e s D e a lin g w ith In d ia n C u ltu r e a s t h e
C e n tr a l F b cu 3 ...................................................................................................................... 54

4 .8

B nploy S t a f f S p e c i f i c a l l y f o r I n d ia n S t u d e n t s ............................................ 56

4 .8 -A

15

44

S p e c i a l i z e d T r a i n in g o f t h e S t a f f W orking w ith I n d i a n s '
P ro b le m s from T a b le 4 . 8 ........................................................... .. ............................58

vi

CHAPTER I
INTRODUCTION
S in c e t h e Suprem e C o u rt d e c i s i o n o f 195*1 > w hich d e c l a r e d s e p a r a t e
b u t e q u a l s c h o o l f & d l l t l e s f o r r a c i a l m in o r ity s t u d e n t s w ere I n h e r e n t l y
u n e q u a l ,1 t h e r e h a s b e e n a g ro w in g p u b l ic I n t e r e s t I n t h e e d u c a ti o n a l
o p p o r t u n i t i e s a v a i l a b l e t o m in o r i t y s t u d e n t s . A num ber o f n a t i o n a l an d
s t a t e s u r v e y s a n d s t u d i e s h a v e b e e n c o n d u c te d w h ic h d e s c r i b e d t h e s t a t u s
o f d i f f e r e n t r a c i a l m i n o r i t i e s I n p u b l ic e d u c a ti o n a l I n s t i t u t i o n s . C o le­
man and A u rb ach , I n s e p a r a t e s t u d i e s , h a v e shown t h a t A m erican I n d ia n
s t u d e n t s r a n k a t o r n e a r t h e b o tto m o f e t h n i c g ro u p s who s t a y I n s c h o o l
2
an d r e c e i v e a h ig h s c h o o l d ip lo m a , who e n t e r p u b l ic c o l l e g e s an d u n i ­
's
v e r s i t l e s , and who s t a y I n c o l l e g e s and u n i v e r s i t i e s u n t i l g r a d u a t io n
ii
o n c e th e y a r e a d m itte d .
S ubgroup
When c o n f r o n te d w ith a h ig h d ro p o u t r a t e I n a n i d e n t i f i a b l e s u b ­
g ro u p o f a c o l l e g e o r u n i v e r s i t y p o p u l a t i o n , e d u c a to r s h a v e a c h o ic e o f

1Brcwn e t a l . v s . B oard o f E d u c a tio n , U. S . Suprem e C o u rt d e c i s i o n ,
195*1.
2Jam es S . C olem an, E q u a l it y o f E d u c a tio n a l O p p o rtu n ity (U. S . Gov­
e rn m e n t P r i n t i n g O f f i c e , 1 9 6 6 ), p . H5 0 ,
^ H e rb e rt A. A urbach a n d E s t e l l e Fuchs, The S t a t u s o f A m erican I n d i ­
a n E d u c a tio n ( P e n n s y lv a n ia S t a t e U n i v e r s i ty P r e s s , 1 9 7 0 ), p . 1 0 9 .
^I b l d . , p . 110.

2
f o u r a l t e r n a t i v e c o u rs e s o f a c t i o n . One w ould b e t o m o ti v a te , i n a p o s i ­
t i v e w ay , t h e su b g ro u p t o t r y h a r d e r t o s t a y I n s c h o o l . A se c o n d c o u rs e
o f a c t i o n w ould be t o lo o k a t t h e p o l i c i e s and p r a c t i c e s o f t h e s c h o o l
t o s e e I f th e y s h o u ld b e ch an g ed t o s u p p o r t th e su b g ro u p t o a g r e a t e r
e x t e n t th a n p r e v i o u s l y . H ie t h i r d a l t e r n a t i v e w ould be t o u se a com bina­
t i o n o f th e f i r s t two a l t e r n a t i v e s t o h e lp re d u c e th e h i g h d ro p o u t r a t e .
H ie f o u r t h a l t e r n a t i v e w ould b e t o ig n o r e t h e p ro b lem . W h ich ev er a l t e r n a ­
t i v e w e re c h o se n f o r c h a n g e , th e ch an g e w ould n e e d t o b e b a se d upon p r i o r
th o ro u g h r e s e a r c h I n t o t h e c u l t u r a l c h a r a c t e r i s t i c s o f t h e su b g ro u p .
I n d i a n s , a s a r a c i a l s u b c u l t u r e w i t h i n t h e A m erican s o c i e t y , a r e
u n iq u e I n t h a t t h e i r p o s i t i o n I n e d u c a tio n and t h e A m erican s o c i e t y , i s
t o some d e g re e c o n t r o l l e d by t r e a t i e s and s p e c i a l g o v e rn m e n ta l r e g u l a ­
t i o n s . I n o t h e r w o rd s, g o v e rn m e n ta l b o d i e s , by l e g a l t r e a t i e s a n d docu­
m e n ta tio n , h a v e e x p re s s e d a p a r t i c u l a r i n t e r e s t i n th e e d u c a t i o n a l and
s o c i e t a l w e l f a r e o f I n d ia n c i t i z e n s .
I n 1931*» M ichigan— i n an ag re em e n t w ith t h e F e d e ra l B ureau o f I n d ia n
A f f a i r s — u n d e rto o k r e s p o n s i b i l i t y f o r t h e e d u c a tio n o f I n d ia n s a n d th e
m ain ten a n ce o f t h e s t a t e r e s e r v a t i o n s . C o n s e q u e n tly , p a r t o f t h e blam e
f o r t h e h ig h d ro p o u t r a t e among M ich ig an I n d ia n s can b e l a i d a t t h e f e e t
o f S t a t e a g e n c ie s and i n s t i t u t i o n s . They h a v e a n o b l i g a t i o n t o c r e a t e co n ­
d i t i o n s w hich w ould e n c o u ra g e I n d ia n s t o s t a y i n s c h o o l a n d , I n p a r t , c o n ­
t r o l t h e o p p o r t u n i t i e s f o r a s s i s t a n c e t o s t a y i n s c h o o l w h ich a r e u n iq u e
f o r I n d ia n s t u d e n t s .
The l i m i t e d amount o f in f o r m a tio n a v a i l a b l e c o n c e rn in g I n d i a n s i n
e d u c a ti o n a l s e t t i n g s shows t h a t M ich ig an I n d i a n s , a s w e l l a s t h o s e i n
o t h e r s t a t e s , a r e n o t r e c e i v i n g a n e d u c a tio n on a p a r w i t h t h e i r w h ite

p e e rs

.Jc The n u rib e rs who g r a d u a te

fro m e a c h l e v e l o f e d u c a tio n a r e l e s s

th a n c o m p a rab le p r o p o r t i o n s o f w h ite s o r o t h e r e t h n i c m i n o r i t i e s I n t h e
p o p u l a t i o n . I n d ia n n e w s l e t t e r s a n d p u b l i c a t i o n s c o n s i s t e n t l y c r y o u t f o r
more a t t e n t i o n t o t h i s p ro b lem a n d m ore I n d ia n I n f l u e n c e on t h e e d u c a tio n
o f t h e i r c h i l d r e n . ^ The I n d i a n c o n c e rn i s t h a t t h e a t t i t u d e s o f t h e
s c h o o ls seem t o demand t h e s a c r i f i c e o f a n I n d i a n I d e n t i t y f o r t h e o p p o r­
t u n i t y t o s u c c e e d I n p u b l i c e d u c a tio n .
I n t h i s d i s s e r t a t i o n , I n f o r m a tio n r e l a t i n g t o p o s t a d m is s io n p o l i ­
c i e s an d p r a c t i c e s u se d b y M ic h ig a n two and f o u r y e a r c o l l e g e s and u n i­
v e r s i t i e s w i l l b e p r e s e n t e d . The s tu d y w i l l e m p h asize a n d a s s e s s how t h e s e
s c h o o ls r e l a t e t o I n d ia n s t u d e n t s ' n e e d s , b o th c u l t u r a l l y and e d u c a tio n ­
a l l y , th r o u g h t h e i r p o s t a d m is s io n s p o l i c i e s a n d p r a c t i c e s .
Need f o r t h e S tu d y
The p o s t s e c o n d a ry p u b l i c I n s t i t u t i o n s o f M ichigan a r e t o v a r io u s
d e g re e s aw are o f I n d ia n s a s a r a c i a l m in o r ity I n n e ed o f s p e c i a l p r o v i ­
s i o n s I n p o s t a d m is s io n s p r a c t i c e s an d p o l i c i e s . C o l l e c t i v e l y , t h e s e pub­
l i c I n s t i t u t i o n s a r e g u a r d ia n s o f a p u b lic t r u s t by t h e i r c h a r t e r s a s
p u b l ic e d u c a t i o n a l e x te n s i o n s o f t h e p e o p l e 's w i l l . I t i s t h e i r r e s p o n s i ­
b i l i t y t o Im plem ent th e s t a t e ' s l e g a l o b l i g a t i o n t o e d u c a te I n d ia n s t u d e n t s
on a p a r w ith a l l c h i l d r e n . I h l s im p le m e n ta tio n s h o u ld b e r e f l e c t e d I n
t h e i r p o s t a d m is s io n s p o l i c i e s e x h i b i t i n g a w a re n e s s o f I n d i a n s t u d e n t s '

^ E dgar S . C ahn, E d ., O ur B r o t h e r 's K e ep e r: t h e I n d ia n I n W hite
A m erica (The W orld P u b l i s h i n g Company, New Y o rk , 1 9 6 9 ), p . 2 8 .
^ " E d u c a tio n a n d C o m n u n ic a tio n ," The N lshnaw be News, V o l. C he, Num­
b e r S ix , 1972, p . 2 .

c u l t u r a l a n d e d u c a t i o n a l needs*
R e se a rc h i s n e ed e d w hich w i l l p o i n t o u t t h e v a ry in g d e g r e e s o f aw are ­
n e s s , a s e x h i b i t e d b y t h e s c h o o l s , o f t h e I n d ia n s t u d e n t s ' n e e d s . T h is
r e s e a r c h w i l l h e l p I n d ia n s t u d e n t s I n m aking a l t e r n a t i v e e d u c a ti o n a l
c h o ic e s . A t t h e same t im e , i t w i l l h av e a p o t e n t i a l f o r becom ing a f a c t o r
w hich c o u ld c r e a t e I n c r e a s e d a w a re n e s s w i t h i n t h e I n s t i t u t i o n s o f I n d ia n
s tu d e n ts ' n e ed s.
P u rp o se
I h e p u rp o s e o f t h e s tu d y i s t o d e te rm in e a w a re n e s s w i t h i n p u b l ic c o l ­
le g e s an d u n i v e r s i t i e s o f M ich ig an a s t o t h e n e e d s o f I n d ia n s t u d e n t s
th ro u g h t h e e x i s t e n c e o f p ro g ram s and p o l i c i e s f o r t h e i r s p e c i f i c b e n e ­
f i t . The f o u r m a jo r a r e a s o f c o n c e rn a r e : d e f i n i t i o n o f I n d i a n , e d u c a ­
t i o n a l o p p o r t u n i t i e s , econom ic s u p p o r t o p p o r t u n i t i e s , a n d c u l t u r a l l i f e
s t y l e su p p o rt o p p o rtu n itie s .
D e f i n i t i o n o f T e rn s
A w a re (n e ss) — The p r e s e n c e o f s p e c i f i c p ro g ram s o r p o l i c i e s s t r u c ­
t u r e d t o m eet t h e n e e d s o f I n d i a n s t u d e n t s .
C u l t u r a l L i f e S t y l e — The c h a r a c t e r i s t i c s o f l i v i n g h a b i t s , s p e e c h ,
t r a d i t i o n s an d hum or w h ich d i s t i n g u i s h one e t h n i c g ro u p frcm a n o th e r I n
a s o c ie ty .
P r e h i s t o r i c T im es—I h e p e r i o d o f I n d ia n h a b i t a t i o n on t h e A m erican
c o n ti n e n t s p r i o r t o e a c h t r i b e ' s " d is c o v e r y " b y W este rn E uropean e x p l o r ­
e r s a f t e r 1*192.
H is to r i c T im es—The p e r i o d , b e g in n in g I n 1*192, when t h e r e p o r t i n g
o f I n d ia n a c t i v i t i e s I n w r i t t e n fo rm w as begun b y W e ste rn E u ro p ean

5
c u ltu re s .
I n d i a n —P e o p le h a v in g a t l e a s t o n e - q u a r t e r n a t i v e A m erican b lo o d who
a r e l i s t e d on a l e g i t i m a t e t r i b a l r o l l .
S cope and l i m i t a t i o n s o f S tu d y
T h is s tu d y w i l l s u rv e y a l l o f t h e p u b l i c c o l l e g e s and u n i v e r s i t i e s
o f M ic h ig a n , I n c l u d i n g com nunity c o l l e g e s . I h e s u rv e y w i l l c o n s i s t o f a
q u e s t i o n n a i r e w hich w i l l s o l i c i t I n f o r m a tio n r e l a t i n g t o e a c h s c h o o l ’s
p o s t a d m is s io n p o l i c i e s an d an y s p e c i a l p r a c t i c e s a s th e y e f f e c t I n d ia n
s tu d e n ts .
I h e s tu d y w i l l b e l i m i t e d t o p o s t a d m is s io n p o l i c i e s a n d p r a c t i c e s
f o r t h e acad em ic y e a r 1 9 7 1 -1 9 7 2 , s i n c e t h i s tim e p e r i o d i s t h e m ost r e c ­
e n t f o r w h ich c o m p le te I n f o r m a tio n i s a v a i l a b l e . The w r i t e r r e c o g n iz e s
t h a t t h e s u b j e c t o f t h e s tu d y i s n o t o f a s t a t i c n a t u r e , b u t i s c o n s t a n t ­
ly b e in g r e v i s e d and ch an g e d . How ever, I t i s b e l i e v e d t h a t t h e s tu d y
c o u ld s e r v e a s a fo rm a t w hich c o u ld h a v e t h e p o t e n t i a l f o r b e in g u p d a te d
and ex p an d ed upon when p o s t a d m is s io n p o l i c i e s a r e , I n f a c t , ch an g e d .
The s tu d y w i l l b e f u r t h e r l i m i t e d i n t h a t t h e r e I s n o t corm on a g r e e ­
m ent among r e s e a r c h e r s a s t o t h e c o r r e c t d e f i n i t i o n o f I n d i a n . T h is p r o b ­
lem le a d s t o a l e g i t i m a t e q u e s t io n i n g o f any r e s e a r c h i n t o t h e a f f a i r s
o f I n d i a n s . U n f o r tu n a te ly , p e o p le a r e o f t e n c o u n te d a s I n d i a n who a r e n o t
l e g i t i m a t e l y I n d ia n an d p e o p le who a r e l e g i t i m a t e l y I n d i a n a r e n o t coun­
te d a s s u c h . Thus p r e c i s e s ta te m e n ts b y r e s e a r c h e r s o f I n d i a n a f f a i r s
may b e s u b j e c t t o s c r u t i n y . How ever, i n m ost c a s e s , r e s e a r c h e v en w ith
t h i s l i m i t a t i o n I s t h e m ost a c c u r a t e a v a i l a b l e a t t h e p r e s e n t tim e .

6
O verview
The s tu d y I s d iv id e d i n t o f i v e c h a p t e r s . A fram e o f r e f e r e n c e f o r
t h e s tu d y i s e s t a b l i s h e d i n C h a p te r I . I n c lu d e d a r e t h e b a ck g ro u n d f o r
t h e s t u d y , n e e d f o r t h e s t u d y , p u r p o s e , d e f i n i t i o n o f te r m s , sc o p e an d
l i m i t a t i o n s o f t h e s t u d y , a n d a n o v e rv ie w .
C h a p te r I I r e p o r t s a r e v ie w o f t h e l i t e r a t u r e r e l a t i n g t o I n d ia n s
th r o u g h o u t t h e i r e x i s t e n c e i n N o rth A m erica. I t c o n t r a s t s e a r l y e d u c a ­
t i o n m ethods p r a c t i c e d by t h e I n d i a n s w i t h l a t e r a tt e m p t s by w h ite s t o
e d u c a te th em . A lso in c lu d e d i n C h a p te r I I a r e s e l e c t e d r e s u l t s o f r e c e n t
r e s e a r c h p o i n t i n g u p c u r r e n t s t a t u s o f M ic h ig a n I n d i a n s i n p u b l ic e d u ca ­
tio n .
C h a p te r I I I p r e s e n t s t h e d e s ig n o f t h e s tu d y .
C h a p te r IV sum m arizes t h e f i n d i n g s o f t h e s tu d y i n th e f o u r m a jo r
a r e a s o f t h e q u e s t io n s s u r v e y e d , and p r e s e n t s t h e s c h o o l s ' re s p o n s e s t o
t h e s tu d y .
C h a p te r V i s a sunm ary o f , a n d c o n c lu s io n s fro m , t h e f i n d i n g s , p l u s
re c o n m e n d a tio n s r e l a t e d t o t h e s tu d y .

CHAPTER I I
REVIEW OP THE LITERATURE
The Im p ac t o f p u b l i c s c h o o l a tte n d a n c e upon a n I n d i a n I d e n t i t y c a n
b e a f o r c e f u l I n f l u e n c e on a s t u d e n t* a s e l f - e s t e e m . I f t h e p r e v a i l i n g
a t t i t u d e o f th e sc h o o l l a p o s itiv e and r e in f o r c e s a r a c i a l I d e n t i ty , se p ­
a r a t e from t h e m a j o r i t y c u l t u r e , t h e n r e s e a r c h e r s c o u ld e x p e c t p o s i t i v e
a t t i t u d e s a n d m o ti v a ti o n to w a rd s c h o o ls from members o f t h e r a c i a l su b ­
c u l t u r e . I f , I n s t e a d , t h e p r e v a i l i n g a t t i t u d e s o f t h e s c h o o ls a r e n e g a ­
t i v e and d o n o t r e i n f o r c e a s e p a r a t e r a c i a l I d e n t i t y , t h e n r e s e a r c h e r s
c an e x p e c t l e s s p o s i t i v e a t t i t u d e s a n d m o tiv a tio n to w a rd s c h o o l by r a c i a l
s u b c u ltu re s .
I n t h i s c h a p t e r , a re v ie w o f t h e l i t e r a t u r e r e l a t e d t o t h e c u l t u r a l
h e r i t a g e an d l i f e s t y l e s o f M ic h ig a n I n d ia n s w i l l b e g iv e n . A ls o , a r e ­
view o f t h e l i t e r a t u r e r e l a t i n g t o t h e t r e a t i e s made b e tw e e n M ich ig an I n ­
d ia n s and v a r i o u s g o v e rn m e n ts who so u & it f o r c o n t r o l o v e r t h e la n d s o f
M ich ig an an d t h e l l v e 3 o f t h e p e o p le l i v i n g t h e r e w i l l b e exam in ed .
The p a r t i c u l a r t r e a t i e s c h o se n f o r e x a m in a tio n a r e t h o s e t r e a t i e s
o r p a r t s o f t r e a t i e s t h a t d e a l w ith e d u c a ti o n f o r I n d i a n s .
The l i t e r a t u r e r e l a t i n g t o r e s u l t s o f r e c e n t s u r v e y s a n d r e s e a r c h
p o i n t i n g t o t h e c u r r e n t s t a t u s o f I n d i a n s I n p u b l ic s c h o o ls an d some
c h a r a c t e r i s t i c s w h ich l e a d t o h ig h d ro p o u t r a t e s a r e a l s o exam in ed .
P r e h i s t o r i c I n d ia n s o f M ichigan
Knowledge d e a l i n g w ith t h e l i v e s o f I n d i a n s p r i o r t o t h e tim e o f
t h e i r f i r s t c o n t a c t s w i t h W este rn E u ro p ea n e x p l o r e r s i s b a s e d upon I n d i a n

7

8
le g e n d s and a r c h a e o l o g i c a l e v id e n c e g a in e d from e x c a v a tio n o f I n d ia n cam­
p in g a n d h u n tin g s i t e s . T he le g e n d s an d a r c h a e o l o g i c a l e v id e n c e v a r y I n
t h e i r d e s c r i p t i o n o f m a n 's f i r s t v i s i t s t o t h e a r e a t h a t i s now known a s
M ich ig an .
The Chippewa I n d ia n s h a v e a le g e n d t h a t s a y s a G re a t C ran e was s e n t
from t h e 3ky t o h e l p th e w a n d e rin g p e o p le f i n d a p l a c e t o s e t t l e . As t h e
C ran e flew dow n, h e saw t h e a r e a n e a r t h e p r e s e n t c i t y o f S a u l t S t e . M a rie ,
M ic h ig a n , w h e re h e la n d e d . H is c a l l s b r o u g h t t h e Chippewa t h e r e t o s e t t l e
7

and grew r i c e . (
The a r c h a e o l o g i c a l e v id e n c e o f t h e f i r s t I n h a b i t a t i o n o f M ic h ig a n
i s a p a r t o f a p a t t e r n fo u n d I n I n d i a n movement th ro u g h o u t t h e N o rth an d
S o u th A m erican c o n t i n e n t s . T hese p r e h i s t o r i c I n d i a n s w ere t h e o l d e s t r a c e
o f p e o p le o n th e e a r th ,® a n d t h e i r c h i l d r e n a r e h e i r s t o a lo n g h i s t o r y o f
a d a p t a t i o n t o n a t u r e , an d le g e n d s r i c h I n c u l t u r a l v a lu e .
A r c h a e o lo g is ts now b e l i e v e t h a t men f i r s t came t o M ich ig an a b o u t
e le v e n th o u sa n d y e a r s a g o , w here t h e y h u n te d I n an a r e a now known a s
g
Macomb C o u n ty , n o r t h o f D e t r o i t .
As p r e v i o u s ly s t a t e d , t h e o c c u p a tio n o f M ich ig an was a s m a ll p a r t o f
th e p a t t e r n o f movement a n d a d a p t a t i o n . I n o r d e r t o u n d e rs ta n d M ich ig an
I n d i a n s , i t i s n e c e s s a r y t o lo o k a t t h e w hole p a t t e r n i n N o rth a n d S o u th
A m erica.

^ O liv ia V la h o s , New W orld B e g in n in g s (F a w c e tt P u b l i c a t i o n s , G reen ­
w ic h , C o n n e c tic u t, 1 9 t 0 ) , p . 12.
o
A lv in M. J o s e p h y , J r . , E d i t o r , A m erican H e r ita g e Book o f I n d i a n s
(A m erican H e r ita g e P u b lis h in g C o ., New Y ork, 1 9 6 1 ), p . 10

Q
Jam es E .

F i t t i n g , T he A rc h a e o lo g y o f M ich ig an (The N a tu r a l H i s t o r y
P r e s s , G arden C i t y , New Y o rk , 1 9 7 0 ) , p . 45.

9
M ich ig an I n d i a n s B e fo re C o n ta c t w i t h W eBtem E uropean C u ltu r e
A r c h a e o lo g is ts a r e I n g e n e r a l a g re e m e n t t h a t man f i r s t came t o N o rth
A m erica a c r o s s t h e la n d b r i d g e ( B e r l n g l a ) betw een n o r t h e a s t e r n A s ia a n d
A la s k a . T h is la n d b r i d g e r e a p p e a r e d s e v e r a l tim e s d u r in g t h e v a r i o u s I c e
A g es, b u t t h e l a s t I c e A ge, th e W is c o n s in g l a c i a t i o n , was t h e m o st Im por­
t a n t o n e t o t h i s h i s t o r y . D u rin g t h i s p e r i o d , t h e i c e was s o c o n g e a le d
t h a t t h e la n d b r i d g e was a lm o s t o n e th o u s a n d m ile s w ide i n p l a c e s .

The

m ig r a tio n a c r o s s t h i s b r i d g e can b e p la c e d c o n s e r v a tiv e ly a t l e a s t tw e lv e
th o u s a n d t o f i f t e e n th o u s a n d y e a r s a g o . 11 O th e r a r c h a e o l o g i s t s h a v e su g ­
g e s t e d , w ith I n c r e a s i n g v e r i f i c a t i o n , t h a t man e n t e r e d A la s k a from A s ia
a s lo n g a s f o r t y t o f i f t y th o u s a n d y e a r s a g o .

12

From A la sk a t h e p e o p le

moved down' th ro u g h t h e N o rth and e v e n t u a l l y t h e S o u th A m erican c o n t i n e n t s ,
th o u g h t h e r e i s d is a g r e e m e n t a s t o when t h e m ig r a tio n r e a c h e d s o u th e r n
p a r t s o f S o u th A m erica. W ls s le r p la c e d t h e d a te n e a r e i g h t th o u s a n d y e a r s
ago,

15

b u t J o s e p h y b e l i e v e d t h a t f o u r t e e n th o u s a n d y e a r s a g o i s c l o s e r

to f a c t . ^
I t i s th o u g h t t h a t t h e e a r l y I n d ia n s o f N o rth A m erica l i v e d p r im a r ­
i l y a h u n tin g l i f e s t y l e w i t h a g r i c u l t u r e em erg in g much l a t e r . The o b j e c t
o f t h e i r h u n ts w ere t h e m asto d o n s and o t h e r P l e is to c e n e Age b i g game a n i­
m a ls . W ith t h e end o f t h e W isc o n sin I c e A ge, t h e s e a n im a ls b e g a n t o

10A lv in M. J o s e p h y , J r . , The I n d ia n H e r ita g e o f A m erica (A lp h re d A.
K n o p f, New Y o rk , 1 9 6 8 ), p . 38.

X1Ibld. . p. 37.
12Ibld. . p. 43.
13

C la rk W is3l e r , I n d i a n s o f t h e U n ite d S t a t e s (D oubleday a n d Com­
p a n y , G arden C i t y , New Y o rk , 1 966) , p . 1 0 .

^Josephy, oo. c l t . , p. ii6.

d i s a p p e a r , b r i n g i n g a b o u t chan g es I n t h e l i v e s o f t h e p e o p le . ^

T h is p e r ­

io d o f t r a n s i t i o n and a d a p t a t i o n i s r e f e r r e d t o by a r c h a e o l o g i s t s a s th e
E a rly A rc h a ic P e r io d . I t l a s t e d from t h r e e t o f i v e th o u s a n d y e a r s i n d i f ­
f e r e n t a r e a s . D uring t h i s s t a g e , i n t h e U pper G re a t L akes a r e a , t h e p e r ­
io d i s r e f e r r e d t o a s t h e A qua-P lano s t a g e . ^ H ow ever, h i s t o r i a n s f i n d i t
d i f f i c u l t t o d e te rm in e m uch s p e c i f i c in f o r m a tio n a b o u t t h e p e o p le b e c a u s e
t h e s e I n d ia n s l i v e d p r i m a r i l y n e a r s h o r e l i n e s and t h e s e s h o r e s h a v e b e ­
come c o v e re d w ith w a te r b y c o n t i n u a l m e l t in g o f g l a c i a l i c e . I n f a c t ,

3ome o f th e r i c h e s t a r c h a e o l o g i c a l an d h i s t o r i c a l e v id e n c e s a r e th o u g h t
t o b e p r e s e n t l y u n d e r a s much a s f o u r h u n d re d f e e t o f w a t e r . ^

A n o th e r

r e a s o n f o r l a c k o f e v id e n c e o f o c c u p a tio n may b e t h a t a t t h a t tim e i n
M ic h ig a n t h e r e was r e l a t i v e l y l i t t l e p o p u l a t i o n du e t o t h e h a r s h e n v i 1R

ronment.

E v e n tu a lly th e c l i m a t e changed enough t o make M ic h ig a n a t t r a c t i v e ,
n o t s o much t o h u n te r s o f t h e I c e Age b i g game a s t o p e o p le a d a p te d t o
s m a ll game h u n tin g a n d a g r i c u l t u r e . I t w as t h e c u l t i v a t i o n o f c ro p s w hich
ch an g ed th e way o f l i f e o f t h e I n d i a n s .
Though c o m , f o r i n s t a n c e , w as a p p a r e n t l y " . . . f i r s t d o m e s tic a te d
som ewhere i n s o u th e r n P u e b la , M exico, a ro u n d 5000 B .C ." i t d i d n o t s p r e a d
up t o th e n o r t h e a s t e r n U n ite d S ta te B an d become a s u p p le m e n ta l c ro p o f
M ich ig an I n d i a n s u n t i l t h e l a t e W oodland S ta g e m ore th a n f o u r th o u s a n d ,

^ j o s e p h y , o£. c l t . , n . 83.
^ I b l d . . p . 84.
^ F i t t i n g , 2E ' c l t . » p . 57.
l 8I b i d . , p . 67 .

11
f i v e h u n d re d y e a r s a f t e r i t s o r i g i n I n M exico.

19

A g a in , b e tw ee n 9000 B .C . and 1000 A .D ., t h e r e was a t r a n s i t i o n b e ­
tw een d ep en d en cy on " b ig game" and d ep en d en cy on a g r i c u l t u r e , l b i s g a p
was f i l l e d b y r e l i a n c e on s m a ll game— d e e r , b e a r , m oose, and f i s h , a lo n g
w ith b e r r i e s a n d n u t s a v a i l a b l e w ith o u t c u l t i v a t i o n .
B e g in n in g a b o u t f i v e th o u sa n d y e a r s a g o , r e g i o n a l c u l t u r e s em erg ed .
The B o r e a l A rc h a ic c u l t u r e was d o m in an t I n t h e a r e a m a n t h e U pp er G r e a t
L akes t o t h e A t l a n t i c c o a s t .

pn

The I n d i a n s b e lo n g in g t o t h i s c u l t u r e w e re

c h a r a c t e r i z e d a s f o r e s t a d a p te d a n d a r e c o n s id e r e d t h e f o r e r u n n e r s o f t h e
A lg o n q u ian la n g u a g e g ro u p . At th e e n d o f t h i s p e r i o d , a g r i c u l t u r e was a d ­
v a n c in g i n t o p a r t s o f t h e n o r t h e a s t a s a su p p le m e n t t o t h e l i f e s t y l e .
T e r r e l l p o in te d o u t t h a t a b o u t 4000 B .C . t h e "O ld C opper c u l t u r e "
b e g a n I n t h e U pper G re a t L akes a r e a ( t h e r i c h e s t v e in s o f c o p p e r w ere
fo u n d on t h e Keweenaw P e n in s u la a n d I s l e Roy a l e ) . The I n d ia n s o f t h i s
a r e a becam e t h e f i r s t m e ta lw o rk e rs o f N o rth A m e ric a, an d p o s s i b l y t h e
f i r s t I n t h e w o r l d .21 The c o p p e r o n c e m ined b y t h e I n d i a n s w as sh a p e d i n ­
t o d e c o r a t i v e om am entB a n d u t i l i t a r i a n o b j e c t s .
W ith in t h e B o r e a l A rc h a ic p e r i o d , p o t t e r y was I n tr o d u c e d t o t h e E a s­
t e r n W oodlands a b o u t t h r e e th o u s a n d y e a r s a g o . T h is was r e l a t i v e l y l a t e
when o n e c o n s i d e r s t h a t p o t t e r y w as u se d I n t h e s o u t h e a s te r n U n ite d S t a t e s
a b o u t a th o u s a n d y e a r s p r i o r t o i t s I n t r o d u c t i o n I n t h e n o r t h e a s t .

22

^ I s s l e r , o g . c l t . , p . 27.
20J o s e p h y , The I n d ia n H e r ita g e o f A m e ric a , o p . c l t . , p . 8 4 .
21
Jo h n U pton T e r r e l l , A m erican I n d ia n Almanac (W orld P u b lis h in g Com­
p a n y , New Y o rk , 1971)» P* 223.
22I b l d . . p . 1 6 8 .

12
In s tm n a ry , t h i s p e r i o d f e a t u r e d t h e I n t r o d u c t i o n o f p o t t e r y , a g r i ­
c u l t u r e , an d m e ta lw o rk , a n d t h e i r r e s u l t i n g c h a n g e s I n t h e l i f e s t y l e s o f
th e In d ia n s .
I n t h e f i r s t c e n t u r i e s b e f o r e C h r i s t , t h e r e em erged i n t h e M iddle
W e st, t h e H opew ell c u l t u r e , g e n e r a l l y c h a r a c t e r i z e d a s o n e o f th e h i g h e s t
o f t h e P r e h i s t o r i c p e r i o d s i n N o rth A m erica. T he H opew ells w e re l o c a t e d
p r i m a r i l y I n t h e O hio R iv e r V a lle y , w i t h a d d i t i o n a l c e n t e r s I n o t h e r
23
s t a t e s , I n c l u d i n g M ic h ig a n .
The H o p ew ell c u l t u r e a p p a r e n t l y l a s t e d u n t i l
2li
A.D. 5 0 0 -7 0 0 .
The p r i n c i p a l a r c h a e o l o g i c a l f e a t u r e o f t h e c u l t u r e w as
I n c r e a s e d r e l i g i o u s c e re m o n ie s a s e v id e n c e d I n H opew ell d e a t h mounds. Some­
tim e s t h e s e mounds w e re a s l a r g e a s t h i r t y f e e t h ig h and tw o h u n d red f e e t
I n c l r c i n f e r e n c e . T he I n d ia n s r a i s e d c o m , s q u a s h , b e an s a n d to b a c c o , a n d
l i v e d I n c o n i c a l wigwams, t h e f i r s t "hem es" o f t h e a r e a . 2^ I n a d d i t i o n ,
t h e y d e v e lo p e d a n a lm o s t c o n tin e n t- w id e n etw o rk o f t r a d e w h ic h re a c h e d
c u l t u r e s I n t h e Rocky M o u n ta in s , t h e O u l f o f M e x ico , A t l a n t i c C o ast a n d
t h e U pper G re a t L a k e s .

26

The H opew ell s o c i a l s t r u c t u r e w as c o n s id e r e d h ig h ly d e v e lo p e d ; i t
h a d a n e l i t e c l a s s o f l e a d e r s , s p e c i a l g u i l d s o f m e ta lw o rk e r s , c a r v e r s
an d w oodw orkers, a s w e l l a s t r a d e r s . A lth o u g h t h e c u l t u r e h a d s o c i a l c l a s ­
s e s , i t h a d no s o c i a l c le a v a g e s t o d i s r u p t p r o g r e s s . 2^
When t h e H opew ell P e r io d d e c l i n e d , f o r unknown r e a s o n s , i t was

23 ib ld . , p . 169.
Oil

J o s e p h y , The I n d ia n H e r ita g e o f A m erica, o p . c l t . , p . 8 3 .

25 i b i d . . p . 8 8 .
26l b l d . , p . 8 9 .
2 ^ T e r r e l l , o £ . c l t . , p . 170.

13
r e p l a c e d b y I n c r e a s in g r e g i o n a li s m . I h l s r e g i o n a li s m l a s t e d from a b o u t
1000 A.D. t o 1600 A.D. when c o n t a c t w ith W e ste rn E u ro p ean c u l t u r e s s t a r ­
t e d . T h is p e r i o d i s c h a r a c t e r i z e d a s f e a t u r i n g a n " . . . i n c r e a s e I n t h e
Im p o rta n c e o f a g r i c u l t u r e , t h e g ro w th o f p o p u l a t i o n , a r i s e I n t h e num ber
o f s e t t l e m e n t s , th e e x p a n s io n o f t h e s i z e o f s e t t l e m e n t s , a n d a g e n e r a l
a d v a n c e o f c u l t u r a l d e v e lo p m e n t." 1*® H ow ever, p rim a ry d e p en d e n ce o n a g r i ­
c u l t u r e n e v e r p e n e t r a t e d t h e m ost n o r t h e r n p a r t s o f t h e G r e a t L akes b e ­
c a u s e t h e c l i m a t i c c o n d i t i o n s made I t I m p r a c t i c a l , l h e p e o p le I n t h e N o rth
c o n tin u e d a s h u n t e r s , f is h e r m e n , g a t h e r e r s o f n u t s , b e r r i e s an d r i c e u n 29
t i l m odern tim e .
E a r ly H i s t o r i c a l I n d ia n s o f M ic h ig a n
" H i s t o r i c tim e s " i s d e f i n e d a s t h e p e r i o d fro m t h e I n i t i a l c o n t a c t
o f t h e I n d i a n s w ith r e p r e s e n t a t i v e s o f W e ste rn E u ro p ea n c u l t u r e s t o t h e
p r e s e n t . I n t h e p e r io d J u s t p r i o r t o a n d c o n ti n u i n g u n t i l s h o r t l y a f t e r
i n i t i a l c o n t a c t s , d i f f e r e n t a u th o r s c i t e a v a r i e t y o f I n d ia n t r i b e s r e ­
s i d i n g I n M ic h ig a n . T h e se a u th o r s a r e n o t I n c o m p le te a g re e m e n t w ith o n e
a n o t h e r , a s shown I n T a b le 2 . 1 . ^ °
H ie I n d i a n s shown i n T a b le 2 .1 s h o u ld n o t b e t a k e n a s a c o m p le te
l i s t i n g o f I n d ia n s In M ic h ig a n d u r in g t h e tim e J u s t b e f o r e a n d J u s t a f t e r
f i r s t c o n t a c t s w ith W e ste rn E u ro p ea n c u l t u r e s s i n c e K ubiak a n d F i t t i n g
l i s t o th e rs .
I n a d d i t i o n t o A lg o n q u ian S to c k I n d i a n s , K ubiak l i s t e d f o u r I r o g u o ia n
t r i b e s r e s i d i n g a t one tim e o r a n o th e r I n M ic h ig a n : E r i e , H u m , N e u t r a l s
pQ

coJo 3 e p h y , o£>. c l t . , p . 9 1 .

2Q
7V la h o s ,

o£. c l t . , p . 1 3 6 .

K u b ia k , T e r r e l l , J o s e p h y , F i t t i n g ,

o d .

c lt.

TABLE 2.1.

Algonquian Stock

THLHE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
1*1.

Algonkin
Andkwa
Chippewa-QJlbwa
Pox
Klckapoo
Marameg
Mascouten
Menominee
Miami
Missisauga
Ottawa
Potawatcml(e)
Sauk
People of the Fire:
Includes Fotawatcmi,
Sauk, Fox, Mascouten,
Klckapoo

KUBIAK
X
X
X
X
X
X
X
X
X
X
X
X
X

TERHELL

X

w/Sauk

JOSEPHY

X

PITTING

X

w/Sauk
X

X
X

X

X
X

X
X

X
X

X

x Indicates citation by author as those tribes having resided In Michigan during the period Just before
and/or Just after contact with Western European culture.

15
and T l c n o n t a t i . 31 He a l s o l i s t e d S lo u a n s t o c k t r i b e s I n M ichigan a s A sse 32
g u n , D akota* T u te lo a n d W innebago.
F i t t i n g g ro u p e d s e v e r a l t r i b e s t o g e t h e r an d c a l l e d them t h e " P e o p le
o f t h e F i r e , " b e l i e v i n g t h a t t h e i r s i m i l a r i t i e s w a r r a n te d s u c h a g ro u p ­
i n g . He a l s o g ro u p e d t h e Amikwa, Maramee an d M ls s is a u g a w ith t h e C hippew a.
F u rth e r c l a r if y i n g , he l i s t e d th e d a te s o f th e tr ib e s * f i r s t c o n ta c ts
w ith W estern E u ro p ean s a s shown I n T a b le 2 . 2 .
T a b le 2 . 2 .

D a te and L o c a tio n o f I n i t i a l C o n ta c t w ith W este rn E u ro p e a n s

T r ib e

Y ear

L o c a tio n

Huron

1535

M o n tre a l I s l a n d ; b y C a r t i e r 33

O ttaw a

1615

U pper O ttaw a R iv e r ; b y C ham plain

Chippewa

1622

S a u l t S t e . M a rie , M i c h i g a n ^

P e o p le o f t h e F i r e

1640

N ear G reen Bay3**

Miami

1 6 5 0 's

G reen Bay A rea^ 7

3*J

F i t t i n g n o te d t h a t a lth o u g h Saginaw m eans t h e p l a c e o f t h e S a u k , and
was b e l i e v e d by C ham plain t o b e t h e s i t e o f t h e Sauk a n d F o x , i t p r o b a b ly

31K u b ia k , 0£ , c l t . , p p . 1 6 5 , 1 7 1 , 1 9 9 , 2 0 7 .
^ I b l d . . p p . 219 , 225 , 2 3 1 , 237.
33I b l d . , p . 200.
3**I b l d . , p . 195.
3^ F i t t l n g , 02,. c l t . , p . 192.
36I b i d . , p . 197.
37I b l d . , p . 199.

16
OQ
w as n o t , a s a r c h a e o l o g i c a l e v id e n c e d o e s n o t s u p p o r t t h e c la im .
T h ese t r i b e s v a r i e d I n num bers a n d I n t h e tim e o f t h e i r r e s i d e n c e
i n M ic h ig a n . A lth o u g h d i f f e r e n t M ic h ig a n t r i b e s h ad s i m i l a r l i f e s t y l e s ;
t h e r e w ere seme d i f f e r e n c e s b ro u g h t a b o u t by d i f f e r i n g e n v iro n m e n ta l con­
d i t i o n s and t r i b a l c u sto m s. The m a jo r t r i b e s w e re t h e C hippew a, O tta w a ,
an d P o ta w a to m l. L i s t e d b elo w a r e some o f t h e d i s t i n g u i s h i n g f e a t u r e s o f
t h e s e t r i b e s d u r in g t h e i r e a r l y c o n t a c t s w ith W este rn E u ro p e a n s .
Chippewa
I t I s I n t e r e s t i n g t o n o t e t h a t t h e name C hippew a I s a m is p ro n u n c i­
a t i o n o f Q Jibw a, t h e name u s e d by n e ig h b o r in g t r i b e s w hen r e f e r r i n g t o a
p e o p le who c a l l e d th e m s e lv e s A n ls h ln a b e . ^

A n is h ln a b e t r a n s l a t e s a s " f i r s t

man" o r " o r i g i n a l m an ," w h ile OJlbwa t r a n s l a t e s a s " p e o p le w hose m o c c a sin s
h a v e p u c k e re d s e a m s . " ^
O r i g i n a l l y t h e C hippew a, O ttaw a a n d P o taw ato m l w e re a l l p a r t o f t h e
same g ro u p w h ich h a d w id e r a n g e I n t h e M idw est an d S o u th e rn C an ad a. ^

The

le g e n d s o f t h e t h r e e t r i b e s I n M ich ig an n o te t h e y p r e v i o u s l y l i v e d scm es?
w h ere t o t h e n o r t h o f t h e U pper P e n in s u la .
T h e i r r o u t e o f e n tr y I n t o
t h e n o r t h e a s t I s d i f f e r e n t fro m m ost A lg o n q u ian s to c k I n d i a n s who a p p e a r
t o h a v e come o u t o f A la sk a t o t h e w e s t o f t h e G re a t L a k e s , gone s o u th o f
M ich ig an and th e n came up t o t h e N o r th e a s t s e c t i o n o f t h e U n ite d S ta te s .* * 3

38I b l d . . p . 1 9 8 .
^ K u b i a k , o p . c l t . , p . *47.
* ° V la h o s, o p . c l t . , p . *46.
f*1I b l d . . p . *47.
**2K u b la k , o p . c l t . . p . *47.
*4?
JJ o s e p h y , o p . c l t . , p . 8 3 .

17
The C hippew a h a d one o f t h e l a r g e s t t r i b a l m em berships n o r t h o f M exico I n p r e h i s to r i c tim e s .

I n h i s t o r i c tim e s th e y w e re a l s o l a r g e , w ith

m em bership n u m b erin g a ro u n d t w e n t y - f i v e th o u s a n d I n 1 7 6 ^ . ^
I n t h e C hippew a c u l t u r e , e v e ry p e rs o n “ . . . b e l o n g e d t o h i s f a t h e r 's
c l a n , b o r e a c l a n nam e, w ore c la n m a r k in g s , a n d h o n o re d h i s f a t h e r ' s dodam
o r to te m , t h e a p e c ie il a n im a l o r p l a n t t h a t w as i t s emblem .

The Chippewa

w ere n o t h i g h l y o r g a n iz e d w ith l e a d e r s an d f r e q u e n t r i t u a l s * T h e re w ere
g ro u p s o f f a m i l i e s who c h o se t o l i v e n e a r o n e a n o th e r I n t h e sun m ertlm e
I n wigwams o r b r a n c h h u t s . ^

T h ese homes w e re c e n t e r e d a ro u n d a f i r e w hich
iig
w as s u r r o u n d e d b y woven m a ts .
V la h o s n o te d t h a t I n o r d e r t o s u r v i v e t h e
h a rsh w in te r .. .
...Q J ib w a women c a r e f u l l y w ra p p ed a n d h i d away some o f t h e
m ap le s u g a r made I n M arch, c a r e f u l l y d r i e d t h e c a t c h o f
happy summer f i s h i n g , a n d d i l i g e n t l y g a th e r e d b e r r i e s t o
b e pounded I n t o t h i n s h e e t s a n d d r i e d . I n A ugust th e y
h a r v e s t e d t h e r i v e r g r a s s s e e d s we c a l l w ild r i c e . . . t h e
f a c t re m a in e d t h a t b y b i t t e r F e b r u a r y , QJibwa s t o r e s w e re
n e a r l y a lw a y s e x h a u s te d . And t h e n , u n l e s s f a t h e r c o u ld
f i n d m e a t, s t a r v a t i o n f a c e d e a c h l i t t l e fa m ily on I t s
I s o l a t e d t r a p p i n g la n d .
^9
When t h e d i f f e r e n t f a m i l i e s o f Chippew a came t o g e t h e r i n t h e summer­
tim e f o r f i s h i n g , th e y w ould o f t e n com pete I n gam es, en g ag e i n g a m b lin g ,
an d h o l d d a n c e s . I n a d d i t i o n , sunm er w as t h e tim e f o r m e e tin g s o f t h e

^ T e r r e l l , og. c l t . . p . 2M .
^ ^ K u b ia k , o g . c l t . , p . 5 2 .

^^Vlahos, og. c l t . , p. ^7.
^ Ib ld .
^ ^ l o u i s e J e a n W a lk e r, W oodland Wigwams ( H i l l s d a l e S c h o o l S u p p ly ,
H i l l s d a l e , M ic h ig a n , 1 2 6 5 ), p p . 1 2 -1 3 .

**^Vlahos, og. c l t . . p. 51.

M ed icin e S o c i e t i e s .
H ie C hippew a, r a t h e r t h a n g ro w in g c o m th e m s e lv e s , o b t a i n e d c o m i n
51
t r a d e w ith t h e O tta w a s.
I n t h e w i n t e r th e y c o n c e n tr a te d on c o l l e c t i n g
f u r e f o r t r a d e . From t h e s e a c t i v i t i e s , i t c a n b e s e e n why t h e e n v ir o n ­
m ent sh a p e d t h e i r l i f e s t y l e s t o su c h a d e g r e e . T ra p p in g r e q u i r e d t h a t
f a m i l i e s l i v e f a r t h e r a p a r t d u r in g w i n t e r when t h e a n im a l s ' c o a t s w ere a t
t h e i r b e s t . T ra d in g r e q u i r e d m o b i l i t y I n t h e f l a i l f o r c o m a n d I n t h e
s p r i n g when th e y t r a d e d m aple s u g a r . I n t h e su rrm ertlm e, f a m i l i e s c o u ld
come t o g e t h e r i n f i s h i n g a r e a s b e c a u s e t h e q u a n t i t y o f a v a i l a b l e f i s h d i d
n o t p r e c lu d e g a th e r in g i n l a r g e n tn rb e rs.
The e d u c a tio n o f t h e young t r i b a l members was c a r r i e d o n p r i m a r i l y
by t h e i r p a r e n t s . E d u c a tio n was n o t f o r m a l, a s i t i s known t o d a y , b u t
r a t h e r a t e a c h i n g b y e x a n p le o f a c t i v i t i e s n e c e s s a r y f o r s u r v i v a l I n a
h a r s h e n v iro n m e n t.-*2
P otaw atom l
The P otaw atom l I n d i a n s , w hose name t r a n s l a t e s a s " p e o p le o f t h e p l a c e
o f t h e f i r e , " r e s i d e d a t v a r i o u s tim e s i n d i f f e r e n t a r e a s o f M ich ig an and
t h e M i d w e s t . I n h i s t o r i c t i m e s , h o w ev er, th e y l i v e d i n t h e s o u th e r n p a r t
o f t h e lo w e r p e n in s u la w ith l a r g e s e t t l e m e n t s I n t h e s o u th w e s te r n p a r t o f

50I b l d . . p . 5 3 .
^ F i t t i n g , o g . c l t . . p . 193.
52W. B. H in s d a le , The F i r s t P e o p le o f M ich ig an (G eorge Wahr P u b lis h ­
e r , Ann A rb o r, M ic h ig a n , 1 9 3 0 ), p . 64.
^ ^K u b iak , op. c i t . , p. 1 4 1 .

19
th e s t a t e . T h e i r s t y l e o f l i f e w as s i m i l a r I n some r e s p e c t s t o t h e C h lp p ew as, b u t th e y d i d n o t t r a v e l a s f r e q u e n t l y t o t r a d e . C o rn-grow in g and t h e
k i l l i n g o f b u f f a l o w ere t h e i r econom ic b a s e s a n d a p p a r e n tly p la y e d a l a r ­
g e r r o l e w ith them th a n w i t h th e C h ip p e w a s.-^
The Potaw atom l w ere a p p a r e n tly a d e p t a t f i g h t i n g a s th e y p u sh e d e a r ­
l i e r t r i b e s su c h a s th e K ickapoo, S auk an d Fox I n t o s o u th e rn I l l i n o i s . ^
L a t e r th e y w ere a c t i v e I n w a rfa re in v o lv in g F r e n c h , B r i t i s h , A m ericans and
o t h e r t r i b e s ; t h e P otaw atom l were g e n e r a l l y on t h e w in n in g s i d e o f t h e
b a ttle s .
I n c o n t r a s t t o t h e Chippew a, t h e Potaw atom l w i n t e r s a p p e a r t o h av e
b e en s p e n t t o g e t h e r i n h u n tin g a c t i v i t i e s r a t h e r th a n I n i s o l a t i o n from
one a n o th e r . The w hole v i l l a g e w ould b e moved t o a new l o c a t i o n f o r w in 57

t e r h u n tin g .

T h is way o f moving a n d h u n tin g w as a l s o c o n tr a s t e d w i t h th e

O ttaw a o f t h e a r e a , whose men w ould h u n t t o g e t h e r I n t h e w i n t e r , b u t I n
a r e a s f a r from t h e i r v i l l a g e s , w here t h e women re m a in e d , n o t s e e in g t h e
h u n te r s f o r lo n g p e r io d s o f time."*®
O ttaw a
The O ttaw a I n d ia n s w e re s i m i l a r I n many w ays t o t h e Chippewa an d
P o taw atom l. They o c c u p ie d many d i f f e r e n t l o c a t i o n s due t o h u n tin g

5 ^ E v e r e tt C la s p y , The Potaw atom l I n d ia n s o f S o u th w e ste rn M ich ig an
(B raun B ru m fie ld , P u b l i s h e r , Ann A rb o r, M ic h ig a n , 1 9 6 6 ), p . 1 .
^ I b l d . p . 3.
56 I b l d .
^ F i t t i n g , o g . c l t . , p . 198.
58I b l d . , p . 196.

20
p a t t e r n s an d r e l a t i o n s h i p s w ith n e ig h b o rin g t r i b e s . L ik e th e P o ta w a tc m i,
th e y g a th e r e d t o g e t h e r i n w i n t e r t o h u n t and t r a p . A g r ic u ltu r e was m ore
im p o r ta n t t o them th a n i t w as t o t h e C hippew a, b u t n o t a s much a s t o t h e
P otaw atom l. F is h in g was more im p o r ta n t t o t h e O ttaw as th a n among t h e
CQ
P o taw ato m l, b u t l e s s so th a n among t h e Chippew a.
C o n se q u e n tly , t h e
O ttaw a w ere f o llo w e r s o f a m id d le way b etw een t h e tw o o t h e r t r i b e s . A
d i f f e r e n c e w o rth n o t in g i s t h a t th e y w ere u n l ik e t h e Chippewa a n d P o ta ­
w atom l I n t h e i r h o u s in g ; th e y l i v e d I n lo n g h o u s e s I n t h e i r v i l l a g e s
r a t h e r th a n i n wigwam ty p e d w e llin g s .
The name O ttaw a comes from th e A lg o n q u lan w ord w hich means " t o
tra d e .

T rad e was a n a c t i v e p a r t o f t h e i r l i f e s t y l e . They t r a d e d " f u r s ,

s k i n s , c o r n , m a ts , s u n flo w e r o i l , to b a c c o and t h e r o o t s and h e r b s o f m edi­
c i n a l v a lu e .
T h ese t h r e e t r i b e s an d t h e r e s t o f th e A lgonqulan s to c k w ere f o llo w ­
e r s o f a n im is n : " th e e x i s t e n c e o f s u p e r n a t u r a l pow er w as r e c o p i iz e d and
th o u g h t t o p e rv a d e a l l n a t u r e . "

Each i n d i v i d u a l was p a r t i c u l a r l y i n ­

flu e n c e d i n l i f e by a m a n ito t h a t came t o him i n a dream a f t e r t h e o b s e r ­
v a tio n o f some r i t e s h e ld b etw een t h e a g e s o f tw e lv e an d f o u r t e e n f o r b o th
gn
b o y s an d g i r l s .

5 9 p i t t i n g , o p . c l t . , p p . 195-197.
Vernon K l n l e t z , I n d ia n s o f t h e W estern G re a t L akes 1615-1760
( U n iv e r s ity o f M ichigan P r e s s , Ann A rb o r, 1 9 6 5 ). p p . 2 4 2 , 3 1 5 , 324.
^^K u b iak , Oja. c i t . , p . 127.
62 I b i d .
^ ^ K in ie tz , e g . c i t . , p . 284.

21
C hippew a, O ttaw a and P otaw atom l E d u c a tio n a l M ethods
The C hippew a, O ttaw a a n d Potaw atom l I n d i a n s o f M ich ig an I n c o r p o r a ­
t e d e d u c a tio n I n t o e v e ry f a c e t o f t h e i r c h i l d r e n 's l i v e s . The s u r v i v a l
o f t h e w hole t r i b e dep en d ed on d e v e lo p in g members who c o u ld l e a r n hun­
t i n g , f i s h i n g , a g r i c u l t u r a l an d w a r f a r e t e c h n iq u e s . To u n d e r s ta n d t h e
t r a d i t i o n a l le g e n d s and c o n c e p ts o f t h e i r r e l a t i o n s h i p w ith t h e e le m e n ts
o f t h e i r e n v iro n m e n t was Im p o r ta n t i n t h e I n d ia n c u l t u r e . Harmony w i t h in
e a c h t r i b e was e s s e n t i a l t o s u r v i v a l . The f i g h t f o r s u r v i v a l h a d c u l ­
t u r a l p r e f e r e n c e o v e r dish arm o n y among t r i b a l m em bers.
A l l members I n t h e t r i b e s h a r e d r e s p o n s i b i l i t y f o r t h e e d u c a tio n o f
t h e y o u n g , a lth o u g h t h e h e a v i e s t b u rd e n o f e d u c a tin g f e l l upon t h e Immed­
i a t e f a m ily o f t h e c h i l d . M ich ig an I n d i a n s l i v e d w i t h i n t h e e n v ir o n m e n ta l
l i m i t a t i o n s o f t h e i r tim e . I t was n e c e s s a r y t o u n d e r s ta n d t h e c y c l e s o f
t h e w e a th e r an d la n d p r o d u c tio n I n o r d e r t o s u r v i v e . The am ounts o f gam e,
p ro d u c e , and f i s h a v a i l a b l e w i t h in o n a r e a d e te rm in e d how many p e o p le
c o u ld s u r v i v e t h e r e a t an y t im e . T hus a harmony w i t h n a t u r e w as e s s e n t i a l
t o t h e I n d i a n c u l t u r e and t h i s harm ony h a d a n I n f l u e n c e o n e d u c a tio n I n
e x a c t c u l t u r a l te r m s ; e d u c a tio n o f c h i l d r e n was t h e l i f e b l o o d o f t h e i r
tr a d itio n a l s o c ie ty .
T re a tie s
B etw een 1795 an d 18*42 t h e M ich ig an I n d ia n s e n t e r e d I n t o f i f t e e n m a jo r
t r e a t i e s w ith t h e B r i t i s h an d A m erican g o v e rn m e n ts . I n t h e s e t r e a t i e s , t h e
I n d i a n s g av e up a g r e a t d e a l o f l a n d , many o f t h e i r m i n e r a l , h u n t i n g , and
f i s h i n g r i g h t 8 ; a n d t h e r i g h t t o g o v e rn th e m s e lv e s I n t h e i r t r a d i t i o n a l
m anner was m o d if ie d . I n r e t u r n , t h e I n d i a n s r e c e i v e d p re m is e s o f money

22
and j u s t i c e by t h e i r new p r o t e c t o r s .
The e n o rm ity o f t h e t r e a t i e s ' e f f e c t on I n d ia n l i f e s t y l e i s Im pos­
s i b l e t o c a l c u l a t e . I n a l l , M ich ig an c o n ta in s 84 ,0 6 8 s q u a re m ile s o f l a n d ;
o f t h i s o n ly 2 2 ,7 2 1 a c r e s ( o r 35*5 s q u a re m ile s ) rem ain s a s I n d ia n R e s e r ­
v a ti o n la n d .^ ^ T h is re m a in in g la n d h a s b een f u r t h e r re d u c e d b y s a l e an d
l e a s i n g a g re e m e n ts ; p r e s e n t l y some r e s e r v a t i o n s a r e I n a c h e c k e rb o a rd
a rra n g e m e n t. The money p ro m ise d i n t h e t r e a t i e s h a s , I n some c a s e s , n e v e r
b e e n f u l l y p a id a n d , a s a r e s u l t , t h e r e a r e s t i l l s u i t s p e n d in g I n c o u r t .
T h is p ro b lem i s compounded by d i s p u t e s o v e r who a r e t h e a c t u a l h e i r s o f
any s e t t l e m e n t money t h a t may b e awarded*
D u rin g t h e p e r io d o f 1 7 6 0 -1 8 4 2 , M ic h ig a n 's governm ent changed r a d i ­
c a l l y . I t was a B r i t i s h - c o n t r o l l e d a r e a i n 1 7 6 0 , a s by th e n th e y had won
o u t o v e r t h e F re n c h f o r c o n t r o l o f t h e f u r t r a d e I n M ichigan* I n 1787
M ichigan became a t e r r i t o r y o f t h e A m erican g o v ern m en t, and i n I 837 a
s ta te .
E d u c a tio n o f t h e I n d ia n s was a t tim e s a p r o v is io n o f a t r e a t y . The
T r e a ty o f D e t r o i t i n 1807 gav e members o f t h e O ttaw a, C hippew a, Wyandot
and Potaw atom l t r i b e s o f S o u th e a s te r n M ich ig an $10,000 i n money and g o o d s
a t t h e tim e o f th e t r e a t y , p lu s t h e s e r v i c e s o f two b la c k s m ith s and $ 2 ,4 0 0
a n n u a lly f o r t e n y e a r s . ■*' The i n t e n t o f g i v in g t h e In d ia n s tw o b la c k ­
s m ith s was t o prom ote t h e o p p o r tu n ity t o l e a r n a t r a d e s o t h a t e v e n t u a l l y
th e y c o u ld f i n d employm ent I n t h e t e r r i t o r y .

L i l l i s F . D unbar, M ic h ig a n . A H is to r y o f t h e W o lv e rin e S t a t e
(W illia m B. Erdmuns P u b lis h in g Conpany, G rand R a p id s , M ic h ig a n , Ig F B ),
p . 44.
*^A lec R. G i l p i n , The T e r r i t o r y o f M ich ig an 1805-1837 (M ichigan
S t a t e U n iv e r s ity P r e s s ," E a s t L a n s in g , M ichigan 1 9 7 0 ), p . 4 3 .

23
I n 1817 a t r e a t y was s ig n e d t h a t I s known by s e v e r a l nam es. Dunbar
r e f e r s t o I t a s t h e T r e a ty o f M aum ee,^ an d G ilp in r e f e r s t o I t a s th e
T r e a ty o f P o r t M e i g s . ^ I n t h i s t r e a t y , t h e I n d ia n s gave up a s m a ll a r e a
o f la n d n e a r t h e I n d ia n a and Ohio s t a t e l i n e s I n S o u th C e n tr a l M ichigan
and t h r e e a d d i t i o n a l s e c t i o n s o f la n d f o r t h e c r e a t i o n o f a u n i v e r s i t y
i n M ich ig an . T h is la n d soon becam e t h e o r i g i n a l s i t e o f t h e U n iv e r s ity o f
M ichigan—t h e f i r s t I n s t i t u t i o n o f i t s ty p e I n t h e t e r r i t o r y . 00 The I n d i ­
a n s ' o b j e c t i v e i n g i v in g up t h i s la n d s p e c i f i c a l l y f o r a u n i v e r s i t y w i l l
b e n o te d l a t e r .
The f i r s t t r e a t y o f C hicago o c c u rre d I n 1821. I n i t t h e I n d ia n s g av e
up a l l S o u th w e ste rn M ichig an below t h e G rand R iv e r e x c e p t f o r f i v e a r e a s
r e s e r v e d f o r P otaw atom l I n d ia n g ro u p s and some s m a ll a llo tm e n ts t o i n d i ­
v i d u a l I n d i a n s . I n r e t u r n , t h e I n d ia n s w ere g iv e n $ 5 ,0 0 0 a n n u a lly f o r
tw e n ty y e a r s an d a p ro m is e o f $ 1 ,0 0 0 a y e a r f o r f i f t e e n y e a r s t o pay f o r
a b la c k s m ith a n d a t e a c h e r .

gg

E d u c a tio n o f M ich ig an I n d ia n s I n H i s t o r i c Times
The In f o r m a tio n r e l a t i n g t o e d u c a tio n o f M ichigan I n d ia n s f o llo w s ,
I n some r e s p e c t s , W e3 tem E uropean and A m erican a t t i t u d e s a s m a n if e s te d
in g e n e r a l p o l i c i e s to w a rd I n d i a n s . The e a r l y c o n t a c t s b etw een I n d ia n
and F ren ch t r a d e r s w ere n o t o r i e n t e d to w a rd e d u c a tio n , r a t h e r e x p l o i t a t a t i o n was t h e p rim a ry o b j e c t i v e . However, t h e t r a d e r s to o k w ord o f t h e

^Dunbar,

0£ .

c l t . , p. H i ,

^ G i l p i n , 0£ . c l t . , p . 101.

^^Floyd R. Daln, Education In the Wilderness (Michigan H istorical
Commission, Lansing, Michigan 1968), p. 83 .
gq
?Kubiak,

o d

.

c l t . , pp. 45-^7.

24
I n d ia n s b a ck t o E u ro p ean c a p i t o l s w here i n t e r e s t was a r o u s e d f o r c o n v e r­
t i n g t h e I n d ia n s t o t h e C h r i s t i a n r e l i g i o n . C o n se q u e n tly so o n a f t e r t h e s e
i n i t i a l c o n t a c t s w ith t r a d e r s , m i s s i o n a r i e s made a n a tte m p t t o e d u c a te
t h e I n d i a n s i n c o n te m p o ra ry W e ste rn E u ro p ean v a lu e s an d a t t i t u d e s .
I t was p r e v i o u s ly n o te d t h a t e d u c a tio n i n t h e I n d i a n l i f e s t y l e p r i o r
t o h i s t o r i c tim e s was b a s e d on t h e t r a n s m i s s i o n o f le g e n d s and te a c h i n g
" s t u d e n t s " hew t o c o p e w ith t h e r i g o r s o f a h a r s h e n v iro n m e n t. A young
I n d ia n n e ed e d t o become s k i l l e d i n t h e u s e o f h i s la n g u a g e , a s i t was im ­
p o r t a n t t o t h e I n d i a n c cm n u n ity t h a t a c h i l d b e t a u g h t t o s p e a k f l u e n t l y
*

an d c o r r e c t l y s o h e c o u ld , i n t u r n , become a good t e a c h e r an d s t o r y t e l l e r ,
an d a l s o h e lp w ith c o n m u n ic a tio n s t o o t h e r t r i b e s a n d E u ro p ea n t r a d e r s . 7®
The l a c k o f a w r i t t e n form o f la n g u a g e n e c e s s i t a t e d t h a t a c h i l d d e v e lo p
a good memory. Such t r a i n i n g g r e a t l y Im p re s s e d t h e E u ro p ean s who c c n t a c te d th e In d ia n s .

71

Sam uel d e C h a n p la in e s t a b l i s h e d a F re n c h o u tp o s t on t h e S t . L aw rence
R iv e r i n C anada i n 1 6 0 8 . 72 S h o r t l y a f t e r w a r d , R e c o l le t a n d J e s u i t m is­
s i o n a r y p r i e s t s made c o n ta c t w i t h t h e H uron I n d ia n s and s t a r t e d c o n v e r tin g
them t o C h r i s t i a n i t y . T hese a c t i v i t i e s w e re i n t e r r u p t e d when t h e I r o q u o i s
I n d ia n s w en t on t h e w a rp a th a n d c h a se d t h e Huron i n t o M ic h ig a n .

73

A fte r

t h e 1 6 6 0 's t h e I r o q u o i s q u i e t e d down a n d th e J e s u i t s a g a i n t r i e d c o n v e r ­
t i n g t h e Huron who w e re th e n i n M ic h ig a n . B e cau se o f t h e m o b ile l i f e s t y l e
o f t h e I n d i a n s , t h e c o n v e rs io n a tte m p ts on t h e p a r t o f t h e J e s u i t s w ere

7° D a in , o£). c i t . . p . 2 .
71I b l d . . p . i|.
72I b l d . . p . 5 .
7 ^ Ib ld . . p . 6 .

25
7U

m o s tly u n s u c c e s s f u l . '

A n to in e d e l a Mothe C a d i l l a c b e l i e v e d th e c o n v e r s io n o f I n d i a n s t o
C h r i s t i a n i t y th ro u g h e d u c a tio n c o u ld b e b e t t e r a c c o m p lis h e d by a p erm an en t
M ich ig an v i l l a g e e s t a b l i s h e d by Frenchmen* I n t h i s v i l l a g e , t h e I n d i a n s
c o u ld come t o t r a d e an d h a v e a n o p p o r t u n it y t o o b s e rv e tra d e s m e n a n d t h e
s u p e r i o r i t y o f F re n c h c u l t u r e . I b i s know ledge w o u ld l e a d , t h e n , t o t h e
I n d i a n s ' i n t e r e s t i n C h r i s t i a n i t y a n d e v e n t u a l c o n v e r s i o n s . T h u s, i n J u l y
o f 1 7 0 1 , C a d il l a c w as a llo w e d t o e s t a b l i s h D e t r o i t . 7 ® By t h e n e x t y e a r ,
m ore th a n o n e -th o u s a n d I n d i a n s w ere s e t t l e d n e a r t h e v i l l a g e an d C a d i l l a c 's
p la n s w e re s t a r t i n g t o j e l l . 7® H ow ever, t h e J e s u i t s o p p o sed h i s p l a n s and
h e was f r u s t r a t e d b y h i s f a i l u r e t o o b t a i n fu n d s fro m C ount P a n c h a r t r a i n
t o d e v e lo p h i s p la n f u r t h e r . 77
C a d i l l a c l e f t D e t r o i t i n 1710 t o assum e g o v e rn o r s h ip o f L o u is ia n a ,
and t h i s c a u se d h i s p la n s f o r e d u c a tin g a n d c o n v e r tin g t h e I n d ia n s t o
f l o u n d e r . The F re n c h c h i l d r e n o f D e t r o i t r e c e i v e d e d u c a ti o n a t t h i s tim e
from t h e i r p a r i s h p r i e s t s .
U n lik e t h e F re n c h o c c u p a tio n o f M ic h ig a n , w h ere c o n c e rn was shown
f o r t h e I n d i a n s ' e d u c a tio n I n b o th C h r i s t i a n i t y a n d t h e t r a d e s o f t h e
F r o n t i e r , t h e B r i t i s h o c c u p a tio n i s c h a r a c t e r i z e d a s d o in g l i t t l e , p e r ­
h a p s n o t h i n g , f o r t h e e d u c a tio n o f t h e I n d i a n popu latio n .* ^®
The A m ericans view ed t h e N o rth w e st T e r r i t o r y a s a p l a c e t o b e d e ­
v e lo p e d f o r home s i t e s , a s w e l l a s a b u s i n e s s o p p o r t u n i t y , f o r t h e i r

7 **I b l d . , p . 8 .
75I b l d . , p p . 9 -1 1 .
76I b l d . . p . 1 2 .
77I b l d .
7 8I b i d . . p p . 1 6 -1 8 .

26
I n c r e a s in g l y overcrow ded e a s t e r n r e g i o n . H ie o rd in a n c e c r e a t i n g t h e
N o rth w e st T e r r i t o r y , I n c lu d in g M ic h ig a n , was s ig n e d J u l y 1 3 .
The o r d in a n c e p re c e d e d t h e C o n s t i t u t i o n o f t h e U n ite d S t a t e s an d r e f l e c t e d
c o n c e p ts w hich w ould become a p a r t o f t h e C o n s t i t u t i o n an d t h e B i l l o f
R ig h ts . G ilp in d is c u s s e d s e c t i o n s o f th e o rd in a n c e i n r e f e r e n c e t o t h e
v a lu e p la c e d on e d u c a tio n . The o rd in a n c e p la c e d a h ig h v a lu e on e d u c a tio n
and s u p p o rte d i t s encouragem ent " f o r e v e r ." I t h a s a l s o b e e n n o te d t h a t t h e
o rd in a n c e e n c o u ra g e d t h e u tm o s t good f a i t h i n d e a l i n g w ith t h e I n d ia n s .® 0
The o n ly known c o n c e rte d e f f o r t f o r e d u c a tin g I n d ia n c h i l d r e n i n t h e
T e r r i t o r y o c c u r r e d d u r in g 1809 an d 1810. F a t h e r G a b r ie l R ic h a rd , w ith t h e
s u p p o r t o f P r e s i d e n t Thomas J e f f e r s o n , opened a s c h o o l on a two h u n d red
and s i x t y a c r e farm s o u th o f D e t r o i t . B e fo re t h e s c h o o l c o u ld g e t a f o o t ­
h o ld i n t h e T e r r i t o r y , h ow ever, t h e F e d e ra l A d m in is tr a tio n changed and t h e
8i
new P r e s i d e n t , Jam es M adison, was n o t i n c l i n e d to w a rd c o n tin u in g s u p p o r t.
The farm was s o l d a t p u b lic a u c t io n and F a th e r G a b r ie l was c h a rg e d f o r t h e
r e n t o f th e p r o p e r t y , a d e b t t h a t s ta y e d w ith him f o r th e r e s t o f h i s
82
life .
F a th e r G a b r i e l 's p l a n s f o r e d u c a tin g I n d i a n s , a lth o u g h u n p o p u la r
i n W ashington a t t h e tim e , w ere l i f t e d o u t o f th e f i l e s t e n y e a r s l a t e r
by t h e War D epartm ent and s u b m itte d t o C o n g ress.® 8 T hese p la n s w ere a l t e r e d
and u s e d , b u t o r i g i n a l a u th o r s h ip w ould b e h a rd t o p ro v e .

^ G i l p i n , oj>. c l t . , p p . 3 -4 .
®° I b l d . , p . 4 .
®1I b l d . , p p . 4 4 -4 5 .
®gI b l d . . p p . 4 5 .4 6 .
83D a in , o p . c l t . . p . 5 6 .

27
I t I s w o rth n o t in g t h a t t h e I n d ia n s h a d s o u g h t a m eans o f e d u c a tin g
th e m s e lv e s th r o u g h t h e T r e a ty o f 1817— a s m e n tio n e d e a r l i e r , w h ere th e y
g a v e up t h r e e s e c t i o n s o f la n d f o r th e e s t a b l is h m e n t o f t h e f i r s t u n i v e r ­
s i t y i n M ic h ig a n . D ain s u g g e s te d t h i s a c t i o n may h a v e o c c u r r e d b e c a u s e o f
th e I n d i a n s ' r e g a r d f o r F a t h e r G a b r i e l , know ing h e w ould b e a s s o c i a t e d w ith t h e u n i v e r s i t y ; i n a d d i t i o n , h o w e v er, h e s u g g e s te d t h e la n d was g iv e n
t o show t h e I n d i a n s ' i n t e r e s t i n e d u c a tio n and t o p a v e t h e way f o r I n d ia n s
Alt
b e in g in c lu d e d i n t h e e d u c a t i o n a l p la n s o f t h e T e r r i t o r y .
I n 193^ M ich ig an to o k o v e r r e s p o n s i b i l i t y f o r t h e r e s e r v a t i o n s o f
I n d ia n s i n t h e s t a t e a n d t o t a l r e s p o n s i b i l i t y f o r t h e e d u c a tio n o f I n 85
d la n s .
I n d i a n s now h a v e t h e r i g h t t o a t t e n d t h e p u b l ic s c h o o ls n e a r e s t
t h e i r home w h e th e r th e y l i v e on a r e s e r v a t i o n o r n o t . I n many i n s t a n c e s ,
I n d ia n c h i l d r e n a r e s e n t t o p r i v a t e o r p a r o c h i a l , u s u a l l y C a t h o l i c ,
s c h o o ls by t h e i r p a r e n t s . I t i s i n t e r e s t i n g t o n o t e t h a t t h e r e a r e no
86
I n d ia n s on t h e s c h o o l b o a rd s o f M ich ig an s c h o o l s .
S e l e c te d F in d in g s o f R e c e n t R e se a rc h
I h e r e s e a r c h done I n r e c e n t y e a r s o n I n d i a n s i n e d u c a t i o n a l a n d o t h e r
s o c i e t a l s e t t i n g s seem s t o i n d i c a t e t h e f a i l u r e o f s c h o o ls t o p r o v id e a
s u p p o r t sy s te m f o r th e m a in te n a n c e o f a p o s i t i v e I n d ia n i d e n t i t y an d t o

84 b l d . . pp.
^ 1 9 6 9 R e p o rt o f t h e C o rm ltte e on L a b o r an d P u b lic W e lf a r e , U n ite d
S t a t e s S e n a te , 0£ . c l t . . p . 30.
86
R e p o rt t o N a tio n a l S tu d y o f A m erican I n d ia n E d u c a tio n , o j d . c l t . ,

p. 7«

28
p r o v id e I n d ia n c h il d r e n w ith a n e d u c a tio n on a p a r w ith t h e g e n e r a l popu­
la tio n .
R e se arch f in d in g s a r e a n im p o r ta n t c o n t r i b u t i o n t o t h e u n d e r s ta n d in g
o f co n te m p o ra ry I n d i a n s ; l i s t e d I n t h i s s e c t i o n a r e some s e l e c t e d s t a t i s ­
t i c a l In fo rm a tio n and s ta te m e n ts b a se d on r e s e a r c h , r e l a t i n g t o d i f f e r e n t
n e e d s o f M ichigan I n d i a n s , a s o u t l i n e d I n t h e s tu d y .
I n d ia n P o p u la tio n I n t h e U n ite d S t a te 3
1900

2 6 6 .7 0 0 87

I960

5 5 2 ,20088

1968

6 8 0 ,0 0 0 89

In d ia n P o p u la tio n I n M ichigan

1608

15 , 00090

I960

9 ,7 0 1 91

1968

15 , 00092

®7A lan L. S o r k in , A m erican In d ia n s a n d F e d e ra l Aid (The B ro o k in g s
I n s t i t u t i o n s , W ash in g to n , D .C ., 1 9 7 1 ), p .
8 8I b l d .
8q
■'H erbert A. A urbach a n d E s t e l l e F u c h s , The S t a t u s o f A m erican I n d ia n E d u c a tio n (P e n n s y lv a n ia S t a t e U n i v e r s i t y , U n iv e r s ity P a r k , P e n n sy l­
v a n i a , 1 9 7 0 ), p . 21.
90D ain , o g . c l t . . p . 5 .
91A urbach, o g . c l t . , p . 21.

92Ibid.

29
P u b lic S c h o o l E n ro llm e n t o f I n d ia n s In M ich ig an E le m e n ta ry an d S econ­
d a ry S c h o o ls
1968-69

M 9 9 93

1969-70

M 5 7 914

I n d ia n E n ro llm e n t I n P u b lic C o lle g e s and U n i v e r s i t i e s I n M ichigan
1968-69

79495

I n d ia n P o p u la tio n I n Community C o lle g e s O p e ra te d by P u b lic S c h o o l
D i s t r i c t s a n d Conmunlty C o lle g e D i s t r i c t s I n M ichigan
1968-69

36296

D i s t r i b u t i o n o f I n d ia n s I n P u b lic E le m e n tary and S e co n d ary S c h o o ls
I n M ichig an 1969-70
Nuntoer o f I n d ia n S tu d e n ts
0 -9
10-19
20-29
30-39
1KM9
50-59
60-69
70-79
80-89
9 0-99

Number o f C o u n tie s
17
20
10
5
9
3
3
3
0
0

9 3 p re ilm in a ry _A n a ly s is o f t h e 1968-69 S c h o o l R a c ia l C ensus (M ich i­
g an D epartm ent o f E d u c a tio n , L a n s in g , M ichigan 1 9 6 9 ), p . £>.
9 ^S chool R a c ia l- E th n ic C e n su s, 1969-70 (M ich ig an D epartm ent o f Edu­
c a t i o n , L a n s in g , M ichigan 1970 ) , p . 9 .
^ ^M lchlgan R e p o rt t o N a tio n a l S tu d y o f A m erican I n d ia n E d u c a to rs o f
I n d ia n S tu d e n ts (M ichigan D ep artm en t o f E d u c a tio n . L a n s in g . M ichigan 1Q6QK
annex B l.
Q6
» an n ex B3.
9^S chool R a c ia l- E th n ic C e n su s. o p . c l t . , p . 2 6 .

30
TWelve C o u n tie s An M ich ig an E n r o l l i n g More T han 100 I n d i a n S tu d e n ts

38

N unber o f I n d ia n

C ounty
Ingham
Is a b e lla
Ehmet
B a ra g a
Muskegon
D e lta
B e rrie n
O ak lan d
K ent
Macomb
Chippew a
Wayne

128
135
137
156
159
160
169
201
252
254
H76
837

The 1968-69 M ic h ig a n S c h o o l R a c i a l C ensus show ed a p p ro x im a te ly
69 p e r c e n t o f t h e I n d ia n c h i l d r e n e n r o l l e d i n s c h o o ls w ere e n r o l l e d
I n e le m e n ta ry s c h o o ls ( K - 8 ) . ^
I n d i a n s t u d e n t s c o m p rise .4 p e r c e n t o f t h e e n r o llm e n t o f M ich ig an
P u b lic tw o an d f o u r y e a r c o l l e g e s a n d u n i v e r s i t i e s . 1®® T h is p e r ­
c e n ta g e i s c o n t r a s t e d w ith t h e p r o p o r t io n o f t h e o v e r a l l I n d i a n popu­
l a t i o n I n M ich ig an o f 1 .9 p e r c e n t . 1®1
The M edian Age o f I n d ia n V e rsu s W h ites by Sex i n t h e U n ite d S t a t e s , ___
1950
102
T o ta l

M ale

Fem ale

In d ia n s

1 9 .2

1 9 .1

19.

W h ites

30.3

2 9 .3

3 1 .2

® ® Ibid.
go
^ M ic h ig a n R e p o rt t o N a tio n a l S tu d y . . . . o p . c l t . . an n ex C.
10® Ib ld . . annex B.
101A u rb a ch , o p . c l t . . p . 2 1 .
1Q2I b l d . . p . 28.

31
The l i r e e x p e c ta n c y o f I n d i a n s c o n t r a s t s w i t h t h a t o f a l l A m ericans
u n f a v o r a b ly — 6*1.0 y e a r s v e r s u s 7 0 .5 y e a r s . L ik e w ise t h e m o r t a l i t y
r a t e among I n d ia n b i r t h s i s h i g h e r , w ith 37.** p e r 1 ,0 0 0 f o r I n d ia n s
v e r s u s 1 7 .8 f o r a l l A m e ric a n s .10^
O nly 5 .9 p e r c e n t o f I n d ia n s 25 y e a r s o r o l d e r h av e c o m p le te d more
t h a n 12 y e a r s o f s c h o o l . T h is c o n t r a s t s w i t h 1 7 .*i I n t h e w h ite popu­
l a t i o n . 10^
I n d i a n s who s t a y I n s c h o o l a r e m ore l i k e l y t o b e e n r o l l e d below
e x p e c te d g r a d e l e v e l f o r t h e i r a g e th a n w h i t e s . F o r ex am p le :
P e r c e n t o f S tu d e n ts a t Age 17
E n r o ll e d below g ra d e 10
E n r o l l e d I n g ra d e 10
E n r o ll e d I n g ra d e 11 o r ab o v e

In d ia n s

W h ite s10 5

*12.3%
38.9%
18.7%

12.7%
31.9%
55.**%

I n c o l l e g e s and u n i v e r s i t i e s m ore th a n 50 p e r c e n t o f t h e I n d ia n
s t u d e n t s a r e fre s h m e n , a lm o s t 25 p e r c e n t a r e so p h o m o res, a p p ro x i­
m a te ly 15 p e r c e n t a r e J u n i o r s , N ine p e r c e n t a r e s e n i o r s , and l e s s
n nfi
t h a n on e p e r c e n t a r e g r a d u a t e s t u d e n t s .
D u rin g t h e 1968-69 a cad em ic s c h o o l y e a r , 28 M ich ig an I n d i a n s r e c e i v e d
f i n a n c i a l a i d from t h e B u re au o f I n d ia n A f f a i r s ; 10^ t h i s w as from a
t o t a l o f 1 ,1 9 8 I n d i a n s e n r o l l e d I n p u b l ic a n d p r i v a t e c o l l e g e s ,

1Q3l b l d . . p . 3 0.
1Q**I b l d . . p . 33.
1Q5I b l d . . p . 38.
106I b i d . . p . 86.
107I b l d . . p . 1*12.

32
u n i v e r s i t i e s , a n d cccm unity c o l l e g e s i n M ic h ig a n .

l ofl

N a tio n a lly o n ly t h r e e p e r c e n t o f I n d ia n s t u d e n t s who e n r o l l i n a
c o l l e g e g r a d u a t e ; t h i s c o n t r a s t s w ith t h e n a t i o n a l a v e ra g e f o r a l l
r a c e s o f 32 p e r c e n t.

109

The m edian incom e f o r m ale I n d i a n s In M ich ig an i n 1970 w as $ 2 ,0 7 6 .110
C h e - fo u r th o f t h e t e a c h e r s o f I n d ia n C h ild re n su rv e y e d I n t h e C o le­
man R e p o rt a d m itte d th e y w ould p r e f e r n o t t o te a c h I n d ia n c h i l d r e n . 111
T W e lfth -g ra d e In d ia n s t u d e n t s , a c c o rd in g t o t h e Coleman R e p o rt, h a d
t h e lo w e st s e l f - c o n c e p t o f any m in o r ity g ro u p s t u d i e d . 112
The Coleman R e p o rt I n d i c a t e s t h a t s c h o o l f a c i l i t i e s , c u r r ic u lu m s ,
a n d t e a c h e r s h a v e a g r e a t e r im p a c t on t h e a c h ie v e m e n t o f o t h e r r a c i a l
a n d e t h n i c g ro u p s th a n th e y do on w h i t e s . 1 1 ^
Surm ary
T he I n d ia n s o f M ichigan have a lo n g an d r i c h h i s t o r y . T h e i r r a c e h a v e
I n h a b ite d N o rth A m erica f o r many th o u s a n d s o f y e a r s . They h av e le a r n e d t o

1 0 ^M lchlgan R e p o rt t o N a tio n a l S tu d y . . . . o p . c i t . , a n n e x e s B l, 2 , 3«
109
^R e p o rt t o t h e Com mlttee on L ab o r and P u b lic W e lf a r e . U n ite d S t a t e s
S e n a te , o p . c l t . . p .
110S o r k in , oja. c i t . , p . 11.
111Jam es s. C olem an, e t . a l . , E q u a l it y o f E d u c a tio n a l O p p o rtu n ity
(U .S. O f f i c e o f E d u c a tio n , “W a sh in g to n , D .C ., 1 9 6 6 ), p p . 167 arid 169.
112I b i d . . p p . 287-288.
1 1 3I b i d . , p p . 2 1 -2 2 .

33
a d a p t t o t h e harmony o f n a t u r e an d d e v e lo p e d a c u l t u r a l s t y l e t h a t b a l ­
a n c e d a d i f f i c u l t f i g h t f o r s u r v i v a l w ith a t r i b a l c u l t u r e e m p h a siz in g
t r a d i t i o n a n d m u tu a l d ep en d e n ce . H i i s c u l t u r a l s t y l e dep en d ed upon t h e
s u c c e s s f u l e d u c a tio n o f c h i l d r e n t o I n s u r e t h e c o n tin u a n c e o f t h e t r i b a l
g ro u p . The I n d i a n s ' m ore r e c e n t h i s t o r y I n d i c a t e s t h a t t h e i r c h i l d r e n a r e
d ro p p in g o u t o f e d u c a tio n i n d i s p r o p o r t i o n a t e l y l a r g e n um bers. R e se a rc h
s u g g e s ts t h r e e p o s s i b l e f a c t o r s c o n t r i b u t i n g t o t h i s d ro p o u t r a t e . F i r s t ,
t h e I n d i a n s ' c u l t u r a l h e r i t a g e may c o n f l i c t w ith t h e v a lu e s t r u c t u r e o f
p u b l ic e d u c a tio n . T h u s, t h e c h i l d may e x h i b i t a low l e v e l o f s e l f - c o n c e p t
w i t h in t h i s sy ste m . A se c o n d c o n t r i b u t i n g f a c t o r may b e t h a t t h e econom ic
l e v e l o f t h e I n d ia n c h i l d 's fa m ily I s d i s p r o p o r t i o n a t e l y lew an d t h e fam i­
l y may n o t b e a b le t o f i n a n c i a l l y s u p p o r t t h e c h i l d 's e d u c a tio n . The t h i r d
c o n t r i b u t i n g f a c t o r c o u ld b e t h e e d u c a ti o n a l c o u rs e o f f e r i n g s o f t h e
s c h o o ls a n d I n s t r u c t o r s who do n o t e x h i b i t a p o s i t i v e a t t i t u d e to w a rd t h e
c h i l d 's r a c i a l i d e n t i t y . A p o s i t i v e a t t i t u d e c o u ld b e n e c e s s a r y n o t o n ly
f o r t h e c h i l d 's s e l f - e s t e e m b u t a l s o s o t h a t t h e a t t i t u d e s o f t h e m a jo r­
i t y c u l t u r e 's c h i l d r e n a r e changed t o b e m ore p o s i t i v e .

CHAPTER I I I
DESIGN OP THE STUDY
In tro d u c tio n
The p u rp o se o f t h i s s tu d y was t o a s c e r t a i n t h e c u r r e n t s u p p o r t a c t i ­
v i t i e s o f M ichigan p u b l i c h i g i e r e d u c a tio n l n s t i t l t i o n s I n r e l a t i o n t o
A m erican I n d ia n s t u d e n t s . The r e s e a r c h te c h n iq u e u s e d was n o rm a tiv e s u r ­
vey I n t h e form o f a q u e s t i o n n a i r e w h ich c o v e re d f o u r a r e a s o f s u p p o r t
a c t i v i t i e s , o f p o t e n t i a l c o n c e rn f o r p r o s p e c t i v e I n d i a n s t u d e n t s .
P o p u la tio n U3ed
The p o p u la tio n c h o se n f o r t h e s u rv e y c o n s i s t s o f a l l o f t h e p u b l i c
c o l l e g e s , u n i v e r s i t i e s , and com nunity c o l l e g e s i n M ic h ig a n .
The l i s t o f p u b l i c c o l l e g e s , u n i v e r s i t i e s , an d c a im u n ity c o l l e g e s
was i d e n t i f i e d from The R e p o rt t o t h e N a tio n a l S tu d y o f A m erican I n d i a n
E d u c a tio n .
A f t e r t h e s c h o o ls t o b e s u rv e y e d had b e e n i d e n t i f i e d , a q u e s t i o n n a i r e ,
a l e t t e r o f b a c k g ro u n d and p u r p o s e , a s u p p o r tin g l e t t e r o f reco m m en d atio n
( s e e A ppendix A, p a g e 7 6 ) , an d a r e t u r n e n v e lo p e w ere s e n t t o th e o f f i c e
o f a d m is s io n s a t e a c h o f t h e s c h o o l s . The s u p p o r tin g l e t t e r o f r e c e m e n d a ­
t i o n was w r i t t e n by t h e E x e c u tiv e D i r e c t o r o f t h e C om m ission o n I n d i a n

^ M i c h i g a n R e p o rt t o t h e N a tio n a l S tu d y . . . . Annex B, B 2, B3.
3^

35
A f f a i r s f o r t h e S t a t e o f M ic h ig a n . H e, i n a d d i t i o n , s e n t a copy o f t h e
3an» l e t t e r from h i s o f f i c e p r i o r t o t h e m a ilin g o f th e q u e s t i o n n a i r e .
I n s tr u m e n t Used
The q u e s t i o n n a i r e s o u g h t t o g a in in f o r m a tio n i n f o u r a r e a s r e l a t e d
t o t h e n e e d s o f I n d ia n s t u d e n t s . The f i r s t c o n c e rn was t h e d e f i n i t i o n o f
I n d ia n u se d by t h e sc h o o l t o i d e n t i f y I n d i a n s . The seco n d w as th e e d u c a ­
t i o n a l s u p p o r t o p p o r t u n i t i e s f o r I n d ia n s i n th e s c h o o l. The t h i r d was
econom ic s u p p o r t o p p o r t u n i t i e s f o r I n d i a n s i n th e s c h o o l, a n d th e f o u r t h
was l i f e s t y l e s u p p o r t o p p o r t u n i t i e s f o r I n d ia n s i n th e s c h o o l .
The in s tr u m e n t was d e s ig n e d 30 e a c h p o s i t i v e re s p o n s e t o t h e q u e s ­
t i o n by a s c h o o l i n d i c a t e d t h e e x is te n c e o f a s p e c i f i c p ro g ram o r s u p p o r t
sy s te m a t t h e s c h o o l. No a t t e n p t was made t o s o l i c i t w hat e a c h s c h o o l
th o u g h t s h o u ld e x i s t i n th e f o u r a r e a s ; I n s t e a d , i t so u g h t w hat a c t u a l l y
e x i s t e d i n t h e way o f s p e c i f i c o p p o r t u n i t i e s f o r In d ia n s a t t h e tim e o f
t h e s tu d y .
The q u e s t io n s w ith in e a c h a r e a w ere d e s ig n e d s o t h a t th e y c o u ld b e
an sw ered e i t h e r " y e s " o r " n o ," o r by m ark in g an a l t e r n a t i v e r e s p o n s e . I n
seme c a s e s , t h e re s p o n d e n t w as a sk e d t o I n d i c a t e how m any, w here q u e s tio n s
in v o lv e d q u a n t i t i e s , and a s k e d t o e x p la in o r d e s c r ib e h i s a n sw e r w here
a p p r o p r i a t e . A b r i e f b a ck g ro u n d p a ra g ra p h p re c e d e d eac h m a jo r s e c t i o n on
t h e q u e s t i o n n a i r e . T h is p a ra g ra p h was in te n d e d t o o r i e n t t h e q u e s t io n s t o
s p e c if ic su p p o rt o p p o rtu n itie s a t th e s c h o o ls .
T o p ic s s t u d i e d
The l i t e r a t u r e rev iew ed i n C h a p te r I I and a d d i t i o n a l r e a d in g s su g ­
g e s t e d t h e f o u r a r e a s o f c o n c e rn u se d i n t h e q u e s t io n n a ir e ( s e e A ppendix B

36
f o r t h e r a t i o n a l e u se d I n e a c h a r e a ) .
B r i e f l y s t a t e d , t h e c o n c e rn o f t h e s tu d y was c o n c e n tr a te d on t h e
s c h o o l s ' r e c o g n i t i o n o f t h e p ro b lem s fa c e d by I n d ia n s a s e v id e n c e d by how
th e y d e te rm in e who i s a n I n d i a n , hew th e y e d u c a ti o n a l l y a n d e c o n o m ic a lly
s u p p o r t I n d ia n s i n a tt e n d a n c e , and how th e y show s u p p o rt f o r a s e p a r a t e
I n d ia n c u l t u r a l l i f e s t y l e .
R e c o rd in g o f D ata
C nly th o s e s c h o o ls who re s p o n d e d t o t h e s u rv e y a r e r e c o r d e d i n t h e
t a b l e s o f t h e s tu d y .
The d a t a g a th e r e d r e l a t i n g t o t h e s c h o o l s ' d e f i n i t i o n o f I n d ia n was
r e c o r d e d I n a t a b l e I n d i c a t i n g w hich d e f i n i t i o n o r c e n t)ln a tio n o f d e f i n i ­
t i o n s w ere u s e d . I f d i f f e r e n t d e f i n i t i o n s w ere u se d f o r d i f f e r e n t p u r p o s e s ,
t h i s a l s o was i n d i c a t e d on t h e t a b l e .
The d a ta g a th e r e d r e l a t i n g t o e d u c a ti o n a l s u p p o r t o p p o r t u n i t i e s ,
econom ic s u p p o r t o p p o r t u n i t i e s , and l i f e s t y l e s u p p o r t o p p o r t u n i t i e s , was
re c o r d e d I n t a b l e f o m w ith f o o t n o te s w here a p p r o p r i a t e . The a p p r o p r i a te ­
n e s s o f f o o t n o te s was d e te rm in e d by t h e n e e d f o r a more c o m p le te e x p la n a ­
t i o n o f p rogram s o r s p e c i a l f e a t u r e s o f p rogram s a s I n d i c a te d by t h e
s c h o o ls . I n a d d i t i o n t o t h e t a b l e fo rm o f p r e s e n t a t i o n , a s im p le a r ith m e ­
t i c ( p e r c e n ta g e ) sy ste m was em ployed t o r e c o r d p a r t i c i p a t i o n o f s c h o o ls
I n s p e c i f i c s u p p o r t p ro g ra m s.
Sunmary
The s tu d y w as d e s l g ie d t o p ro v id e u s e f u l d a t a f o r t h e f o u r a r e a s
r e l a t i n g t o p o s t a d m issio n p o l i c i e s a n d program s f o r t h e A m erican I n d ia n
s t u d e n ts a t t e n d i n g p u b l ic M ichigan f o u r y e a r c o l l e g e s , u n i v e r s i t i e s , an d

37
co m n u n ity c o l l e g e s . H ie a r e a s o f c o n c e rn w ere d e f i n i t i o n o f I n d i a n , edu­
c a t i o n a l s u p p o r t o p p o r t u n i t i e s , econom ic s u p p o r t o p p o r t u n i t i e s , a n d c u l ­
t u r a l l i f e s t y le su p p o rt o p p o r tu n itie s .
H ie q u e s t i o n n a i r e d e s ig n e d t o g e t t h i s i n f o r m a t i o n , a l e t t e r o f
b a c k g ro u n d , a l e t t e r o f reco m m en d atio n from e x - D i r e c t o r Sam uel M ackety o f
t h e M ich ig an C o rm issio n on I n d i a n A f f a i r s , a n d a r e t u r n e n v e lo p e , w ere
s e n t t o t h e s c h o o ls s u rv e y e d .
H ie d a t a w ere r e p o r t e d i n t a b l e form w ith f o o t n o t e s , w here a p p r o p r i­
a t e , an d sunm ary n o t e s , I n c lu d in g p e r c e n ta g e s o f p a r t i c i p a t i o n . H ie d e s ig n
o f t h e s tu d y a n d t h e m ethod o f r e p o r t i n g r e s u l t s w ere p la n n e d t o a c c o r p l l s h t h r e e o b j e c t i v e s . F i r s t , t h e d e s i g n was in te n d e d t o g a t h e r in fo rm a ­
t i o n t h a t h a d a h ig h d e g re e o f r e a d a b i l i t y a n d u s e f u l n e s s t o A m erican
I n d i a n s c o n te m p la tin g e n tr y i n t o a p u b l i c i n s t i t u t i o n o f h i g h e r e d u c a tio n .
S e c o n d ly , t h e d e s ig n was I n te n d e d t o p r o v id e b a s i c i n f o r m a tio n w h ic h w ould
l e n d I t s e l f r e a d i l y t o d u p l i c a t i o n a n d e x p a n s io n s a s may b e w a r r a n te d . H ie
t h i r d o b j e c t i v e was t o p r o v id e u s e f u l in f o r m a tio n t o s c h o o ls o f h i g h e r
e d u c a tio n w h ich may b e c o n te m p la tin g new o r d i f f e r e n t s u p p o r t o p p o r tu n i­
t i e s to In d ia n s tu d e n ts .

CHAPTER IV
PRESENTATION AND ANALYSIS OP DATA
In tro d u c tio n
The p u rp o s e o f t h i s s tu d y was t o d e te rm in e a w a re n e s s o f t h e n e e d s o f
I n d ia n s t u d e n t s th ro u g h t h e e x i s t e n c e o f s u p p o rt p ro g ra m s s p e c i f i c a l l y f o r
I n d ia n s a t t h e p u b l i c c o l l e g e s a n d u n i v e r s i t i e s o f M ic h ig a n . The f o u r ma­
j o r a r e a s o f c o n c e rn w ere d e f i n i t i o n o f I n d i a n , e d u c a t i o n a l o p p o r t u n i t i e s ,
econom ic s u p p o r t o p p o r t u n i t i e s , a n d c u l t u r a l l i f e s t y l e s u p p o r t o p p o r tu n i­
tie s .
The s u r v e y r e s u l t e d I n a 68 p e r c e n t re s p o n s e fro m t h e p u b l i c c o l le g e s and u n i v e r s i t i e s o f M ic h ig a n .

115

E le v e n o f t h e t h i r t e e n u n i v e r s i t i e s

a n d f o u r y e a r c o l l e g e s re s p o n d e d , r e p r e s e n t i n g 85 p e r c e n t o f t h e i r p o s s i ­
b l e num ber. S e v e n te e n o f t h e t w e n ty - e ig h t conm unlty c o l l e g e s o r J u n i o r
c o ll e g e s re s p o n d e d , r e p r e s e n t i n g 60 p e r c e n t o f t h e i r p o s s i b l e num ber.
I n t h i s c h a p t e r , t h e t a b l e s I n d i c a t e re s p o n d in g i n s t i t u t i o n s b y num­
b e r , a s shown on t h e f o llo w in g p a g e .

^-^AUIHOR’S NOTE: In t h e s u r v e y , t h e U n iv e r s ity o f M ic h ig a n i s c o u n te d
a s a r e s p o n d e n t a lth o u g h th e y p ro v id e d n o d e t a i l e d I n f o r m a t io n . T h e ir r e ­
sp o n s e I n d i c a t e d th e y a r e c r e a t i n g a n a l l - e n c o r p a s s l n g p ro g ra m f o r I n d ia n
s t u d e n t s , b u t i t I s n o t p r e s e n t l y c o m p le te d enough t o g iv e d e t a i l s . They
a r e n o t c o u n te d i n t h e t a b l e s h e r e , h o w e v er. I n t e r e s t e d p e r s o n s s h o u ld
c o n ta c t Mr. L a rr y M a rtin a t t h e U n i v e r s i t y o f M ic h ig a n A d m issio n s O f f ic e
f o r m ore r e c e n t in f o r m a tio n a b o u t o p p o r t u n i t i e s f o r I n d i a n s t u d e n t s .

38

39
Nuitoer
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
1$.
15.
16.
17.
18.
19.
20.
21.
22.
23*
24.
25.
26.
27.

C o lle g e o r U n iv e r s ity
D e lta C o lle g e
E a s te r n M ich ig an U n iv e r s ity
P e r r i s S t a t e C o lle g e
O len Oaks Conm unlty C o lle g e
G rand R a p id s J u n i o r C o lle g e
G rand V a lle y S t a t e C o lle g e
H enry F o rd Ccnim m lty C o lle g e
J a c k s o n Ccnxnunlty C o lle g e
Kalamazoo V a lle y Community C o lle g e
K e llo g g Ccnm unity C o lle g e
Lake M ic h ig a n C o lle g e
Lake S u p e r io r S t a t e C o lle g e
L a n sin g Com nunlty C o lle g e
Maccmb C ounty Conm unlty C o lle g e
M ichigan T e c h n o lo g ic a l u n i v e r s i t y
Muskegon C ounty Conmunlty C o lle g e
N o rth e rn M ichigan U n iv e r s ity
N o rth w e s te rn M ichigan C o lle g e
O akland Conm unlty C o lle g e
O akland U n iv e r s ity
Saginaw V a lle y S t a t e C o lle g e
S c h o o lc r a f t C o lle g e
S o u th w e s te rn M ichigan C o lle g e
W ashtenaw Conmunlty C o lle g e
Wayne S t a t e U n iv e r s ity
W estern M ichigan U n iv e r s ity
W est S h o re Conm unlty C o lle g e
D e fin itio n o f In d ia n

The T a b le 4 .1 , an d th e n o te s w hich f o llo w i t , I n d i c a t e how e a c h s c h o o l
su rv e y e d d e f i n e s who i s an I n d ia n s t u d e n t .

40
T a b le 4 .1

D e f i n i t i o n o f In d ia n

C o lle g e

A

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27

X

P e rc e n t

B

C

D

E

P

X
X
X
X
X
X
X
X
X
X
X
X
X
X

X
X
X
X
X
X

X
X
X
X
X

X
X
X

33

74

RESPONSES FROM QUESTIONNAIRE:
A. We do n o t c o n d u c t r a c i a l c o u n ts o f I n d i a n s .
B. By s e l f - p r o c l a m a t i o n ( s t u d e n ts d e c l a r e th e m s e lv e s I n d ia n a n d no
o t h e r means I s u s e d ) .
C. By p e r c e n t o f I n d ia n b lo o d n e ed e d f o r a n I n d i v id u a l t o b e re c o g ­
n iz e d a s I n d ia n .
D. By p r o o f by l i s t i n g on a t r i b a l r o l l .
E . Someone o t h e r th a n t h e I n d ia n h im s e lf t e l l s you who i s a n I n d ia n .
P . Some o t h e r sy ste m o f d e f i n i t i o n i s u s e d .
X r e p r e s e n t s a p o s i t i v e re s p o n s e .

ill
D e f i n i t i o n o f I n d i a n N otes
N ine s c h o o ls I n d i c a te d a p o s i t i v e r e s p o n s e t o c h o ic e A (We do n o t c o n ­
d u c t r a c i a l c o u n ts o f I n d i a n s ) ; t h i s r e p r e s e n t s 33 p e r c e n t o f t h e r e s p o n ­
d in g s c h o o l s .
Twenty s c h o o ls i n d i c a t e d a p o s i t i v e r e s p o n s e t o c h o ic e B (By s e l f p ro c la m a tio n — s t u d e n ts d e c l a r e th e m s e lv e s I n d ia n and no o t h e r means i s
u s e d ) , r e p r e s e n t i n g 7** p e r c e n t o f th e s c h o o ls re s p o n d in g .
Two s c h o o ls I n d i c a t e d a p o s i t i v e r e s p o n s e t o c h o ic e C (By p e r c e n t o f
In d ia n b lo o d n eed ed f o r an I n d i v id u a l t o b e r e c o g n iz e d a s I n d i a n ) ; t h i s
r e p r e s e n t s 7 p e r c e n t o f t h e s c h o o ls r e s p o n d in g .
No s c h o o ls I n d i c a t e d a p o s i t i v e r e s p o n s e t o c h o ic e D (b y p r o o f o f l i s ­
t i n g on a t r i b a l r o l l ) .
One s c h o o l I n d i c a te d a p o s i t i v e re s p o n s e t o c h o ic e E (Someone o t h e r
th a n t h e I n d i a n h i m s e l f t e U s y o u who i s a n I n d i a n ) ; t h i s r e p r e s e n t s a
i| p e r c e n t o f th e re s p o n d in g s c h o o ls .
P o u r s c h o o ls i n d i c a t e d a p o s i t i v e re s p o n s e t o more t h a n one c h o ic e .
TVo s c h o o ls (Muskegon Community C o lle g e a n d W est S h o re C crm unlty C o lle g e )
I n d i c a te d th e y do n o t c o n d u c t r a c i a l c o u n ts o f I n d i a n s ; h o w e v er, I n d ia n s
can c la im t h e i r i d e n t i t y th ro u g h s e l f - p r o c l a m a t i o n .
Two s c h o o ls I n d i c a t e d t h a t t h e p e rc e n ta g e o f I n d ia n b lo o d i s a f a c t o r
I n d e te rm in in g I n d ia n i d e n t i t y . ( E a s te r n M ich ig an U n i v e r s i t y , I n connec­
t i o n w ith a i d from t h e B u reau o f In d ia n A f f a i r s , u s e s 25 p e r c e n t and Lake
M ichigan C o lle g e r e q u i r e s 50 p e r c e n t I n d ia n b lo o d f o r I n d i a n i d e n t i t y ,
b u t a r e n o t s p e c i f i c r e g a r d in g t h e program s t o w hich t h i s a p p l i e d . )
One s c h o o l ( E a s te r n M ich ig an U n iv e r s ity ) I n d i c a t e d I n d ia n i d e n t i t y i s
som etim es e s t a b l i s h e d by someone o t h e r t h a n t h e I n d i v i d u a l I n d i a n .

42
E d u c a tio n a l O p p o r tu n itie s
H ie e d u c a ti o n a l o p p o r t u n i t i e s o u t l i n e d I n t h i s s e c t i o n a r e a v a i l a b l e
f o r a l l s t u d e n t s . T h e i r Im p o rta n c e t o I n d ia n s was p o in te d o u t I n t h e r e s u l t s
o f r e s e a r c h s e c t i o n o f C h a p te r I I . They r e f l e c t , I n s a n e w a y s, t h e s c h o o l s '
r e s p o n s e s t o h ig h d ro p o u t r a t e s f o r acad em ic r e a s o n s .
T a b le 4 .2

E d u c a tio n a l O p p o r tu n itie s

C o lle g e

None

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
P e r C en t

R eading

S p e c ia l C la s s e s f o r Low A c h ie v e rs I n :
W ritin g
E n g lis h
M ath em atics
T ech .

X
X
X
X
X

X

X
X
X
X

X
X
X
X

X
X
X
X

X
X

X
X
X

X
X
X
X
X
X

X
X
X
X
X

X

X
X

X
X

X

X

X

X

X

X
X
X
X

X

O th e r

X

X

X

X
X

X
X

X

X
X

X
X

X
X
X

X
X
X
X

X

X

33

18

X

X

X

11

X
X
X
X
X
X

X
X
X
X
X
X

X

X
X
X
X
X
X

74

67

70

78

X In d ic a te s a p o s itiv e resp o n se .

X

X

X

43

E d u c a tio n a l O p p o r tu n itie s N otes
T h ree s c h o o ls I n d i c a t e d th e y p r o v id e n o e d u c a tio n a l s u p p o r t p ro g ram s.
T h ese s c h o o ls r e p r e s e n t 11 p e r c e n t o f t h e s c h o o ls s u rv e y e d . N o rth e rn
M ichigan U n i v e r s i ty , h o w e v er, s t a t e d t h a t t h e y a r e I n th e p r o c e s s o f s t a r ­
t i n g c o u rs e s f o r t h i s p u rp o s e .
Twenty s c h o o ls re s p o n d e d t h a t th e y p ro v id e s p e c i a l c o u r s e s f o r low
a c h i e v e r s In r e a d in g . T hese s c h o o ls r e p r e s e n t 74 p e r c e n t o f t h e s c h o o ls
s u rv e y e d .
E ig h te e n s c h o o ls s a i d th e y p r o v id e s p e c i a l c o u rs e s f o r low a c h ie v e r s
I n w r i t i n g , r e p r e s e n t i n g 67 p e r c e n t o f t h e s c h o o ls s u rv e y e d .
N in e te e n s c h o o ls s t a t e d th e y p r o v id e s p e c i a l c o u rs e s f o r lew a c h ie v ­
e r s I n E n g lis h . T hese s c h o o ls r e p r e s e n t 70 p e r c e n t o f t h e s c h o o ls s u r ­
v ey ed .
T w enty-one s c h o o ls i n d i c a t e d th e y p ro v id e s p e c i a l c o u rs e s f o r low
a c h ie v e r s In m a th e m a tic s , r e p r e s e n t i n g 78 p e r c e n t o f t h e s c h o o ls s u r ­
v e y ed .
N in e s c h o o ls re s p o n d e d t h a t th e y p r o v id e s p e c i a l c o u rs e s f o r low
a c h ie v e r s I n T e c h n ic a l C a re e r a r e a s , r e p r e s e n t i n g 33 p e r c e n t o f t h e
s c h o o ls re s p o n d in g t o t h e s u rv e y .
F iv e s c h o o ls s t a t e d t h a t th e y p r o v id e s p e c i a l c o u rs e s f o r low a c h ie ­
v e r s I n o t h e r a r e a s , r e p r e s e n t i n g 18 p e r c e n t o f t h e s c h o o ls re s p o n d in g .
P e r r i s S t a t e C o lle g e r e p l i e d t h a t t h e y p ro v id e a s p e c i a l c o u rs e I n
S tu d y S k i l l s f o r low a c h i e v e r s .
Lake M ichigan C o lle g e i n d i c a t e d i t p r o v id e s s p e c i a l c o u rs e s I n S o c ia l
S c ie n c e s , C onm unication T e c h n iq u e s , and o r i e n t a t i o n t o c o l l e g e , c a r e e r ,
and l i f e f o r low a c h i e v e r s .

*4*1
Lake S u p e r io r C o lle g e I n d i c a t e d i t p r o v id e s t u t o r s i n a l l s u b j e c t s
f o r low a c h i e v e r s .
S c h o o lc r a f t C o lle g e re sp o n d e d t h a t i t p ro v id e s s p e c i a l c o u rs e s i n
B io lo g y a n d C h em istry f o r l o r a c h i e v e r s t u d e n t s .
V e s t S h o re Ccm nunity C o lle g e i n d i c a t e d i t p r o v id e s any s t u d e n t t h e
o p p o r tu n ity t o e n r o l l f o r m ore th a n one q u a r t e r In an y c l a s s w ith o u t r e ­
c e iv in g a f a i l i n g g r a d e .
P r o b a tio n a r y A dm issions
T a b le 4 .3

P r o b a tio n a ry A dm issions f o r Low A p titu d e S tu d e n ts

C o lle g e

None

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
P e r C ent

X
X
X

Gne Sumner

One Term o r
S e m e s te r

Two Terms o r
S e m este rs

Che Y e ar

O th e r

X
X

X

X
X
X
X
X
X
X
X
X
X

X
X
X

X

X

X
X
X
X
X
X
X
X
X
55

15

X In d ic a te s a p o s itiv e re sp o n se .

7

4

11

18

^5
F i f t e e n s c h o o ls s t a t e d th e y r e q u i r e n o p r o b a tio n a r y p e r i o d f o r lew
a p t i t u d e s t u d e n t s , r e p r e s e n t i n g 55 p e r c e n t o f t h e s c h o o ls re s p o n d in g t o
th e s u r v e y .
F o u r s c h o o ls r e q u i r e one sum ner o f s u c c e s s f u l work b e f o r e f u l l a d m it­
ta n c e f o r low a p t i t u d e s t u d e n t s . T hese s c h o o ls r e p r e s e n t 15 p e r c e n t o f
t h e s c h o o ls re s p o n d in g t o t h e s u r v e y .
Two s c h o o ls I n d i c a t e d t h e y r e q u i r e one te rm o r s e m e s te r o f s u c c e s s ­

fu l w ork f o r fu ll a d m is s io n o f low a p t i t u d e s tu d e n tB , r e p r e s e n t i n g 7 p e r
c e n t o f t h e s c h o o ls r e s p o n d in g .
One s c h o o l I n d i c a t e d I t r e q u i r e s tw o te rm s o r s e m e s te rs o f s u c c e s s f u l
work b e f o r e f u l l a d m is s io n f o r low a c h i e v e r s . I t r e p r e s e n te d M p e r c e n t o f
t h e s c h o o ls re s p o n d in g t o t h e s u r v e y .
T h re e s c h o o ls s t a t e d th e y r e q u i r e one s c h o o l y e a r o f s u c c e s s f u l work
b e f o r e f u l l a d m iss io n f o r low a c h i e v e r s , r e p r e s e n t i n g 11 p e r c e n t o f t h e
s c h o o ls r e s p o n d in g .
F iv e s c h o o ls I n d i c a t e d t h e y r e q u i r e some o t h e r tim e p e r i o d o r s t a n ­
d a rd o f s u c c e s s f u l w ork b e f o r e f u l l a d m iss io n I s g iv e n t o low a p t i t u d e
s t u d e n t s , r e p r e s e n t i n g 18 p e r c e n t o f t h e s c h o o ls re s p o n d in g t o t h e s u rv e y .
M ich ig an T e c h n o lo g ic a l U n iv e r s ity r e p l i e d t h a t th e y r e q u i r e a c o n b in a ti o n o f o n e sum ner a n d /o r o n e s c h o o l y e a r o f s u c c e s s f u l w ork o f low ap­
titu d e s tu d e n ts b e fo re g ra n tin g f u l l a d n is s io n s .
Wayne S t a t e U n iv e r s ity I n d i c a t e s I t s one y e a r p r o b a tio n a r y a d m iss io n s
p e r io d I s u n d e r a s p e c i a l p r o j e c t , c a l l e d P r o j e c t 350, a t t h e s c h o o l.
G rand R apids J u n i o r C o lle g e and N o rth w e ste rn M ich ig an C o lle g e r e q u i r e
e i t h e r o n e summer o r o n e te rm o r s e m e s te r o f s u c c e s s f u l work f o r f u l l ad ­
m is s io n o f low a p t i t u d e s t u d e n t s .
O le n Oaks C orm unity C o lle g e h a s open a d m is s io n s f o r low a p t i t u d e

H6
s t u d e n t s , b u t may l i m i t t h e s t u d e n t 's c l a s s lo a d .
H enry F o rd Ccm nunity C o lle g e d i d n o t s t a t e any p o l ic y r e l a t i n g t o a d ­
m is s io n s o f low a p t i t u d e s t u d e n t s .
Lake S u p e r io r S t a t e C o lle g e s t a t e d I t may l i m i t s t u d e n t c l a s s lo a d
f o r low a p t i t u d e s t u d e n t s . F u l l c l a s s lo a d s may b e c a r r i e d upon s u c c e s s ­
f u l c o m p le tio n o f p a r t i a l c l a s s lo a d s .
Muskegon County Ccm nunity C o lle g e s t a t e d I t h a s a s p e c i a l p r o j e c t f o r
low a p t i t u d e s t u d e n t s c a l l e d " P r o j e c t Make I t . " T h is p r o j e c t c o u ld l a s t
e i t h e r o n e o r two y e a r s .
W estern M ichigan U n iv e r s ity h a s p r o b a tio n a r y a d m is s io n s , n o rm a lly
l a s t i n g one y e a r f o r low a p t i t u d e s t u d e n t s . I h l s m ig h t p o s s ib l y b e e x te n ­
d ed t o tw o o r more y e a r s , d e p e n d in g on i n d i v i d u a l c ir c u m s ta n c e s .

**7
T u to rs f o r Low A chievem ent S tu d e n ts
T a b le *l.il

T u to r s f o r Lew A chievem ent S tu d e n ts

C o lle g e

No

1
2
3

X

H
5
6

7
8
9
10
11
12
13

Yes

F re e

X
X

X
X

X

X

X
X

X
X

X
X
X
X
X
X
X

X
X
X
X
X

X
X
X

X
X
X

X
X
X
X

X
X
X
X

Nom inal C harge

S l i d i n g S c a le

X
X
X
X

m

15
16
17
18
19
20
21
22
23
2U
25
26
27

X
X

X

X
X

P e r C ent

30

70

6 3/89

7/1 1

X In d ic a te s a p o s itiv e re sp o n se .
E ig h t s c h o o ls i n d i c a t e d th e y p r o v id e n o t u t o r s f o r low a c h i e v e r s , r e p ­
r e s e n t i n g 30 p e r c e n t o f t h e s c h o o ls re s p o n d in g t o t h e s u rv e y .
N in e te e n s c h o o ls r e p l i e d th e y do hav e t u t o r s f o r low a ch iev e m e n t s t u ­
d e n t s , r e p r e s e n t i n g 70 p e r c e n t o f t h e s c h o o ls re s p o n d in g . Of t h e n in e te e n

148
s c h o o ls who do h av e t u t o r s , s e v e n te e n o r 89 p e r c e n t I n d i c a te d t h e t u t o r s
a r e f r e e o f c h a rg e t o th e s t u d e n t s , and tw o s c h o o ls , o r 11 p e r c e n t , p r o ­
v i d e t u t o r s a t no m in al change t o t h e s t u d e n t s .
G len Oaks Ccm nunity C o lle g e d id n o t I n d i c a t e a re s p o n s e t o t h i s q u e s ­
t i o n ; c o n s e q u e n tly , i t was c o u n te d a s n o t p r o v id in g t u t o r s .
O akland Ccm nunity C o lle g e s t a t e d I t h a s a l i m i t e d , number o f f r e e
t u t o r s and t h a t t h i s s e r v i c e I s a p a r t o f t h e i r a d m is s io n s p ro g ram b a se d
u p o n t e 3 t s o f c o g n itiv e s t y l e a s w e ll a s a c h ie v e m e n t.
Saginaw V a lle y C o lle g e r e p l i e d t h a t f r e e t u t o r s a r e a p a r t o f i t s
o n e summer a d m is s io n s program f o r low a p t i t u d e s t u d e n t s . I t a l s o I n d i ­
c a t e d t h a t t h i s s e r v i c e i s r e q u i r e d o f a l l low a p t i t u d e s t u d e n t s .
A d d itio n a l E d u c a tio n a l S u p p o rt Program s
E a s te r n M ichigan U n iv e r s ity s t a t e d t h a t i t s c o u n s e l o r s , S tu d e n t
S u p p o rt C e n te r , an d A s s o c ia tio n o f A m erican In d ia n S tu d e n ts o f f e r e d u ca ­
t i o n a l s u p p o r t f o r low a c h ie v e m e n t s t u d e n t s .
J a c k s o n Ccm nunity C o lle g e p ro v id e s a c o u n s e lin g and t e s t i n g s e r v i c e .
Kalam azoo V a lle y Comnunity C o lle g e h a s a L e a rn in g S k i l l C e n te r .
Lake S u p e r i o r S t a t e C o lle g e p r o v id e s a n Upward Bound Program f o r low
a c h ie v e m e n t s t u d e n t s .
L a n sin g Comnunity C o lle g e p r o v id e s c o u n s e lin g w ith f o llo w - u p , p e e r
a d v is in g and home a r t i c u l a t i o n p ro g ra m s.
Maccnto County Comnunity C o lle g e I n d i c a t e d I t h a s a L e a rn in g M edia
C e n te r a s a n e d u c a tio n a l s u p p o r t a c t i v i t y .
N o rth w e ste rn M ichigan C o lle g e h a s acad em ic Im provem ent w orkshops f o r
low a c h ie v e m e n t s t u d e n t s .
O akland Community C o lle g e h a s su p p le m e n ta l m a t e r i a l a v a i l a b l e from

H9
I n s t r u c t o r s I n some c a s e s f o r lew a ch iev e m e n t s t u d e n t s . They a l s o h a v e
C a r r e l p rogram s a v a i l a b l e I n seme academ ic a r e a s f o r t h e s e s t u d e n t s .
O akland U n i v e r s i ty h a s an Academic S u p p o rt C e n te r a v a i l a b l e f o r lew
a c h iev e m e n t s t u d e n t s w hich I n c lu d e s academ ic a d v is in g and t u t o r s i n a l l
s u b je c ts ,
Saginaw V a lle y C o lle g e I n d i c a t e d i t h a s a L e a rn in g C e n te r i n a d orm i­
t o r y s u i t e f o r lew a c h i e v e r s . The C e n te r p r o v id e s t u t o r i n g a n d c o u n s e lin g
s e rv ic e s .
S o u th w e ste rn M ichigan C o lle g e h a s S e lf - H e lp C e n te rs a v a i l a b l e f o r lew
a c h ie v in g s t u d e n t s . The C e n te rs in c l u d e f i l m s t r i p s , t a p e s and o t h e r su p ­
p o r t m a te ria ls .
W ashtenaw com nunity C o lle g e h a s I n s t r u c t o r s a v a i l a b l e o u t s i d e o f
c l a s s , a s w e ll a s c o u n s e lo r s f o r lew a p t i t u d e s t u d e n t s .
W estern M ich ig an U n iv e r s ity h a s a s p e c i a l f i v e - y e a r sunnier e n ric h m e n t
p ro g ram f o r d is a d v a n ta g e d , m a rg in a l s tu d e n ts who t a k e c o u rs e w ork d u r in g
t h e su m ner. T h is i s c a l l e d " P r o j e c t 73*" T h e ir M a rtin L u th e r K ing J r . P ro ­
gram i s a y e a r l y c o n t i n u a t i o n o f t h e sum ner p ro g ram ; t h e pro g ram h a s t u t ­
o r s , a s tu d y c e n t e r and s p e c i a l c o u n s e lin g a v a i l a b l e . T h e re i s a l s o an
Upward Bound pro g ram w hich i s F e d e r a l ly sp o n s o re d f o r lew a c h i e v e r s .
Economic S u p p o rt O p p o r tu n itie s
The econom ic s u p p o r t o p p o r t u n i t i e s a v a i l a b l e s p e c i f i c a l l y f o r I n d ia n
s t u d e n t s a t t h e s c h o o ls a r e a m easu re o f t h e s c h o o l s ' a tte m p ts t o k e e p
I n d ia n s i n a tte n d a n c e th ro u g h f i n a n c i a l s u p p o r t.

Table 4 .5

School
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
Per Cent

Economic Support O pportunities S p e c ific a lly fo r Indian Students

fiiition ,
ScholarTuition, Room,
ships
Room,
Board,
Yes No Tuition Board
Expenses

Work
Study
Yes No

X
X
X
X
X
X
X
X
X
X
X

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

X
X
X
X
X
X

X

X
X
X
X
X
X
X
X
X

X
X
11 89

X
11

X indicates a Positive Response

Less
More
Loans
No
Than 5? Than 5 % Other
Yes No Interest Interest Interest Yes No

X
X
X
X
X
X
X
X
X
X
X
X
7 93

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

X

4

X
X
X
X
X
X
X
X
X
X
7 93

X
X
X
X
X
X
X
X

X
X
4 96

51
Economic S u p p o rt O p p o r t u n i ti e s N otes
\

T h ree s c h o o ls h a v e s c h o l a r s h i p s s p e c i f i c a l l y a v a i l a b l e t o I n d ia n s t u ­
d e n t s , r e p r e s e n t i n g 11 p e r c e n t o f t h e s c h o o ls re p o n d in g t o t h e s u r v e y .
They a r e t u i t i o n s c h o l a r s h i p s . N o rth e rn M ichigan U n iv e r s ity h a s tw e n ty
t u i t i o n s c h o l a r s h i p s a v a i l a b l e . L ake M ichigan C o lle g e a n d W estern M ich i­
gan U n iv e r s ity d id n o t I n d i c a t e t h e number o f su c h s c h o l a r s h i p s a v a i l a b l e .
T w e n ty -fo u r s c h o o ls r e p l i e d t h a t th e y do n o t h av e s p e c i f i c s c h o l a r ­
s h i p s f o r I n d ia n s t u d e n t s . T hese s c h o o ls r e p r e s e n t 89 p e r c e n t o f t h e
s c h o o ls re s p o n d in g t o t h e s u rv e y .
Two s c h o o ls have w o rk -s tu d y pro g ram s a v a i l a b l e s p e c i f i c a l l y f o r I n d i ­
an s t u d e n t s , r e p r e s e n t i n g 7 p e r c e n t o f t h e s c h o o ls re s p o n d in g t o t h e s u r ­
v e y . Muskegon Comnunity C o lle g e h a s f i v e w o rk -s tu d y g r a n t s s p e c i f i c a l l y f o r
I n d ia n s t u d e n t s . N o rth e rn M ichigan U n iv e r s ity d i d n o t I n d i c a t e t h e num ber
o f w o rk -s tu d y g r a n t s a v a i l a b l e .
T w e n ty -fiv e s c h o o ls I n d i c a te d th e y do n o t have w o rk -s tu d y fu n d s s p e ­
c i f i c a l l y f o r In d ia n s t u d e n t s ; t h e y r e p r e s e n t 93 p e r c e n t o f t h e s c h o o ls
re s p o n d in g t o t h e 3 u rv e y .
One s c h o o l i n d i c a t e d i t h a s n o - i n t e r e s t s t u d e n t lo a n s a v a i l a b l e s p e ­
c i f i c a l l y f o r In d ia n s t u d e n t s . T h is sc h o o l was N o rth e rn M ichigan U n iv e r­
s i t y , r e p r e s e n t i n g 4 p e r c e n t o f t h e s c h o o ls re s p o n d in g t o t h e s u r v e y .
T w en ty -3 ix s c h o o ls i n d i c a t e d th e y do n o t h av e s t u d e n t lo a n s a v a i l a b l e
s p e c i f i c a l l y f o r In d ia n s t u d e n t s . T h ese s c h o o ls r e p r e s e n t 96 p e r c e n t o f
th e r e s p o n d e n ts t o t h e s u rv e y .
Two s c h o o ls have o t h e r s o u r c e s o f econom ic s u p p o r t s p e c i f i c a l l y a v a i l ­
a b le f o r I n d ia n s t u d e n t s . Lake S u p e r i o r S t a t e C o lle g e h a s a s m a ll em ergen­
cy fu n d a v a i l a b l e f o r I n d ia n s t u d e n t s ; th e fu n d I s b a s e d on l o c a l d o n a ti o n s .

52
Northern Michigan University has student grants available for Indian stu ­
dents. These two schools represent 7 per cent o f the schools surveyed.
C u l tu r a l L if e S t y l e O p p o r tu n itie s
The c u l t u r a l l i f e s t y l e o f M ich ig an I n d ia n s was shown I n C h a p te r I I
t o b e one o f t h e p o s s i b l e c o n f l i c t a r e a s r e s u l t i n g I n h ig h d ro p o u t r a t e s
f o r I n d i a n s . The t a b l e s an d n o te s I n t h i s s e c t i o n show how t h e s c h o o ls
s u p p o r t a s e p a r a t e c u l t u r a l l i f e s t y l e f o r I n d ia n s i n a tte n d a n c e .

Table 4 .6

C olleges

C ultural L ife S ty le O pportunities

In d ian
C u ltu ra l
C enter
Yes
No

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

1
2
3
4
5
6
7
8
9
10
11
12
13

lJf

15
16
17
18
19
20
21
22
23
24
25
26

27

P er C a it

X

If

In d ian
Club o r
O rganization
Yes
No

C u ltu ra l Awareness
Day Week Month None

X

X
X

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

X
X
X
X
X
X
X
X
X
X
X
96

4

X In d ic a te s a p o s itiv e resp o n se

X
X
X
X
X
X
X
X
X
X
96

4

11

X
X
X
X
X
X
X
X
X
X
»5

In d ian Conferences Encouraged
Yes
How Many In L ast Year No

X
X

0
6
X
X

X

0
X
X
X

X
X

0
0

X
X
X
X
X
X
X

0
0
0
0
1
4
0

X

X
X

0
X
X
X

X

0

X
X
59

0
0

X
41

5*J
T a b le 4 .7

P ro v id e P u ll-T e rm C la s s e s D e a lin g w ith I n d ia n C u ltu r e a s t h e
C e n tr a l Focus

School

No

1
2
3
4
5
6
7
8
9
10
11
12
13
in
15
16
17
18
19
20
21
22
23
24
25
26
27

A nthropology

H is to ry

S o c io lo g y

E d u c a tio n

O th e r

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

P e r C en t

81

11

4

4

X I n d i c a t e s a p o s i t i v e re s p o n s e
C u l tu r a l L if e S t y l e O p p o r tu n itie s N o tes
TW enty-two c o ll e g e s s a i d th e y o f f e r no te rm o r s e m e s te r c o u rs e s w ith
I n d ia n c u l t u r e a s t h e i r c e n t r a l f o c u s ; t h e s e s c h o o ls r e p r e s e n t 81 p e r c e n t
o f t h e s c h o o ls re s p o n d in g t o t h e su rv e y .

55
F iv e s c h o o l s , o r 19 p e r c e n t o f t h e r e s p o n d e n ts , I n d i c a te d th e y h av e
c o u r s e s w ith I n d ia n c u l t u r e a s t h e i r c e n t r a l f o c u s .
Lake S u p e r io r S t a t e C o lle g e o f f e r s a c o u rs e I n c o r p o r a ti n g a n th r o p o lo ­
g y , h i s t o r y , s o c io lo g y , and e d u c a tio n a s r e l a t e d t o I n d ia n c u l t u r e . N or­
t h e r n M ichigan U n iv e r s ity I n d i c a t e d I t o f f e r s a c o u rs e I n h i s t o r y w hich
h a s a s i t s c e n t r a l fo c u s I n d ia n c u l t u r e . Muskegon County Conm unity C ol­
l e g e , Wayne S t a t e U n i v e r s i t y , and W estern M ich ig an U n iv e r s ity I n d i c a te d
th e y e a c h o f f e r a c o u rs e In a n th ro p o lo g y w ith I n d ia n c u l t u r e a s i t s c en ­
t r a l fo c u s.

56
S t a f f Employment f o r I n d ia n S tu d e n ts
T a b le 4*8

School
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27

Employ S t a f f S p e c i f i c a l l y f o r I n d i a n S tu d e n ts

No

A d ju stm en t
C o u n s e lo rs

C a ree r
G u id an ce
C o u n s e lo rs

R e c ru itm e n t

I n d ia n
A c tiv ity
C o o r d in a to r

O th e r

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

P e r C en t 78

11

X I n d ic a te s a p o s itiv e re sp o n se
S t a f f Employm ent f o r I n d i a n S tu d e n ts N o te s
T w en ty -o n e c o l l e g e s i n d i c a t e d th e y em ploy n o s t a f f s p e c i f i c a l l y f o r
t h e b e n e f i t o f I n d i a n s t u d e n t s , r e p r e s e n t i n g 78 p e r c e n t o f t h e s c h o o ls

57
re s p o n d in g t o th e s u rv e y .
S ix c o lle g e s I n d i c a te d th e y do em ploy s t a f f s p e c i f i c a l l y f o r t h e b e n ­
e f i t o f In d ia n s t u d e n t s , r e p r e s e n t i n g 22 p e r c e n t o f t h e s c h o o ls re s p o n d ­
in g .
E a s te r n M ichigan U n iv e r s ity em ploys a r e c r u i t e r t o s p e c i f i c a l l y e n ­
c o u ra g e In d ia n s t u d e n t s t o a t t e n d t h e i r s c h o o l. F e r r i s S t a t e C o lle g e em­
p lo y s f a c u l t y a n d c o u n s e lo r s s p e c i f i c a l l y f o r I n d i a n s t u d e n t s . Lake S u p e r­
i o r S t a t e C o lle g e em ploys s t a f f I n t h e i r Upward Bound program s p e c i f i c a l l y
f o r t h e b e n e f i t o f I n d ia n s t u d e n t s .
Muskegon C ounty Ccm nunity C o lle g e i n d i c a t e d I t in te n d s t o em ploy an
I n d ia n A c tiv ity C o o r d in a to r b e g in n in g i n t h e f a l l o f 1972. N o rth e rn M ichi­
gan U n iv e r s ity em ploys an I n d ia n C o o rd in a to r whose d u t i e s in c lu d e c o u n s e l­
i n g , r e c r u itm e n t a n d c o o r d in a tio n o f a c t i v i t i e s f o r t h e b e n e f i t o f I n d ia n
s t u d e n t s . W estern M ichigan U n i v e r s i t y '3 M in o rity S tu d e n t S e r v ic e s o f f i c e
i s in v o lv e d i n t h e r e c r u i tm e n t o f I n d i a n s t u d e n ts t o t h e i r s c h o o l.

58
T a b le 4 .8 -A

S p e c ia li z e d T r a in in g o f t h e S t a f f W orking w ith I n d i a n s '
P roblem s from T a b le *4.8

T r a in in g

School
E a s te r n M ich ig an U n iv e r s ity

No s p e c i a l t r a i n i n g I n d i c a t e d .

F e r r i s S t a t e C o lle g e

The f a c u l t y member i s a n I n d i a n .

Lake S u p e r io r S t a t e C o lle g e

The A s s i s t a n t D i r e c t o r o f t h e Up­
w ard Sound p r o j e c t I s an I n d ia n .
She h a s had s p e c i a l c o u rsew o rk I n
S eco n d ary E d u c a tio n r e l a t i n g t o
I n d i a n s , and sh e h a s worked f o r
t e n y e a r s w ith I n d i a n s ' p ro b le m s.

Muskegon County Com nunity C o lle g e

I n te n d t h a t t h e C o o rd in a to r o f
I n d ia n A c t i v i t i e s w i l l b e a n I n ­
d i a n , and w i l l have h a d s p e c i a l
co u rsew o rk i n In d ia n p ro b le m s.

N o rth e rn M ich ig an U n iv e r s ity

The I n d ia n C o o r d in a to r i s a n I n ­
d ia n .

W estern M ichigan U n iv e r s ity

They n o te no s p e c i a l t r a i n i n g w hich
i s known t o them f o r t h e p e rs o n n e l
In v o lv e d I n t h e r e c r u itm e n t o f I n ­
d ia n s t u d e n t s .

O th e r L if e S t y l e S u p p o rt A c t i v i t i e s
N o rth e rn M ichigan U n iv e r s ity was t h e o n ly s c h o o l w hich I n d i c a te d I t
p r o v id e s o t h e r c u l t u r a l l i f e s t y l e s u p p o r t a c t i v i t i e s f o r I n d i a n s . I t
s u p p o r ts t h e p u b l i c a t i o n o f "Nishnawbe News," a n ew sp ap er f o r G re a t Lakes
I n d i a n s . The n ew sp ap er I s p u b lis h e d m o n th ly by t h e O r g a n iz a tio n o f N o rth
A m erican I n d ia n S tu d e n ts a n d i s a v a i l a b l e by w r i t i n g t o t h e p a p e r a t :
N o rth e rn M ichigan U n i v e r s i ty , M a rq u e tte , M ichigan *49855. R a te s a r e $ 5 .0 0
p e r y e a r o r 50$ p e r copy.

59
S u n n ary
The s u r v e y o f a w a re n e ss th r o u g h s p e c i f i c p ro g ram s an d p o l i c i e s a t
p u b l i c c o l l e g e s a n d u n i v e r s i t i e s I n M ich ig an t o th e n e e d s o f I n d ia n s t u ­
d e n ts r e s u l t e d I n 68 p e r c e n t o f t h e s c h o o ls re sp o n d in g *
The f i r s t a r e a o f c o n c e rn was how t h e s c h o o ls d e f i n e who I s an I n d i ­
a n . I t w as fo u n d t h a t 7^ p e r c e n t o f t h e s c h o o ls d e te rm in e t h i s d e f i n i t i o n
th r o u g h a sy s te m o f s e l f - p r o c l a m a t i o n . O nly 7 p e r c e n t r e q u i r e p r o o f o f
I n d ia n b lo o d an d n o n e r e q u i r e s p r o o f b y l i s t i n g on a t r i b a l r o l l .
The s e c o n d a r e a o f c o n c e rn was e d u c a t i o n a l o p p o r t u n i t i e s . I t was
fo u n d t h a t 89 p e r c e n t o f t h e s c h o o ls o f f e r e d u c a t i o n a l s u p p o r t f o r low
a c h ie v e m e n t s t u d e n t s , 55 p e r c e n t d o n o t r e q u i r e a p r o b a t i o n a r y p e r io d o f
e n r o llm e n t b e f o r e f u l l a d m is s io n s , a n d 70 p e r c e n t p r o v id e t u t o r s f o r s t u ­
d e n ts who n e e d them .
The t h i r d a r e a o f c o n c e rn was econom ic s u p p o r t o p p o r t u n i t i e s . I t w as
fo u n d t h a t 11 p e r c e n t o f t h e s c h o o ls h a d s c h o l a r s h i p f u n d s , 7 p e r c e n t
h ad w o rk -s tu d y f u n d s , 4 p e r c e n t h a d lo a n f u n d s , and 7 per* c e n t had o t h e r
fu n d in g s o u r c e s s p e c i f i c a l l y f o r I n d i a n s t u d e n t s .
The f o u r t h a r e a o f c o n c e rn was c u l t u r a l l i f e s t y l e o p p o r t u n i t i e s .
The su rv e y fo u n d t h a t 85 p e r c e n t o f t h e s c h o o ls d id n o t have pro g ram s
s u p p o r t i n g a n I n d ia n c u l t u r a l l i f e s t y l e . E ig h ty -o n e p e r c e n t o f th e c o l ­
l e g e s do n o t o f f e r c o u rs e s w ith I n d i a n c u l t u r e a s t h e i r c e n t r a l fo c u 3 .
S e v e n ty - e ig h t p e r c e n t do n o t em ploy s t a f f s p e c i f i c a l l y f o r t h e b e n e f i t
o f I n d ia n s t u d e n t s .
T hese f i n d i n g s I n d i c a t e a low l e v e l o f a w a re n e ss o n t h e p a r t o f pub­
l i c c o l l e g e s a n d u n i v e r s i t i e s I n M ic h ig a n o f t h e n e ed s o f I n d ia n s t u d e n t s .
The o n ly a r e a o f h ig h a w a re n e ss was I n e d u c a t i o n a l s u p p o r t w here th e q u e s ­
t i o n s d id n o t s p e c i f y pro g ram s s p e c i f i c a l l y f o r I n d ia n s b u t , I n s t e a d , p r o ­
g ram s f o r an y low a c h i e v e r s .

CHAPTER V

SUMMARY AND CONCLUSIONS
Summary o f t h e S tu d y
I n t h i s s tu d y r e s e a r c h w as c o n d u c te d t o d e te r m in e a w a re n e s s on t h e
p a r t o f p u b l i c c o l l e g e s and u n i v e r s i t i e s i n M ic h ig a n t o t h e n e e d s o f I n d i ­
a n s t u d e n t s . T h is a w a re n e ss w as m ea su re d by th e e x i s t e n c e a t t h e s c h o o ls
o f p ro g ram s a n d p o l i c i e s s p e c i f i c a l l y f o r th e b e n e f i t o f I n d i a n s t u d e n t s .
P o u r m a jo r a r e a s o f c o n c e rn w e re e s t a b l i s h e d i n C h a p te r I I . They w ere d e f i ­
n i t i o n o f I n d i a n , e d u c a ti o n a l o p p o r t u n i t i e s , econom ic s u p p o r t o p p o r tu n i­
t i e s , an d c u l t u r a l l i f e s t y l e o p p o r t u n i t i e s .
I t was shown t h a t t h e I n d i a n s o f M ich ig an a r e t h e h e i r s o f a lo n g
h i s t o r y w h ich d e v e lo p e d c u l t u r a l t r a d i t i o n s w hich e m p h asized e d u c a tio n o f
t h e i r c h i l d r e n t o s u c c e e d i n h a rm o n iz in g w ith t h e i r e n v iro n m e n t and c a r r y ­
i n g on t h e i r le g e n d s a n d c u l t u r a l h e r i t a g e . I n c o n te m p o ra ry s o c i e t y i t was
shown t h a t th r o u g h d i s p r o p o r t i o n a t e l y h i g h d ro p o u t r a t e s a n d low incom e
l e v e l s I n d i a n s a r e e x p e r ie n c in g a d i s p r o p o r t i o n a t e l y low l e v e l o f s u c c e s s
i n p u b l ic s c h o o ls o f M ic h ig a n .
T h is s tu d y a tt e m p t s t o f o llo w up o n t h e s t a t e * s r e s p o n s i b i l i t y
th r o u g h i t s p u b l i c c o l l e g e s a n d u n i v e r s i t i e s t o e d u c a te I n d i a n s t u d e n t s
w i t h p o l i c i e s a n d p r a c t i c e s t h a t w i l l r e d u c e t h e h i g h d ro p o u t r a t e s .
A q u e s t i o n n a i r e w as d e v e lo p e d w h ich e l i c i t e d i n f o r m a ti o n r e l a t e d t o
t h e f o u r m a jo r a r e a s o f c o n c e rn . The q u e s t i o n n a i r e was m a i l e d , a lo n g w i t h
60

61
s u p p o r tin g m a t e r i a l , t o t h e A dm issions o f f i c e s o f M ic h ig a n 's p u b l ic c o l ­
l e g e s and u n i v e r s i t i e s .
l h e s tu d y r e s u l t e d i n a 68 p e r c e n t r e s p o n s e from t h e c o l l e g e s and
u n i v e r s i t i e s . I n g e n e r a l i t was fo u n d t h a t t h e r e i s a low l e v e l o f aw are­
n e s s I n th e a r e a s o f econom ic s u p p o r t and c u l t u r a l l i f e s t y l e s u p p o r t. A
h i g h e r l e v e l o f e d u c a ti o n a l s u p p o r t w as fo u n d ; h o w e v er, t h i s e x i s t e d f o r
a l l s t u d e n t s , n o t J u s t I n d i a n s . I n t h e d e f i n i t i o n o f I n d ia n I t was found
t h a t m ost s c h o o ls w h ic h c o n d u c t r a c i a l c o u n ts u s e s e l f - p r o c l a m a t i o n a s
t h e i r means o f i d e n t i f y i n g I n d i a n s . The r e s u l t s o f t h e s tu d y a l s o showed
t h a t m ost o f t h e a w a re n e ss t h a t was o c c u r r in g was c o n c e n tr a te d a t J u s t a
few o f th e s c h o o ls s u rv e y e d , w ith sem e o t h e r s c h o o ls I n d i c a t i n g an I n t e r e s t
i n d e v e lo p in g co m p reh en siv e program s I n t h e f u t u r e .
C o n c lu s io n s frcm t h e F in d in g s
The s tu d y i n d i c a t e s a f a i l u r e on th e p a r t o f M ich ig an p u b l ic c o l l e g e s
an d u n i v e r s i t i e s t o re s p o n d w ith u n if o r m ity t o t h e n e e d s o f I n d ia n s t u d e n ts
a s o u t l i n e d by th e r e s e a r c h o f r e c e n t y e a r s . A few c o ll e g e s o r u n i v e r s i t i e s
do a t t e r r p t t o have a co m p reh en siv e s u p p o r t p ro g ram f o r I n d i a n s , ho w ev er,
ev en t h i s c o u ld be im p ro v ed , p a r t i c u l a r l y i n t h e wav by w hich In d ia n s t u ­
d e n ts a r e I d e n t i f i e d a t t h e s c h o o ls .
The s tu d y c o n c lu d e s t h e f o llo w in g t h in g s i n e a c h o f t h e f o u r m a jo r
a r e a s o f c o n c e rn :
1 . D e f i n i t i o n o f I n d i a n ; o f t h e s c h o o ls who c o n d u c t r a c i a l c o u n ts ,
o n ly tw o u s e a m eans o t h e r th a n s e l f - p r o c l a m a t i o n . No s c h o o ls
u se t h e F e d e r a l g o v e rn m e n t's sy ste m f o r t h i s i d e n t i f i c a t i o n even
th o u g h t h i s i s one t h a t i s g e n e r a l l y a c c e p te d among I n d i a n s .
2 . E d u c a tio n a l S u p p o rt; a l l b u t t h r e e o f t h e s c h o o ls i n d i c a t e d
e d u c a ti o n a l s u p p o r t program s f o r low a c h i e v e r s . G e n e ra lly t h e

62
s u p p o r t was I n t h e form o f s p e c i a l c l a s s e s i n r e a d i n g , w r i t i n g ,
E n g li s h , m ath an d t e c h n i c a l a r e a s , w ith a d d i t i o n a l s u p p o r t th ro u g h
t u t o r s an d open a d m iss io n p o l i c i e s .
3 . Economic S u p p o rt O p p o r t u n i ti e s ; m ost s c h o o ls i n d i c a t e d th e y h av e
n o econom ic s u p p o r t fu n d s s p e c i f i c a l l y f o r I n d ia n s t u d e n t s . F iv e
s c h o o l s , h o w ev er, d i d have fu n d s i n one form o r a n o th e r . Of t h e s e ,
t h r e e had s c h o l a r s h i p s , two h a d w ork s tu d y p ro g ra m s, one h ad lo a n s
and tw o had o t h e r m eans.
4 . C u l t u r a l L if e S t y l e O p p o r t u n i ti e s ; o n ly se v e n o f t h e s c h o o ls p ro ­
v id in g d e t a i l e d in f o r m a tio n i n d i c a t e d th e y have p ro g ram s o r p o l i ­
c i e s w hich s u p p o r t I n d ia n c u l t u r a l l i f e s t y l e a t t h e i r s c h o o ls .
A num ber o f o t h e r s c h o o ls i n d i c a t e d a w i l l i n g n e s s t o l e t I n d ia n
g ro u p s u se t h e i r f a c i l i t i e s f o r c o n f e r e n c e s , b u t o n ly i n a few
I n s ta n c e s w ere th e f a c i l i t i e s a c t u a l l y u s e d . Che s c h o o l had a n
I n d ia n C u l t u r a l C e n te r, two h a d I n d ia n c lu b s o r o r g a n i z a t i o n s ,
an d f o u r o b s e rv e d I n d ia n d ay s o r w eeks. F iv e o f t h e se v e n s c h o o ls
I n d i c a te d th e y o f f e r c o u rs e s w ith I n d ia n c u l t u r e a s t h e i r c e n t r a l
f o c u s , and s i x o f t h e se v e n employ s t a f f s p e c i f i c a l l y f o r t h e b en ­
e f i t o f I n d ia n s t u d e n t s .
R ecom nendatlons
I n d ia n I d e n t i t y
1 . The p u b lic c o ll e g e s and u n i v e r s i t i e s o f M ichigan s h o u ld b e g in
u s in g a u n ifo rm , a c c u r a t e sy s te m f o r i d e n t i f y i n g I n d ia n s t u d e n t s .
T h is w ould e li m in a te ch an ce f a c t o r s i n t h e e s ta b lis h m e n t o f an
I n d ia n i d e n t i t y .

63
E d u c a tio n a l O p p o r tu n itie s
1 . The S t a t e o f M ichigan D epartm ent o f E d u c a tio n s h o u ld e x e r c i s e
le a d e r s h ip t o c r e a t e a w a re n e ss o f I n d ia n s t u d e n t s a s o u t l i n e d by
t h i s s tu d y .
2 . The p u b l ic c o l l e g e s and u n i v e r s i t i e s o f M ichigan s h o u ld h eed t h e
d e s i r e s o f I n d ia n p e o p le f o r more c o n t r o l o v e r t h e i r c h i l d r e n 's
e d u c a tio n . I n d ia n s s h o u ld b e e n c o u ra g e d t o h e l p c r e a t e a c u r r i c u ­
lum t h a t w ould I n c lu d e t h e i r c u l t u r e , b o th h i s t o r i c a l l y and I n i t s
p r e s e n t c o n te x t.
3. The p u b l ic c o l l e g e s and u n i v e r s i t i e s s h o u ld e li m in a te t h e u s e o f
te x tb o o k s w h ich do n o t a c c u r a t e l y p o r t r a y t h e p o s i t i v e c u l t u r a l
h e r ita g e o f In d ia n s .
4 . E ach s c h o o l o f h i g h e r e d u c a tio n I n M ichigan s h o u ld c r e a t e an
O f f ic e o f I n d ia n A w areness, n o t o n ly t o Im plem ent t h e n e e d s o f
I n d ia n s t u d e n t s , b u t a l s o t o c r e a t e a w aren ess I n t h e g e n e r a l popu­
l a t i o n a s t o t h e t r u e c h a r a c t e r i s t i c s o f I n d ia n l i f e .
5 . The I n d ia n A w areness O f f ic e sh o u ld h av e t h e a u t h o r i t y t o h e lp
change c u rr ic u lu m s o t h a t c u l t u r a l l y d i f f e r e n t s t u d e n t s w i l l n o t
b e p la c e d I n t h e p o s i t i o n o f f e e l i n g t h a t t h e s c h o o l c o n s id e r s
t h e i r h e r i t a g e I n f e r i o r o r se c o n d a ry t o t h e m a j o r i t y 's c u l t u r e .
6 . The S t a t e o f M ichigan s h o u ld p la c e a b le I n d ia n p e o p le I n key
p o s i t i o n s o f pow er I n e d u c a tio n .
7 . A s tu d y s h o u ld b e c o n d u c te d t o m easu re t h e e f f e c t i v e n e s s o f t h e
e d u c a tio n a l s u p p o r t sy ste m p r e s e n t l y I n u s e I n t h e p u b l ic c o l ­
le g e s and u n i v e r s i t i e s ; th o s e sy s te m s w hich w ere i d e n t i f i e d a s
b e in g m ost e f f e c t i v e s h o u ld b e im plem ented a t a l l s c h o o l s .

6H
Economic S u p p o rt H ecom nendatlons
1 . She S t a t e o f M ichigan s h o u ld c r e a t e a fu n d t h a t w ould h e lp m in i­
m ize o r e li m in a te t h e econom ic r e a s o n s f o r I n d ia n s d ro p p in g o u t
o f s c h o o l. T h is fu n d w ould s e r v e a s p a r t i a l c o m p e n sa tio n f o r I n d i ­
a n la n d s o b ta in e d th ro u g h i n e q u i t a b l e t r e a t i e s .
2 . l h e S t a t e o f M ich ig an D epartm ent o f E d u c a tio n s h o u ld b e g in a p r o ­
gram o f in fo rm in g I n d ia n an d o t h e r m in o r ity c u l t u r e s t u d e n t s o f
s o u rc e s o f econom ic s u p p o r t p r e s e n t l y a v a i l a b l e .
C u l t u r a l L if e S t y l e S u p p o rt Recom m endations
1 . I h e S t a t e B oard o f E d u c a tio n s h o u ld b e g in r e s e a r c h i n t o t h e "whys"
o f th e d i s c r e p a n c i e s I n r a c i a l d ro p o u t r a t e s , p a y in g p a r t i c u l a r
a t t e n t i o n t o p u b l ic s c h o o l s ' s u p p o r t o f d i f f e r i n g c u l t u r a l l i f e
s ty le s .
2 . The c u l t u r a l l i f e s t y l e o f I n d ia n s s h o u ld b e acconm odated by t h e
p u b lic c o ll e g e s an d u n i v e r s i t i e s o f M ichigan a s i t i s b e g in n in g
to be fo r o th e r r a c i a l m in o ritie s .
3 . I h e p u b lic c o ll e g e s an d u n i v e r s i t i e s o f M ichigan s h o u ld b e g in
a c t i v e l y o f f e r i n g t h e i r f a c i l i t i e s t o t h e In d ia n p o p u la tio n o f
M ichigan s o t h a t o t h e r c u l t u r a l g ro u p s r e p r e s e n te d on t h e i r cam­
p u s can h av e a c h an c e t o o b s e rv e and l e a r n from t h e I n d i a n s .
*Ihe p u b lic c o ll e g e s an d u n i v e r s i t i e s s h o u ld a c t i v e l y become i n ­
v o lv e d i n t h e f i g h t t o m a in ta in th e c u l t u r a l le g e n d s o f In d ia n s
by d e v e lo p in g l i b r a r i e s o f t h e t r a d i t i o n a l o r a l le g e n d s an d c u l t u r e .

65

G e n e ra l R eccm nendatlons
1 . T h is s tu d y s h o u ld b e r e p l i c a t e d i n su b s e q u e n t y e a r s t o m easu re
an y I n c r e a s e o r d e c r e a s e I n a w a re n e ss o f I n d i a n s ' need3 o r ch an g es
I n t h e program s o r p o l i c i e s e f f e c t i n g them .
2* The r e s u l t s o f t h i s s tu d y s h o u ld b e p u b lis h e d and made a v a i l a b l e
t o I n d ia n p e o p le and s c h o o ls o f h i g h e r e d u c a tio n .
3 . The s c h o o ls w hich d i d n o t re s p o n d t o t h e s u rv e y s h o u ld b e p o l l e d
f o r t h e i r l e v e l s o f a w a re n e ss a s o u t l i n e d i n t h i s s tu d y , b o th a s
an a i d t o I n d ia n s t u d e n t s and f o r t h e b e n e f i t o f h ig h e r e d u c a tio n
In g e n e ra l.
N e ig h b o rin g s t a t e s , su c h a s W isco n sin and M in n e so ta , s h o u ld b e
s t u d i e d t o d e te rm in e t h e i r a w a re n e ss o f t h e n e e d s o f I n d ia n s t u ­
d e n ts and o f program s f o r m e e tin g th o s e n e e d s .
5 . The S t a t e B oard o f E d u c a tio n s h o u ld im m e d ia te ly b e g in an I n v e s t i ­
g a t i o n I n t o t h e h ig h d ro p o u t r a t e s o f I n d ia n s I n e le m e n ta ry and
se c o n d a ry s c h o o ls . T h l3 s tu d y s h o u ld d e v e lo p m eans o f re d u c in g
t h i s r a t e w hich w ould be I n a u g u ra te d a t t h e e a r l i e s t tim e p o s s i b l e .
6 . The p u b lic c o ll e g e s and u n i v e r s i t i e s and s t a t e a u th o r i z i n g a g en ­
c i e s in v o lv e d , s h o u ld Im m e d ia tely c e a s e a r c h a e o l o g ic a l e x c a v a tio n
o f I n d ia n s i t e s u n le s s t h e e x c a v a tio n i s c a r r i e d o u t I n a m anner
w hich w i l l i n s u r e t h e im p o rta n t c u l t u r a l an d r e l i g i o u s o b j e c t s o f
I n d ia n s a r e r e t u r n e d t o them when fo u n d .

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H in s d a le , W. B . , The F i r s t P e o p le o f M ic h ig a n
P u b l i s h i n g Company, 1 9 3 0 ).

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J o s e p h y , A lv in M ., J r . e d . , The A m erican H e r ita g e Book o f I n d ia n s (New
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J o s e p h y , A lv in M ., J r . , The In d ia n H e r ita g e o f A m erica (New Y ork: A lf r e d
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1 9 7 0 ).
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o f S o c ia l S e r v ic e s P u b l i c a t i o n , 1970.
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I n B ooks," V o l. 1 0 , No. 3* From E x p l o i t a t i o n t o C oncern— M ichigan
I n d ia n s T o d ay . L a n sin g : M ichigan D ep artm en t o f E d u c a tio n , W ln te rS p r ln g , 1 9 6 9 .
M ichigan D epartm ent o f E d u c a tio n , R e p o rt t o N a tio n a l S tu d y o f A m erican
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D epartm ent o f E d u c a tio n , 19&9M ichigan D epartm ent o f E d u c a tio n , P r e lim in a r y A n a ly s is o f t h e 1968-69
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M ichigan D epartm ent o f E d u c a tio n , S c h o o l R a c ia l- E th n ic C ensus 1 9 6 9 -7 0 *
L an sin g : M ic h ig a n D epartm ent o f E d u c a tio n , 1970*
M ichigan D epartm ent o f E d u c a tio n , R e p o rt on t h e T re a tm e n t o f M i n o r i ti e s
I n Am erican H is to r y B o o k s. L a n sin g : M ich ig an b e p a rtm e n t o f E duca­
------ -----------t i o n , 196 B.
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S o r k in , Alan L . , Am erican I n d ia n s an d F e d e r a l A id , W ash in g to n , D .C .: The
B rookings I n s t i t u t i o n , 1971.
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M ichigan S t a t e Normal C o lle g e , 1952.
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p a n y , 1970TT"
U n ite d S t a te s S e n a t e , I n d ia n E d u c a tio n : A N a tio n a l T ra g e d y . A N a tio n a l
C h a lle n g e , R e p o rt t o t h e Committee on L a b o r a n d P u b lic W e lf a r e ,
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F a w c ett P re m ie r Book (G reen w ich , C o n n e c tic u t: F a w c e tt P u b l i c a t i o n s ,
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No D a te .
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W a lte r D rake v s . F a n n e r. L a n s in g : R e p o rt o f t h e H i s t o r i c a l S o c ie ty
o r G r e a t e r L a n s in g , 1964.
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D oubleday and Company, 1 9 b b ).

APPENDIX A

P u b lic C o lle g e s , U n i v e r s i t i e s , an d Community C o lle g e s S tu d ie d w ith t h e i r
L o c a tio n s by C o u n tie s .
NAME OP SCHOOL

COUNTY

A lp en a Com nunity C o lle g e
Bay d e Hoc Com nunity C o lle g e
C e n tr a l M ichigan U n iv e r s ity
D e lta C o lle g e
E a s te r n M ichigan U n iv e r s ity
P e r r i s S t a t e C o lle g e
G enesee Community C o lle g e
G len Oaks Com nunity C o lle g e
G ogebic Com nunity C o lle g e
G rand R ap id s J u n i o r C o lle g e
G rand V a lle y S t a t e C o lle g e
Henry F o rd Comnunity C o lle g e
H ig h lan d P a rk C o lle g e
J a c k s o n Comnunity C o lle g e
Kalamazoo V a lle y Com nunity C o lle g e
K e llo g g Comnunity C o lle g e
K irk la n d Comnunity C o lle g e
Lake M ichigan C o lle g e
Lake S u p e r io r S t a t e C o lle g e
L a n sin g Comnunity C o lle g e
Macomb County Com nunity C o lle g e
M ichigan S t a t e U n iv e r s ity
M ichigan T e c h n o lo g ic a l U n iv e r s ity
M id-M ichigan Com nunity C o lle g e
Monroe County Comnunity C o lle g e
Montcalm Comnunity C o lle g e
Muskegon County Comnunity C o lle g e
N o rth C e n tr a l M ichigan C o lle g e
N o rth e rn M ichigan U n iv e r s ity
N o rth w e ste rn M ichigan C o lle g e
O akland Comnunity C o lle g e
O akland U n iv e r s ity
Saginaw V a lle y S t a t e C o lle g e
S t . C l a i r County Com nunity C o lle g e
S c h o o l c r a f t C o lle g e
S o u th w e ste rn M ichigan C o lle g e
U n iv e r s ity o f M ichigan
W ashtenaw Community C o lle g e
Wayne S t a t e U n iv e r s ity
W estern M ichigan U n iv e r s ity
West S h o re Comnunity C o lle g e

A lpena
D e lta
Is a b e lla
Saginaw
W ashtenaw
M ecosta
G enesee
S t . Jo s e p h
G ogebic
K ent
O ttaw a
Wayne
Wayne
Jackson
Kalamazoo
Calhoun
Rosccrmon
B e r r ie n
Chippewa
Ingham
Macomb
Ingham
H oughton
C la re
Monroe
M ontcalm
Muskegon
Ehmet
M a rq u e tte
Grand T r a v e rs e
O akland
O akland
Saginaw
S t. C la ir
Wayne
C ass
Washtenaw
W ashtenaw
Wayne
Kalamazoo
Mason

69

70
LETIER TO ADMISSION OFFICERS
March 1 0 , 1972

To A dm ission O f f i c e r s
o f M ichigan P u b lic
C o lle g e s a n d U n i v e r s i t i e s
D ear S i r :
I am c o n d u c tin g a su rv e y t o d e te rm in e th e e x t e n t t o w hich M ich ig an
p u b l ic c o l l e g e s an d u n i v e r s i t i e s s u p p o r t u n d e rg ra d u a te Am erican I n d ia n
s tu d e n ts th ro u g h p ro g ram s once th e y a r e a d m itte d t o t h e s e e d u c a ti o n a l
in s titu tio n s .
The s u r v e y i s f o r t h e s c h o o l y e a r S ep tem b er 1971 - May o r J u n e 1972.
I t c o v e rs f o u r a r e a s : d e f i n i t i o n o f I n d i a n , e d u c a ti o n a l s u p p o r t , econom ic
s u p p o r t, a n d l i f e - s t y l e s u p p o r t. Cnee t h i s In fo rm a tio n i s c o l l e c t e d , i t
w i l l be asse m b le d i n t o d i s s e r t a t i o n fo rm , and upon a c c e p ta n c e , i t w i l l
b e made a v a i l a b l e t o A m erican I n d ia n s t u d e n t s .
My r e a s o n s f o r t h e stu d y a r e tw o f o l d . F i r s t , t o g a t h e r t o g e t h e r i n
one p la c e in f o r m a tio n f o r I n d ia n s t u d e n t s who may w ish t o a t t e n d c o l l e g e s
and u n i v e r s i t i e s . H o p e f u lly , b r i n g in g t h i s in f o r m a tio n t o g e t h e r w i l l make
i t p o s s i b l e f o r them t o a p p r a is e t h e k in d s o f s u p p o r t a v a i l a b l e t o them
f r a n d i f f e r e n t M ich ig an c o lle g e s an d u n i v e r s i t i e s w hich a r e p u b l ic an d
s t a t e s u p p o r te d . My s e c o n d r e a s o n i s t h a t in f o r m a tio n g a th e r e d s h o u ld
h e lp th e p u b l ic c o l l e g e s and u n i v e r s i t i e s become aw are o f A m erican I n d ia n
s t u d e n ts a n d means o f s u p p o r tin g t h e i r a tt e n d a n c e .
C b v io u s ly , t h e p o t e n t i a l e f f e c t i v e n e s s o f t h i s in fo rm a tio n i s g o in g
t o b e l i m i t e d u n le s s a l l p u b lic c o l l e g e s an d u n i v e r s i t i e s a r e I n c lu d e d .
I w ould a p p r e c i a t e i t i f you w ould f i l l o u t , a s c o m p le te ly a s p o s s i b l e ,

71
th e s e q u e s tio n s and p ro m p tly r e t u r n them t o me, u s in g t h e e n c lo s e d r e t u r n
e n v e lo p e .
I have c h o sen t h i s t o p i c w ith th e a p p ro v a l o f my d o c t o r a l c o m n itte e ,
b e c a u s e I f e e l i t i s r e l e v a n t t o th e n e e d s o f I n d ia n s t u d e n t s and i n s t i t u ­
t i o n a l aw are n ess o f seme o f t h e p ro b lem s s u rro u n d in g them i n t h e i r a tte m p ts
t o f u r t h e r th e m s e lv e s . H o p e f u lly , you h a v e r e c e iv e d a l e t t e r , d a te d F e b ru ­
a ry 1 7 , from I n d ia n C c rn n issio n e r M ackety e n d o rs in g t h i s r e s e a r c h .
Thank y o u ,

Jo h n C l a g e tt
110 N. P o s t e r S t r e e t
L a n s in g , M ichigan 48912

72

QUESTIONNAIRE
T h e re a r e many d e f i n i t i o n s o f A m erican I n d ia n th r o u g h o u t t h e c o u n tr y
p r e s e n t l y . T h ese v a ry from s e l f - p r o c l a m a t i o n ( I am a n I n d i a n ) t o f u l l b lo o d e d m em bership and r e g i s t r a t i o n on a r e c o g n iz e d t r i b a l r o l l . Prom
t h e f o llo w in g q u e s t i o n s , I w ish t o d e te rm in e how y o u r I n s t i t u t i o n d e­
f i n e s who I s a n d who I s n o t a n A m erican I n d i a n .
DEFINITION OF INDIAN
1 . P l e a s e i n d i c a t e how y o u r i n s t i t u t i o n d e f i n e s who i s a n A m erican I n ­
d ia n f o r r a c i a l c o u n t p u r p o s e s . ( C i r c l e a p p r o p r i a t e r e s p o n s e s . ) I f
y o u r i n s t i t u t i o n u s e s a v a r i e t y o f d i f f e r e n t d e f i n i t i o n s f o r c o u n t­
i n g I n d i a n s , p l e a s e i n d i c a t e w h ich m eans a r e u se d f o r w h ic h p u rp o s e .
P u rp o se
. A. We do n o t c o n d u c t r a c i a l c o u n ts
o f In d ia n s .
B. By s e l f - p r o c l a m a t i o n ( s t u d e n t s
d e c l a r e th e m s e lv e s I n d i a n and no
o t h e r m eans i s u s e d ) .
C. By t h e p e r c e n t o f I n d ia n b lo o d
needed f o r an In d iv id u a l to be
r e c o g n iz e d a s I n d i a n :

100

75

50

25

12 1 /2

D. By p r o o f by l i s t i n g on a t r i b a l
ro ll.
Ye3

No

E . Someone o t h e r th a n t h e i n d i v i d u a l
h i m s e l f t e l l s y o u who i s a n I n d i a n .
Yes

No

P . Seme o t h e r sy s te m o f d e f i n i t i o n
i s u s e d . P le a s e d e s c r i b e :
N a tio n a l a n d s t a t e s t u d i e s o f I n d i a n s t u d e n t s h a v e shown t h a t th e y a r e
on t h e a v e ra g e tw o t o t h r e e y e a r s b e h in d n a t i o n a l norm s on d i f f e r e n t a p ­
t i t u d e t e s t m e a su re m e n ts. T h is may i n d i c a t e t h a t I n d ia n s t u d e n t s m ay, on
t h e a v e r a g e , e x p e c t d i f f i c u l t y i n c o m p etin g i n c o l l e g e l e v e l c l a s s e s . I n

73
t h i s s e r i e s o f q u e s tio n s * I w is h t o l e a r n w h at s u p p o rt s y s te m y o u r
s c h o o l u s e s t o a i d t h e u n d e ra c h ie v in g s t u d e n t , in c lu d in g I n d i a n s .
EDUCATIONAL OPPORTUNITIES
1 . Does y o u r i n s t i t u t i o n h a v e :
A. S p e c i a l c l a s s e s f o r u n d e r a c h ie v e r s I n :

(1) None

(5) Mathematics

(2 ) R ead in g
(3 ) W ritin g
(5 ) E n g lis h

(7) O th e r— p l e a s e d e s c r i b e :

(6 ) T e c h n ic a l c a r e e r

c o u rs e s

B. P r o b a tio n a r y a d m is s io n s f o r low a p t i t u d e s tu d e n ts l a s t i n g :
(1 )
(2 )
(3 )
(5 )
(5 )
(6 )

None
One Busm er o f s u c c e s s f u l w ork
Che te rm o r s e m e s te r o f s u c c e s s f u l w ork
Two te rm s o r s e m e s te r s o f s u c c e s s f u l work
Che s c h o o l y e a r o f s u c c e s s f u l w ork
O th e r— p l e a s e d e s c r i b e :

C. T u to r s f o r low a c h ie v e m e n t s t u d e n t s :
I f yes:

YeB

No

(1 ) F re e o f c h a rg e
(2 ) N om inal c h a rg e s
( 3 ) S l i d i n g s c a l e a c c o r d in g t o a b i l i t y t o pay
D. O th e r e d u c a t i o n a l s u p p o r t sy ste m s f o r low a c h ie v e m e n t s t u d e n t s :
Yes

No

I f y e s , p le a s e d e s c rib e :

F o r many s t u d e n t s , t h e c o s t o f g o in g t o c o l l e g e p la y s a b i g g e r r o l e i n
d e te r m in in g t h e i r e n tr y i n t o a n d s u b s e q u e n t a b i l i t y t o s t a y i n th a n d o e s
a n y acad em ic f a c t o r . I n d ia n s a s a r a c i a l m in o r i t y n a t i o n a l l y e a r n l e s s
t h a n o n e - h a l f o f t h e f e d e r a l d e f i n i t i o n o f p o v e r ty . T h is s e r i e s o f q u e s ­
t i o n s s e e k s t o d e f i n e t h e econom ic s u p p o r t s y s te m s u s e d t o r e l i e v e e c o ­
nom ic p ro b lem s b a r r i n g I n d i a n s t u d e n t s fro m g r a d u a tio n .
ECONOMIC OPPORTUNITIES
1 . Are s c h o l a r s h i p s s p e c i f i c a l l y f o r I n d i a n s t u d e n ts a v a i l a b l e a t y o u r
s c h o o l?
Yes

No

How many?

74
Do th e y pay f o r :
a . T u it i o n
b . T u i t i o n , r o a n an d b o a rd
c . T u i t i o n , r o a n , b o a rd and e x p e n se s
2 . A re t h e r e W ork-Study p ro g ram s s p e c i f i c a l l y f o r I n d ia n s a v a i l a b l e a t
y o u r s c h o o l?
Yes

No

How many?

3 . Are s t u d e n t lo a n s s p e c i f i c a l l y f o r I n d ia n s a v a i l a b l e a t y o u r s c h o o l?
No

Y es— a . a t no I n t e r e s t
b . a t 3e s s th a n 5
c . a t m ore th a n 5

%
%II nn tt ee rr ee ss tt

4 . P l e a s e I n d i c a t e o t h e r s o u r c e s o f econom ic s u p p o r t s p e c i f i c a l l y f o r
I n d ia n s t u d e n t s a t y o u r s c h o o l:
Many I n s t i t u t i o n s I n o u r s o c i e t y r e c o g n iz e r a c i a l g ro u p s a s e x h i b i t i n g
c u l t u r a l l i f e s t y l e s w o rth s u p p o r tin g o f f i c i a l l y . The s e r i e s o f q u e s­
t i o n s below s e e k t o d e f i n e how y o u r i n s t i t u t i o n s u p p o r ts t h i s d i f f e r e n c e
I n c u l t u r a l l i f e s t y l e f o r A m erican I n d ia n s t u d e n t s .
CULTURAL LIFE STYLE OPPORTUNITIES
1 . Does y o u r c o l l e g e o r u n i v e r s i t y h av e a n I n d ia n C u l t u r a l C e n te r o r
g a th e r i n g p l a c e ?
Yes

No

2 . Does y o u r c o l l e g e o r u n i v e r s i t y r e c o g n iz e a c lu b o r o r g a n i z a t i o n f o r
I n d ia n s t u d e n t s on cam pus?
Ye3

No

3 . Does y o u r c o l l e g e o r u n i v e r s i t y p r o v id e c u l t u r a l a w a re n e ss o f I n d ia n s
th ro u g h p ro g ram s on a s p e c i a l d a y , w eek, o r m onth?
No

Yes

Which o n e ( s ) ?

4 . A re I n d ia n c o n fe r e n c e s and m e e tin g s e n c o u ra g e d t o u s e y o u r f a c i l i t i e s ?
Yes

No

I f Y es, how many tim e s h a v e th e f a c i l i t i e s b e e n u se d t h i s y e a r s o f a r
f o r I n d ia n c o n fe re n c e s an d m e e tin g s?

75
5 . A re f u l l - t e m c l a s s e s a v a i l a b l e a t y o u r s c h o o l d e a l i n g w ith I n d ia n
c u l t u r e a s t h e i r c e n t r a l fo c u s ?
No

Y e s, I n :

a.
b.
c.
d.
e.

A n th ro p o lo g y
H is to ry
S o c io lo g y
E d u c a tio n
O th e r—p l e a s e s p e c i f y :

6 . Do y o u em ploy s t a f f s p e c i f i c a l l y f o r I n d i a n s t u d e n t s ?
No

Y e s, I n :

a.
b.
c.
d.
e.

C o u n s e lo rs f o r a d ju s tm e n t
C o u n s e lo rs f o r c a r e e r g u id a n c e
R e c ru itm e n t
I n d i a n a c t i v i t y c o o r d i n a to r s
O th e r— p l e a s e s p e c i f y :

7 . P l e a s e I n d i c a t e any s p e c i a l t r a i n i n g t h e p e r s o n n e l i n Q u e s tio n 6 may
have had f o r t h e i r s t a f f p o s itio n s .
S t a f f P o s itio n

T r a i n in g

(1 )
( 2)
(3 )

S he o r h e I s a n I n d ia n

(5 )

Y e a rs o f e x p e r ie n c e w ith I n d ia n s

(*0

S p e c i a l c o u rs e w ork a b o u t I n d ia n s

8 . O th e r l i f e s t y l e s u p p o r t a c t i v i t i e s a v a i l a b l e a t y o u r c o ll e g e o r u n i­
v e rs ity :

76
STATE OP MICHIGAN
DEPARTMENT OP SOCIAL SERVICES

MEMORANDUM

D a te : F e b ru a ry 17* 1972
To:

S t a t e T a x -S u p p o rte d C o lle g e s an d U n i v e r s i t i e s

Prom:

Sam uel T . M ackety, E x e c u tiv e D i r e c t o r
C onm lsslon on I n d ia n A f f a i r s
1020 Corm erce C e n te r B u ild in g
L a n s in g , M ichigan *18933
I h av e lo o k e d a t t h e d i s s e r t a t i o n form an d q u e s t i o n n a i r e Mr. John

C l a g e tt i s u s in g t o g a t h e r p a s t In fo rm a tio n from t h e M ichigan p u b lic
c o ll e g e s and u n i v e r s i t i e s .
Mr. C la g e tt i s a 3 tu d e n t a t M ichigan S t a t e U n i v e r s i ty . I f e e l t h a t
t h e d a t a g a th e r e d c o u ld b e v e ry u s e f u l t o t h e I n d ia n s t u d e n ts who may
l a t e r a t t e n d one o f t h e s e i n s t i t u t i o n s .
T h e r e f o r e , i t i s my s i n c e r e d e s i r e t h a t Mr. C l a g e tt r e c e i v e an u l t i ­
m ate d e g re e o f c o o p e r a tio n from o u r c o ll e g e s and u n i v e r s i t i e s a s he se e k s
t h i s I n f o r m a tio n .

STM/ms

APPENDIX B
RATIONALE OP THE TOPICS STUDIED
D e s c r ip tio n o f t h e T o p ic s S tu d ie d
P o u r m a jo r t o p i c s w ere su rv e y e d w ith t h e I n t e n t o f sa m p lin g t h e
I n s t i t u t i o n s ' s u p p o r t o p p o r t u n i t i e s f o r I n d i a n s t u d e n t s . No a tte m p t was
made t o in c lu d e a l l t h e ways a s c h o o l c o u ld a c c o m p lish t h i s s u p p o r t ; e a c h
s e c t i o n d id p ro v id e a n o p tio n f o r a d d i t i o n a l comments o r I n f o r m a tio n I n
c a s e t h e s p e c i f i c q u e s tio n d i d n o t f i t t h e s u p p o r t a c t i v i t i e s o f t h e p a r ­
t i c u l a r In s titu tio n *
D e f i n i t i o n o f I n d ia n
I t i s Im p o rta n t t o some I n d i v i d u a l s who a t t e n d p u b lic I n s t i t u t i o n s
t o m a in ta in a n I n d ia n i d e n t i t y f o r r e a s o n s o f p r i d e and s e l f - e s t e e m ; th e n
i t becom es Im p o rta n t t h a t t h e p u b l ic I n s t i t u t i o n s d e te rm in e r a c i a l id e n ­
t i t y a c c u r a t e l y . T h ere I s a g e n e r a l b e l i e f among M ichigan I n d ia n s t h a t
t h e s c h o o ls do n o t h e lp w ith a c c u r a t e c o u n ts o f I n d ia n s b e c a u s e t h e t e c h ­
n iq u e s u se d t o d e te rm in e who i s an d who i s n o t an I n d ia n a r e a r b i t r a r y .
I t i s b e li e v e d t h a t a t many s c h o o ls a n y o n e, r e g a r d l e s s o f r a c i a l h e r i ­
t a g e , can c la im th e m se lv e s t o b e an I n d ia n sim p ly by p u t t i n g a c h e c k I n
t h e a p p r o p r i a te box on r e g i s t r a t i o n form s s u p p l i e d by t h e s c h o o l s . T h is
m ethod o f d e te r m in in g who i s a n I n d ia n som etim es r e s u l t s I n p e o p le who
c a n n o t l e g i t i m a t e l y c la im a n I n d ia n i d e n t i t y c h e c k in g t h e box f o r v a r i ­
o u s m o ti v a ti o n s .
A n o th e r means t h a t s c h o o ls u s e t o d e te rm in e who i s an I n d ia n i s t o
h ave some o f f i c i a l o f t h e s c h o o l I n d i c a t e from h i s own know ledge w hich
77

78
s t u d e n t s a r e I n d i a n s . T h is m ethod i s th o u g h t t o b e i n a c c u r a t e b e c a u s e o f
t h e l i m i t a t i o n s on t h e a s s e s s o r 's know ledge o f e a c h i n d i v i d u a l I n d i a n .
Many g o v e rn m e n ta l u n i t s u s e t h e e x i s t e n c e o f b e in g a t l e a s t o n e q u a r t e r I n d ia n b lo o d an d b e in g l i s t e d on a r e c o g n iz e d t r i b a l r o l l a s t h e
d e f i n i t i o n o f I n d i a n . At p r e s e n t , t h i s seem s t o b e t h e m o st a c c e p t a b l e
d e f i n i t i o n among M ic h ig a n I n d i a n s . Some i n s t i t u t i o n s u s e o n e - e ig h th
b lo o d a s s u f f i c i e n t f o r c la im in g o n e s e l f a n I n d i a n ; h o w ev er, t h i s d e f i n i ­
t i o n i s n o t a s w id e ly a c c e p te d a t t h e p r e s e n t tim e a s i s o n e - q u a r t e r
b lo o d .
The d e f i n i t i o n o f I n d i a n u s e d by p u b l ic c o l l e g e s , u n i v e r s i t i e s , a n d
co m n u n ity c o ll e g e s i s an im p o r ta n t p a r t o f t h i s s t u d y , b e c a u s e i f some­
o n e w is h e s t o g a in o r m a in ta in a n I n d i a n i d e n t i t y i t i s r e a s o n a b le t o
h a v e a u n i f o m s t a n d a r d by w h ic h t o m ea su re o n e s e l f . C o n s e q u e n tly , i f a
p e rs o n t a k e s p r i d e i n t h e r i g h t t o c a l l h i m s e l f a n I n d i a n , a n d t h a t i n d i ­
v i d u a l i s p la c e d i n a p o s i t i o n w here i n s t i t u t i o n s u s e a r b i t r a r y m eans o f
d e te r m in in g who i s I n d i a n , h i s p r i d e i n h i s i d e n t i t y i s p la c e d i n J e o p a r ­
dy.
The q u e s t io n s r e l a t i n g t o w hat m eans p u b l ic u n i v e r s i t i e s and c o l l e ­
g e s u s e t o d e te rm in e w h ich o f t h e i r s t u d e n t s a r e I n d i a n s a r e l in k e d t o
t h e s u p p o r t t h e i n s t i t u t i o n s g i v e t o a n I n d ia n i d e n t i t y . The i d e n t i t y , i f
d e te rm in e d a c c u r a t e l y , becom es a p e r s o n a l c h a r a c t e r i s t i c t o w h ic h a h e r i ­
t a g e o f p r i d e an d h o n o r c an b e a t t a c h e d . I f a r b i t r a r y d e te r m in a tio n s
r a t h e r th a n a c c u r a t e a s s e s s m e n ts a r e u s e d , t h e p o t e n t i a l f o r p e r s o n a l
p r i d e i s d im in is h e d .
E d u c a tio n a l O p p o r tu n itie s
The se c o n d s e c t i o n o f q u e s t io n s i n t h e s u rv e y i s c o n c e rn e d w ith t h e
m eans t h e i n s t i t u t i o n s u s e t o e d u c a t i o n a l l y s u p p o r t I n d i a n s a t t e n d i n g

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t h e i r s c h o o l s . An a tte m p t I s made t o d e te rm in e hew e a c h i n s t i t u t i o n un­
d e r t a k e s e d u c a ti o n a l s u p p o r t program s f o r a r a c i a l l y i d e n t i f i a b l e g ro u p
o f s t u d e n t s th r o u g h s p e c i f i c c o u r s e s r e l a t e d t o t h e i r n e e d s . The r e a l i t y
o f b e in g a n I n d i a n an d p r o b a b le c o n s e q u e n t h e r i t a g e o f t h e n e g a t iv e i n ­
f l u e n c e o f p o v e rty c a n p l a c e s t u d e n t s a t a d is a d v a n ta g e e d u c a t i o n a l l y i n
s c h o o ls o f h i g h e r e d u c a ti o n . T h is f a c t d o e s n o t Im p ly a. r a c i a l l a c k o f
p o t e n t i a l f o r c o m p eten t p e rfo rm a n c e i n s c h o o l; r a t h e r i t im p l i e s a h i s ­
t o r y o f i n e q u a l i t y o f e d u c a t i o n a l o p p o r tu n ity a s p o in te d o u t p r e v i o u s ly
i n th e f in d in g s o f e m p iric a l re s e a r c h .
U n f o r t u n a t e ly , t h e m o st f r e q u e n t i n t e r p r e t a t i o n s o f t h e e le m e n ta ry
an d se c o n d a ry s c h o o l r e c o r d s o f I n d i a n s , a s w e ll a s o t h e r Im p o v e rish e d
s t u d e n t s , i s t o c h a r a c t e r i z e them a s low a c h i e v e r s . T h is l a b e l i m p l i e s ,
t o many s c h o o l o f f i c i a l s , a l a c k o f c a p a c i t y i n t h e s t u d e n t s ; r a r e l y i s
i t I n t e r p r e t e d a s a r e f l e c t i o n on t h e p a r t o f e le m e n ta ry a n d se c o n d a ry
s c h o o l p e r s o n n e l a s h a v in g f a i l e d by n o t p r o v id in g c u r r i c u l a r o p p o r tu n i­
t i e s f o r B u c ce ss r e l a t e d t o t h e n e e d s o f c u l t u r a l l y d i f f e r e n t s t u d e n t s .
C o n s e q u e n tly , t h e s t u d e n t s —r a t h e r th a n s c h o o ls — a r e h e ld a t f a u l t f o r
l a c k o f e d u c a t i o n a l " s u c c e s s ."
The q u e s t i o n s on e d u c a t i o n a l s u p p o r t r e f l e c t a n d s o l i c i t in f o r m a tio n
a b o u t s p e c i f i c e d u c a t i o n a l s u p p o rt p ro g ram s i n t h e c o l l e g e s a n d u n i v e r ­
s itie s .
Econom ic O p p o r tu n itie s
The t h i r d m a jo r s e c t i o n o f t h e s u r v e y c o v e rs econom ic o p p o r t u n i t i e s
p r o v id e d b y t h e i n s t i t u t i o n s . The r e l a t i o n s h i p b e tw e e n a n I n d ia n i d e n t i t y
a n d t h e p r o b a b i l i t y o f p o v e r ty was p o i n te d o u t i n C h a p te r I I . Many a u t h ­
o r i t i e s s t u d y i n g I n d ia n n e e d s i n i n s t i t u t i o n s o f h i g h e r e d u c a ti o n b e l i e v e

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t h a t g r a d u a tio n i s o f t e n p r e v e n te d b y econom ic p ro b lem s r a t h e r th a n by
e d u c a tio n a l i n a b i l i t y . T he q u e s tio n s i n t h i s s e c t i o n s e e k t o d e te rm in e
th e econom ic s u p p o r t o p p o r t u n i t i e s a v a i l a b l e s p e c i f i c a l l y f o r I n d ia n
s t u d e n ts i n p u b l i c o l l e g e s and u n i v e r s i t i e s .
C u l t u r a l L i f e S t y l e O p p o r tu n itie s
The f o u r t h m a jo r s e c t i o n i n t h i s s u rv e y d e a l s w i t h s u p p o r t o p p o r­
t u n i t i e s f o r a n I n d i a n ’s c u l t u r a l l i f e s t y l e . I n c r e a s i n g l y , i n r e c e n t
y e a r s , i n s t i t u t i o n s o f h i g h e r e d u c a tio n h a v e re c o g n iz e d t h e im p o rta n c e
o f c u l t u r a l i d e n t i t y f o r s t u d e n t s o f r a c i a l l y d i f f e r e n t h e r i t a g e . The
i n s t i t u t i o n s s u p p o r t t h i s i d e n t i t y b y p r o v id in g a w a re n e ss d a y s , m e e tin g
s p a c e , c u r r i c u l a r p ro g ra m s, and t h e o p p o r tu n ity f o r u s e o f i n s t i t u t i o n a l
f a c i l i t i e s f o r n o n - s tu d e n t a c t i v i t i e s p ro m o tin g c u l t u r a l a w a re n e s s .
Many s c h o o ls new r e c o g i i z e a B la c k s tu d e n t o r g a n i z a t i o n o r B la c k
s t u d i e s p rogram . T h is s u rv e y a tte m p ts t o d e v e lo p I n f o r m a tio n t h a t shows
how th e I n s t i t u t i o n e x te n d s t h i s a w a re n e ss o f c u l t u r a l l i f e s t y l e t o I n ­
d ia n s i n a tte n d a n c e a t t h e i r s c h o o l s .