DOCUMENT RESUME

ED 269 208 RC 015 714

AUTHOR Silverman, Robert J.; Demmert, William G., Jr.TITLE Characteristics of Successful Native Leaders.PUB DATE May 86NOTE 38p.PUB TYPE Reports - Research/Technical (143)

Tests /Evaluation Instruments (160)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Ability; *Alaska Natives; *American Indian Education;

*Attitudes; Family Influence; *High Achievement;*Leadership Qualities; Life Satisfaction;Questionnaires; Socioeconomic Influences; *Success;Teacher Influence; Values

IDENTIFIERS Alaska (Southeast); Haida (Tribe); Tlingit (Tribe);Tsimshir (Tribe)

ABSTRACTCharacteristics were profiled for 40 southeast

Alaskan Haida, Tlingit, and Tsimshian tribal members in positions ofresponsibility in business, government, or a profession Respondentshad found school easy, did well, liked school, and participated inschool-related activities. Positive influence and encouragement offamily members, especially mothers, were important success factors.Families viewed school as important and expected children to do well.Over half the respondents indicated teachers as A key influenceoutside the immediate family, with advice, push to action, and rolemodel the most frequent forms of encouragement. Positive learningexperiences outside of school were important, especially experiencesinvolving social skills. Family socioeconomic level had a positiveeffect on future success. Family members of 80% of respondents wereclan, church- or community leaders or were recognized for some skill.Establishment of goals was important to success, with deciding to goto college the most common goal. "Making a contribution to society"and "being at peace with oneself" were the most used definitions ofsuccess. Respondents felt they had tmd reedy opportunities to succeed,but had encountered barriers of racism and lack of money.Applications to educational situations are suggested. Questionimire,tabulated responses, and respondents' comments form the appendix.(LFL)

************************************************************************ Reproductions supplied by EDRS are the best that can be made ** from the original document. *

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CharacteristicsofSuccessfulNativeLeaders

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RE ur; 1

ERIC, CRESS

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

4elyvn t J, ,

TO THE EDUCATIONAL RESOURCESINFORMATION 7.;ENTER (ERIC)"

U.S. DEPARTMENT OF EDUCATIONNOIONAL INSTITUTE OF EDUCATION

EOUL JIONAL RESOURCES INFORMATIONCENTER (ERIC)

1 1 This cument has been reproduced asJceived f rum the person or orgonaohon

originating itXMom changes have been mad* to improve

ter ioductton quality

Porn's of view ur opinions stated in this documail do not necessarily remount official NIEposthon or policy

CharacteristicsofSuccessfulNativeLeaders

Investigators: Robert J. SilvermanAlaska Department of EducationWilliam G. Demmert, Jr. Ed.DUniversity of Alaska, Juneau

May 1986

i..

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Table of Contents

Study Report 1

Appendix AQuestionnaire 4

Appendix BOpen ended comments from questionnaire 18

Study Report

The Community SurveyedThe Native community indigenous to SoutheastAlaska includes the Tlingit, Tsimshian, andHaida peoples. Tlingit territory included theland between Comptroller Bay to the Northand Dixon Entrance to the south. Haidaterritory and Tsimsh?an territory overlapped theTlingit lands in the south and extended intoBritish Columbia.

Each group developed its own language andcultural differences but held many things incommon because of trade and intermarriage (aswell as from the practice of capturing prisonersfor purposes of slave labor). The art forms,legends, and lifestyles of each were very similarwith significant commonalities. The sixty-footcanoes of the Tlingit were purchased from theHaida; the grandparents of some Tlingit wereTsimshian; Southern Tlingits and Haida usedcommon territory under special politicalarrangements; and social practices and structureheld many common elements. Having a matri-lineal society, the use of clans and communityhouses, the moiety system of social structure areexamples.

Traditionally all of the groups were seafaringpeople, and with the advent of first Russians,and later the Americans, commercial trappingand commercial fishing were natural extensionsof traditional activity. Today larger and largernumbers of the three communities have movedoutside the trapping/fishing economy. Indivi-duals now work in a wide variety of occupa-tions, including trades, teaching, law, medicine,and business. The Alaska Native Claims Settle-ment Act (ANCSA) of 1971 has provided op-portunities to start commercial ventures in thenatural resources, shipping, international trade,manufacturing, and other areas as corporateowners rather than as traditional laborers (work-ing exclusively for wages rather than for a partof the profits).

The demand for skilled and trained shareholdersin the corporate system (Regional and VillageCorporation structures set up under ANCSA)has far outstripped the ability of the NativeCommunities, specifically Haida and Tlingit, toprovide them internally. Many of the higherskilled and paid positions go to a non-Nativework force. It appears that this practice will notchange in the near future, but it is recognizedas a problem and both Regional and Villagecorporations are attempting to do something

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about it through training programs for highlevel executives and managers, and throughuniversity scholarships.

The importance of training, advanced educa-tional opportunities, and academic success tomembers of the Native communities cannot beoverstressed. The success of their corporations,their survival as a people, and their ability toinfluence their own destinies directly are tied tosuccess in these areas. It was with this in mindthat the study of characteristics of successfulNative leaders was conducted.

Research FocusOne of the problems in multicultural educationis that the knowledge base is limited. This isespecially true for the education of AlaskaNative students. In the hope of providinginsight into the problem of educating somechildren, we felt it would be important to lookat positive examples of success. We designed astudy that proposed to look at characteristics ofsuccessful Native leaders in Southeast Alaskaand decided to focus on that population. Ourdefinition of success was narrow and limited toindividuals holding a position of responsibilityin a business, in a regional Native corporation,in the state or federal government, or as amember of some profession.

We agreed on eight assumptions. We believed:

(1) that positive educational experiences at somepoint of a person's formal education wouldpromote success in adult life;

(2) that an important factor which contributesto success in adult life is the positive influenceand encouragement of some member of theimmediate family;

(3) that an important factor which contributesto success in adult life is the positive influenceand encouragement of some person(s) outsidethe immediate family;

(4) that positive learning experiences outside ofthe school setting were important to success inadult life;

(5) that the ocio-economic level of a person'sfamily would generally have a positive effectupon success in adult life;

(6) that there is a positive relationship betweensuccess in adult life and success as a student;

(7) that the establishment of some goal or per-sonal objective by parents or the individual wasImportant to success as an adult, and

(8) that the successful individual would h ehad real or perceived opportunities to succeed.We then developed a set of questions designedto test each of those assumptions.

A list of individuals meeting our definition ofsuccess was compiled. We first identified theelected leaders of the various organizations andthen listed the individuals within Alaska whowere in positions of responsibility as describedin our definition. We made personal contactwith those individuals and asked them to helpidentify others who fit our definition anddeveloped a list of 43 leaders. In the spring of1984, 43 questionnaires were distributed and 40were returned for a response rate of 93 percent.The questionnaire used in this study can befound in the appendix to this report. Includedalso are the percentage response to each ques-tion and open ended responses.

Characteristics ofthe RespondentsAs part of the questionnaire, individuals wereasked where they went to school, the highestdegree earned, numbers of siblings, and theirage and sex. Twenty-one (21) elementaryschools and 18 secondary schools both withinand outside Alaska were identified. Juneau wasthe most often cited elementary school andJuneauDouglas and Sheldon Jackson were themost often cited high schools. Thirty-three col-leges were listed.

One-third of the respondents were the oldestchild in their family, 9 percent were youngestand the remainder were in between. Fifty-sixpercent were male and 44 percent female. One-third were between the ages of 25-40, 42percent were between the ages of 41-55, and 25percent were over 56.

ResultsIn this section of the report, we discuss theresults of our study. We have organized theresults in terms of each of our eight assump-tions. For each assumption we identify the kindsof data we collected and whether or not ourassumptions were upheld by the data.

Positive educational experiences at some point of aperson's formal education would promote success inadult life. To address this assumption we askedwhether individuals liked school, how involved

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they were in school, and how well theyremembered doing in school. Generally,respondents remembered doing well to school,liked school and were involved in school relatedactivities. Specific findings were:

90 percent both liked school and learnedskills that helped them as adults.

Over 50 percent singled out teache,., andextracurricular activities as what they especiallyliked.

60 percent were absent an average of five orfewer days per year

Almost 90 percent were involved in someform of extracurricular activities.

Over one-half were involved in either sportsor debate.

More than 50 percent got grades of "B" orbetter.

85 percent excelled it something in schoolwith over half indicating sul :ct matter

Almost all (97 percent) remembered some oftheir teachers and most (85 percent) indicatedthat some were special.

An important factor which contributes to success inadult life is the positive influence and tncourage-ment of some member of the immediate family.The mothers of our respondents were a key totheir upbringing. 77 percent received most oftheir training from their mothers and 67percent felt close to their mothers. Fathers alsowere important, but to a lesser extent (44percent and 36 percent). Families in generalwere interested in their schooling and providedencouragement. Families viewed school asimportant (64 percent) and expected them to dowell (64 percent).

An important factor which contributes to success inadult life is the positive influence and encourage-

ent of some person(s) outside the immediate fami-ly. 87 percent indicated that someone outsidethe family encouraged them in their educationaldevelopment. Over half (56 percent) indicatedteachers and somewhat less indicated friendsand community leaders (33 percent and 26percent respectively). Advice was the most citedform of encouragement (62 percent) with pushto action and role model as the next mostfrequent form indicated (both 33 percent).

Positive learning experience, outside of the schoolsetting were important to success in adult life Toaddress this assumption we asked if there wereany skills that were learned outside the school

setting that have proven to be important tothem as adults. 90 percent indicated yes. Socialskills were identified as the most important skilllearned. Skills most often were learned fromparents and/or employers.

The socio-economic level of a person's family wouldgenerally have a positive f lea upon success inadult life. 80 percent indicated that somemember of their family were either traditionalclan leaders, leaders in the church, leaders inthe community or recognized in some skill oractivity. Jobs held by parents varied widely.Included in the list were carpenter, teacher,cannery worker, maid, florist and governmentworker. 38 percent worked for wages, 5 peice-tlived a subsistence life style, 51 percert comoin-ed subsistence and wages, and 3 percent wereon welfare assistance. Ore-third indicated that: ,ome time they had received assistance from

either the federal government or the Bureau ofIndian Affairs.

There is a positive relationship between success inadult life and success as a st ident. We asked avariety of questions to address this assumption.We asked if they found school easy or difficult,how well they did on tests, what subjects theyexcelled in, the nature of their social life inhigh school, and whether they received awards.About two-thirds found school fairly easy andfour-fifths indicated they received either anhonor or award. Athletics and scholarship werethe two most often areas identified. Almost all(98 percent) remembered doing as well or betterthan their best friends in high school and overone-half remembered doing better than theirclassmates on standardized tests. Subjects likedthe best and excelled in were social studies,mathematics and English.

The establishment of some goal or personal objectiveby parents or the individual was important tosuccess as an adult. Abut 70 percent bothestablished goals as young persons and wereencouraged by their families to become certainkinds of individuals. Deciding to go to collegewas the most often cited goal with the juniorhigh years as the most often age of decision.Overwhelmingly '00 percent), "making a con-tribution to society," was the phrase which bestcaptured their definition of success. This wasalso the first choice for their families (59percent) and their hopes for their children (72percent). Being "at peace with oneself' also wasidentified as an important definition of success.As a contrast, making a lot of money; power,control and influence; and prestige and famewere not indicated as very important.

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The successful individual would have had real orperceived opportunities to succeed. We askedwhether individuals felt they had an opportunityto succeed, whether they felt they had morethan their share of lucky breaks and about thebarriers to their success. More than one-half feltthey had a lot of opportunities to succeed andonly 3 percent felt they had few opportunities.More than one-half felt they had some luckybreaks, but four- fifths felt there had been somebarriers. Covert racism (56 percent), lack ofmoney (41 percent), and overt racism (36percent) were the butlers most oftenmenu( led.

Implications and Suggestions:1. Schools should offer Native studentssocial/cultural, physical, as well as academicopportunities to succeed as part of a comprehen-sive program of preparing students for the adultworld.

2. Teachers of the Native students need to besensitive to the impact they have/can have onindividual Native students, and Leacher traininginstitutions will need to review and adjust theircurriculum requirements when necessary toInsure that teachers develop skills that enablethem to communicate effectively with Nativestudents.

3. Families of Native students and communitiesstudents live in must recognize the importantrole each plays in a student's decision tosucceed in school, and work systematically toImprove attitudes toward schooling wherenegative attitudes exist.

4. The contribution one can make to societyappears to play an important role in the life ofsuccessful Native leaders. It will be important topursue this concept to see if one's success orfailure in school ties directly to whether onebelieves that he/she will play a meaningful roleas an adult.

5. The establishment of a goal(s) by parents orstudents is closely related to a student's successin school and later life. Both parents andschools need to be aware of the apparentImportance of goal setting to student and adultsuccess.

6. Being in the right place at the right timewith the right skill may be an important factorin whether individuals succeed after schoolingand is worth pursuing future investigations.

Appendix A

Questionnaire

Part 1

This first set of questions asks you to remember back to when you were in school.

1.1 When you think back to your school days, which statement best captun s yourfeelings about schooling in general?

1 55 I liked school a lot2.3_ I liked school a little3._7____ I did not like school4. 3 1 hated school

1.2 How much did you like or dislike the following parts of your overall schoolexperiences?

1 liked thema lot

I disliked thema lot

1. Teachers 1 21 2 34 3 40 4 3 5 32. Other students 1 13 2 56 3 23 4 5 5 33. Subjects 1 18 2 40 3 37 4 5 5 04. Extra curricular

activities1 45 2 37 3 11 4 8 5 0

5. Atmosphere 1 13 2 37 3 29 4 11 5 116. Social 1 16 2 34 3 29 4 13 5 8

opportunities 1 2 3 4 5

1.3 Which statement best characterizes your annual attendance in school?1 60 1 was seldom absent (less than 5 absences)2._a___ 1 was absent occasionally (5-15)3. 13 I was often absent (15-25)4 3 I was seldom present (greater than 25)

1.4 Were you involved in any extra-curricular activities?

87 yes1.2_ no

If yes, what were you involved in? (Please check all that apply)

1 38 band2 35 chorus3. 20 drama4.§3 sports5 23 debate6. 5 cheerleader

7, 43 student governmentS 28 newspaper/yearbook9. 20 other (please specify)

1.5 Do you remember any of your teachers?

_EL yes2 no (go to question 1.9)

1.6 What de you remember about them?

1.7 Wei, any of them special to you?85 yes15 no (go to question 1.9)

1.8 What made them special?

1.9 What kinds of grades do you remember getting?

1. 10 Mostly A's2. 35 A's and B's3.____EL Mostly B's4. 25 B's and C's5 IL_ Mostly C's6.______3_ C's an D's7. 5 Pass/Satisfactory8. 0 Fail/Unsatisfactory

1.10 Would you say that you excelled in anything at school?

85 yes15 no

If yes, in what did you excel?

1 63 Subject matter (e.g., science, social studies)2. 38 Extra-curricular (e.g., sports, drama)3. 20 Other

1.11 Did you learn any skills (academic, social or vocational) in school that haveproven to be important to you as an adult?

92 yes8 ro

If yes, what were the skills?

Why do you feel they were important?

1.12 What values do you remember learning in school?

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Part 2

2.1 What skills (academic, social or vocational) do you remember learning frommembers of your family? (Please list)

2.2 From which members of your famiiy did you receive most of your training?(Choose no more than 2 people)

1 77 Mother2. 44 Father3. 13 Uncles4. 5 Aunts5._15_ Grandparents6 5 Sisters7. 8 Brc thers8.1__ Other, please specify

2.3 Which members of your family did you feel especially close to? (Choose no morethan 2 people)

1. 6 7 Mother2 36 Father3. 10 Uncles4. 5 Aunts5. 15 Grandparents6. 23 Sisters7. 18 Brothers8. 5 Other, please specify

2.4 On a scale of 1 to 5, with one being the lowest, how interested would you sayyour family was in your formal schooling?

1 3 2 8 3 14 4 19 5 57low high

2.4.1 How did they demonstrate their interest? What were the 3 most important kindsof things that they did for you?

1 15 Reviewed schoolwork2 43 Asked how I was doing3 10 Helped with my work4 15 Visited school often

7 11

5 64 Told me how important schooling is6. 5 I saw how they treated my brothers and sisters7. 5 They themselves were involved8. 64 Exrected me to do well9. 10_ Ither, please specify

2.5 Did members of your family encourage you to participate in after schoolactiv it.es?

1 27 2 38 3 32 4 3a lot a little didn't care disapproved

2.6 Did your family place restrictions on your activities outside of school, or on whoyou could associate with?

1 26 2 46 3 14 4 14

no, never sometimes frequently always

2.7 On a scale of 1 to 5, with one bung the lowest, how did members of yourfamily provide for you while you were growing up?

1 11 2 16 3 13 4 18 5 42

I did it all My family wason my own. I there every stepgot no support of the way

2.7.1 Which of the following did your family do most to support you? (Check any 1item)

1. 21 Financial aid2. 0 Visited me in school3 0 Gave me time to study4. 65 Encouraged me5.1_ Required that I study

2.8 What values do you remember learning from your family?

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3.1

Part 3

Was there someone outside your family who encouraged you in your educationaldevelopment?

87 yes3 no1

If yes,

1. 33 Friends56. Teachers

3.211_ Community leaders4 18 Employer5 _ILL. Government workers (BiA, federal, state)6 18

who?

Other, please specify

3.2 If yes, what forms

1._61_ Advice2. 10 Money3._25_ Sympathetic4. 33 Push to action5. 33 Role model6. 13 Skill development7. 13 Created opportunities8 _ID_ Other

of encouragement were given? (Check no more than 2)

ear

4.1 Were there any skill.; (social, academicthe school setting that have proven to be

Part 4

or vocational) that you learned outsideimportant to you as an adult:

__90 yes-1-6 no

If yes, what were they?

4.2 Generally, why do you feel they were important?

4.3 Fmir, whom did you learn each skill?

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Part 5

5.1 Did your parents/guardian work for wages or live in a subsistence life style, usingthe natural resources of the area?

1 __111 wages2 5 subsistence3 _51 combination

5.2 If your parent/guardian worked for wages what was his/her occupation?

5.3 During difficult times did your family get any assistance from the federalgovernment or Bureau of Indian Affairs?

33 yes67 no

If yes, what kind?

1. 20 Medical/dev.tal support2. 3 Food or clothing3 3 Other (please srecify)

5.4 Were any members of your family traditional clan leaders, leaders in the church,leaders in the community or recognized in some skill or activity?

_so_ YesNo

In which areas?

1. 30 Traditional Clan leaders2 48 Church leaders3. 58 Community leaders4. 43 Recognized experts in some skill or activity

(such as commercial fishing, carving)

5.5 What did he/she/they do in this area?

5.6 Where do you fall on the following scale?

1 35 2 28 3 23 4 13 5 0

! was happy I was unhappya.1 a child as a child

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Part 6

6.1 Where do you f211 on the following scale?

1 21 2 41 3 26 4I foundschool easy

What made school easy or a struggle?

6.2 Did you take any standardized tests in school?

95 yes5 no

6.3 If yes, how do you remember doing on them!1 51 better than :nost of my classmates2 33 about the same3 . 6 not as well4 10 Do not know

10 5

I foundschool astruggle

6.4 What do you remember about the tests? How were they used in your school?

1 _211._ Tracking2 13 Grading3 0_ Labeling4 ____Q__ Not used5 25 Placement6 40 Do not know

6.4.1 On a scale of 1 to 5, how di-' the tests affect you?

3

1 27 2 15 3 24 4 15 5 21not at all a lot

In what ways did they affect you?

1 23 They caused me to work harder2 28 Didn't make a difference

3. 5 Depressed me4. 25 Other, please specify

6.5 Which three subjects were your favorite in school?

None2. 30 Physical Education3, 48 Social Studies4. 48 English5. 35 Science6 45 Math7 3 Foreign Language8 13 Art9 15 Industrial Arts10 3 Home Economics11 25 Music12 3 Drama/Dance13 15 Business14. 3 Other (specify)

6.6 Which subjects did you excel in?

1. None2 23 Physical Education3 43 Social Studies4 _50_ English5 33 Science6 AI Math7. 10 Foreign Language8. 5 Art9 8 Industrial Arts10 5 Home Economics11 23 Music12 Drama/Dance13 10 Business14 5 Other (specify)

6.7 Which statement best describes your social life in high school?

1. 44 I had many friends2 41 I had some friends3. 15 1 had few friends4 I had no friends

6.8 Which statement best describes how well your best friends in high school didcompared to you?1.__Z1 They did as well as I did

12 16

2 25 They did better than I did3 2 They did worse than I did

6.9 While you were in school, did you receive any honors or awards?

._.11 yes23 no

If yes, in w1u-t areas did you receive honors/awards?1 23 Citizenship2 36 Scholarship3. 3 Community Service4. 26 Leadership5. 39 Athletic6. 13 Other (please specify)

Part 77.1 Did you establish any personal goals as a young person?

69 yes31 no

If yes, what were they?

At what age did you set these goals?

7.2 Did any of your family members encourage you to become a certain kind ofindividual?

68 yes

_31 no

If yes, what did they encourage you to do?

At what age did they begin to encourage you?

13 17

7.5 Which of the following phrases best captures your definition of success?

1. 5 Make a lot of money2 8 Power, control and influence3 Prestige and fame4 28 Individual freedom (independent, self employed)5 54 At peace with oneself6 90 Making a contribution to society7 18 To have a job8 5 Other, please specify

7.6 On a scale of 1 to 5, to what extent do you meet your definit" on?

1 0 2 3 3 19 4not at all

46 5

very well

7.7 Which of the following phrases best captures your family's definition of success?

1 21 Make a lot of money2 18 Power, control and influence3 15 Prestige and fame4 21 Individual freedom (independent, self employed)5 41 At peace with oneself6 59 Making a contribution to society7. Other, please specify

7.8 On a scale of 1 to 5, to what extent do you meet your tamily's definition ofsuccess?

1 3 2 9 3

not at all

7.9 Do you have any children?

92 yes8 no

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7.10 If yes, which of the following phrases best captures your hope for them?

1 8 Make a lot of money2 0 Power, control and influence3 0 Prestige and fame4 33 Individual freedom (independent, self employed)5 67 At peace with oneself6 72 Making a contribution to society7 18 Other, please specify

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4very well

18

32

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Part 88.1 To what extent do you feel you have had an opportunity to succeed in your

life?

1 0 2 3 3 16 4 30 5

Very little a lot ofopportunity opportunity

8.2 Have there been any barriers to your success?82 yes

18 no

8.2.1 If yes, what have those barriers been?

1 41 lack of money2 0 physical handicap3 36 overt racism4 ___K__ covert racism5 23 schooling6 10 geographic isolation7 13 language skills8 ___1._ personality9 3 appearance10. _IQ_ personal attitude11. 3 social status of family12 IQ_ alcohol or drugs13. _a_ other, please specify

8.2.1 What did you do to overcome these barriers?

8.3 To what extent do you feel that you have had more than your share of luckybreaks?

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1 6 2 3 3 31 4 26 5 34few breaks a lot

What have the breaks been?

8.4 What is the one most important piece of advice that you have gotten?

15

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Part 9

9.1 Where did you go to school?

Elementary:

High school.

College/university

9.2 What was the highest degree you earned? (Put on card)

1 0 grade school2 __Q GED3 28 High school4 8 Associate5 23 Bachelors6 28 Masters7 _II_ Doctorate

9.3 How many brothers or sisters did you have in your family?

9.4 Where are you in relation to older/younger siblings?

32 oldest11 youngest57 other

9.6 As a parent what would you do today to insure that your children would besuccessful? (whether they do it or nor is immaterial)

9.7 Male 56 Female 44

9.8 Age Group33 25 to 40 42 41 to 55 25 56 to 70

9.9 From which village do you and your family originate?

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On this page, please write anything that you think will tell us more about whNyou have been successful in life. Your comments will be held in confidence asexplained in the instructions, but may he used anommously as part of thereport.

We want to take this opportunity to thank you for your cooperation and partripation in the project. Ifyou have questions or concerns please feel free to express them in person or by writing to e:ther of theprincipal investigators at this address:

Dr. William G. Demmert, Jr., orMr. Robert SilvermanSchool of Education & Liberal ArtsUniversity of Alaska, JuneauJuneau, Alaska 99801

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Appendix B

Open Ended C Dmments from Characteristicsof Successful Native Leaders Questionnaire

1.6 What do you rememberabout your teachers?

Their dedication to teaching. The willingness toteach beyond the regular school hours.

Positive attitude, caring, attentive, concernedwith you as an individualthese youremembered.

Caring, concerned, warm, pleasant. Concernedabout me acquiring the skills. Equalitarianphilosophy that was demonstrated in the scho.A.

I respected most of my teachers. I admired afew who had high integrity and morals.

My teachers were hard working, conscientiouspeople.

The good and the badbut mostly appreciatewhat they tried to do for methe standardsthey set and the challenges they gave us. Thoseteachers that treated me with respect and as agrown up I remember hest.

Dedication, natience, concern, good example,qualification.

Strict, firm, kind.

One very strict but supportive and encouragingof me. Very supportive and encouraging withhigh expectations. Did not want to let herdown or otherwise disappoint her. Very strictmale teacher but interested in me and helpedme through a few weak spots.

Some teachers thoroughly knew their subjectsand were able to relate the material in otherways than a strict textbook/assignment method.

One male history interesting. One madeliterature interesting.

They were very dedicated and taught in morethan one thscipline, i.e., English and foreignlanguage, history and debate, science and inath.

They seemed to have had a real desire to teachus and made sure we learned.

Some exceptional teachersdemanding superioreffort from tie students.

They were dedicated; sincere; had high expecta-tions from students; had structured programs;were strict but fair; were enthusiastic; en-couraged students, scolded when necessary;demanded high-quality work from students.

I remember the ones who challenged me eitherby giving me permission to work ahead of thegroup, buying me a book on Freud when I saidI was interested in psychology, and se on. I alsoremember the prejudiced ones.

Sincerity, interest, things said or done that leftimpressions on me (both favorable andunfavorable).

Their attitude aboot what they were doing andtheir attitude toward their students.

Some didn't like teaching Indians. Others weregood teachers. Some said that I'd never make itat Stanford because I was Indian. Others en-couraged me.

Insistency to finish homework and in classwork.

They took an interest in me.

Their names. Their way of communication.Their methods of teaching. How they presentedthe subject. How they presented themselves.

Most were interested in providing a goodeducation.

Very thorough in their work given. Had highexpectations for me. Elementary was com-petitive and we worked at our own speed.

Inspirationdesire to learnteachers Iremember positively. Dull, meanteachers Iremember negatively.

Mrs. Cook"crabby." Mr. Eidefriendly. Mostothersjust didn't seem to care.

Miss Stevesonvery informal, open minded andhelpful (H.S. principal). Mr. Garywoodworkinstructor, later a journeyman of metal art,where I first began to see my own interest incarving. Mr. Ludyelectrical engineer.

Decent people, interested in teaching, somewere learned.

Because of them the majority of my classes werescience.

Good teachers were knowledgeable and enthusi-astic about their teaching. They commandedrespect, were not vindictive, were patient, andgave help willingly.

I remember ..he besttaught us a manner weunderstood, we learned a lot, we liked theteacher we felt she respected us and really likedus. I remember the worstreminded of a ratand always said ah-waa.

Kind and willing to help me.

1.8 What made your teachersspecial?

Spent extra time helping me in my class.

Caring, teaching techniques, true to beliefs,honest with us.

They were kind; enjoyed having me as astudent; they treated me with respect. They didnot overburlen me with more learning than Icould handle. They were always pleasant.

The way they made their courses special(interesting).

One teacher inspired me; others were tough.

All of the teachers were kind, understanding,helpful and very open minded to help me.

Personal interest in me.

High expectations; they were very interested inthe work given; quirk feedback on work handedin and testing.

They were fair and honest to all students.

Their requirements of me in relationship towh? I learned. Their personal standards.Constants.

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They encouraged me to do better.

Caring and sincere attitude.

Their vitality, excitement about what they weredoing and their concern for doing it the bestway possible.

My perception that they were interested.

They liked me and encouraged me. Recognizedmy work. A few I still see today (20-30 yearslater) who remember me as a good student.

They had discipline in the classroom. They hadan inte t in the students.

Took that extra time to let me know I can doit.

Always urging to do more and that we had thecapability to.

Their interest in my work. Their urging me tobe creative as I learned. Their enthusiasm.

Their high expectations that I could turn in agood performance and their continuing en-couragement and support when I faltered.

Willing to help outside of class time.

Good personalities and those that were sincereand treated me with respec.. Those that wantedand expected me to achieve.

They cared.

Some took a personal interest in me, i.e.,complimented me when I did well, encouragedme when I did poorly, and treated me like Iwas important to them.

Same as 1.6. (Caring, concerned, warm, plea-sant. Concerned about me acquiring the skills.Equalitarian philosophy that was demonstratedin the school.)

Provided counsel, advice, support when needed.

They cared.

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1 .1 1 Did you learn any skills(academic, social or vocational) inschool Lnat have proven to beimportant to you as an adult? Ifyes, what were the skills? Whydo you feel they were important?

Typing, bookkeeping. They helped in securing ajob

Typing/Latin (for English proficiency). Sports-manship; socially, in high school I began torecognize bigotry and selfishness as undesirabletraits. Useful today and still interesting.

Survival, academics. Able to function withinthe institution.

Englishoffice skills, i.e., typing, bookkeeping,speech. Typing and bookkeeping helped withmy first job in an office. English and speechgave me self confidence.

Shipwright.

Academic, self-discipline, social. Taught mehow to set a goal and reach it. Taught meknowledge. Taught me how to find information.Taught me how to get along with people andthe systems.

Learned to work with hands as well a. themind. Has helped to make necessary adjust-ments to economic and social encounters.

Speaking, music, engineering.

Research, writing, computation, homeeconomics/personal groorning/social etiquette.They are all facets of my daily experience thatfigure into everything I do at home, work, com-munity, and social events.

Ability to read, listen and research. A sense ofdiscipline in anything I do. The ability to writeand communicate. This is the essence of whatit takes to do anything.

Communications, grammar are very important.These are the tools to understand others, sub-jects or express your concerns wit}...

Math and science, ability to study. I was able toselect a career in the service and after dischargebecause of my background in math and science.

Math, English, typing. Helped me in obtainingemployment and in promotions.

General education. As a Native it is importantto obtain the best education possible tofunction in this society.

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Newspaperwriting, social values. Write forenjoyment today. Social valuesgave medirection.

Academic study skills. Helped me succeed .ncollege. Having a degree has helped me advancein my career.

Socialgetting along with people, communica-tion. Necessity for interaction with people,social, professional or otherwise.

Phonetic/spellingreading; reading for meaning;the precision required for writing. They wereand are the foundation upon which ali otherknowledge is gained and upon which skills arepracticed.

Academicgrammar, math. It's important tocommunicate in writing clearly and effectively.Math is Important depending on what field youdecide to pursue.

Math. It helped me develop my skill. to learnbookkeeping without hardly any problem.

English. If you don't master it in elementary orhigh school, you never will. You need to ex-press yourself well in any occupation.

To listen, comprehension, communication. Tobe initiative, to practice a strong wo-11 ethic.To be a part of group. Responsibility co be aparticipating citizen. Problem solving. Theycontinue to be the tools necessary for the kindof life I want to live.

Spanish. Provided a basic understanding ofmany different cultures nationally andinternationally.

Learned work ethic, learned proper manners,study skills. Gave me mere confidence.

A.cademicreading, graduate schoolhow to getaround the system, voc typing. Need to survive;get papers done.

Attention, outlining, concentration. These areemployed throughout life.

The scientific method for problem solving. Thatmethod can be applied to most problem solvingeven dealing with people problems.

Reading, math, social sciences, science. How torelate to other people and learning to respectthem as individuals. Machine shop andmechanical skills, plus carpentry. It has enabledme to make a very good living for my familyand enabled me to enjoy a well rounded life.

Manners, caring for others, information. Solidacademic preparation for college studies. Theyhelp me accomplish my goals.

Organize my time and setting my priorities.Useful in later life.

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1.12 What values do youremember learning in school?

Never stop learning.

Honesty, love God, treat each other well.

The importance of religion; to live a good,clean, honest 'de; to do a job well; to respectmy fellow man; the value of hard work.

Self-discipline, striving for perfection.

Same as 1.11 (attention, outlining, concentra-tion. These are employed throughout life). Also,I had to earn respect by exc elling.

Be tough to survive.

Not too many.

I went to a Christian high school. The valueswere Christ centered. Doing my best it\schoolwork. Respect for the other students,teachers. Courtesy. Work ethic.

Hard work brings long-term rewards.

To be prompt; to be resporsible; to be a willingparticipant in learning and in activities: torespect myself and others; to learn througheffort and practice; to become acquainted withthe idea )f doing more than the requirement;the satisfaction of being included in things oflearning.

Honest competition.

Consic-ency, keep trying.

I learned a lot of negative values in school. Ilearned to be ashamed of my race. I learnedthat Indians were dumb and dirty.

Values of competitiveness, success at whateverendeavor I participated in. I learned to valuelearning for its own sake and not just for thesake of getting a reward (grade).

By doing the extra credit, you got the A's. Be-ing on time.

Citizenship; abide by the rules; study; respectfor others, especially adults.

Can't recall.

Honesty; being fair; neat others with respect;living by the clock; work; religion.

Getting along with other students and buildingself-confidence.

None.

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An appreciation of time and priority. Respect ofknowledgewhat is know and unknown.

Citizenshipbehavior toward school employees,schoolmates, visitors, and our school physicalplant.

To be honest, fair, considerate, assist others.

Honesty, sacrifice, discipline, humil;ty, non-useof drugs.

Be fair, honest.

(1) It may be necessary to do things you don'tparticularly like in order to have the opportuni-ty to do the things you like. For example, makepassing grades to participate in sports and otherextra-curricular activities. (2) Respcinsibility. Asa youngster, I'm able to make more decisionsthat affect me. In many cases, this is a choiceof right vs. wrong o- easy vs. difficult.Whatever the choices, I'm responsible. As Ireach maturity these choices affect me, myfamily, and others.

Education is important.

By school I refer to high school and I'm norsure I learned values in school but ratheracquired values from my whole envtsionmentduring those years panic ularly home. Mostly Iremember coming to want to avoid certainbehavijr, such as intolerance, rudeness, notlistening, not caring for others, rather than say-ing this is what I want to become.

To do a job and do it right. Nothing in thisworld is free. We have to work o sustainourse'ves and if we want to advance.

2.1 What skills (academic,social or vocational) do youremember learning from membersof your family? (Please list)

Dependability; honesty; trustworthiness.

Almost all positive life skillsrespect for learn-ing, knowledge, reading, tolerance, respect forwork.

Social; assistance with the academics; somevocational in the arts and crafts areas.

Very little actual skills, however many infor-mant human values such as respect for others.

None.

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Study skills; perseverance, goal-setting; how towork; high star, iards; unselfishness; humility;pride; achievement.

To always do your part and net shirk duty.

Reading; spelling; multiplication; playing games,sharing resources; thinking of others; treatingguests in home with respect and extra con-sideration; driving car; selling products; inven-toring stock--reorder; customer service practices.

How to live with one another; how to share.

Importance of fa-iily.

Commitmentto finish high school. Workethic.

Commercial fishing; ANB.

Unable to recall.

Parents died when I was young.

AcademicEnglish shills my mother helped meby correcting my punctuation, recommendingtopics to write stories. Mathmy dad was acontractor, helped me with math. Both parentsinstilled the ambition and need to excel skillsin me. My mother taught me always to treatothers kindly as I would want to be treated.Not to lic, cheat. Both parents were involvedin church and community.

Fishing, I-unting, driving.

Pers::tence, determination.

Setting standard of living, manners, philosophyof life.

Proper English, Robert Rules of Order.

To take care of each other; to help motherwith household things; to be a go-for; to getalong.

Cooking, auto mechanic, plumbing.

To lo my best academically; treat everyonewith respect; the importance of learning andgetting as ..such schooling as possible, my grand-father felt education was the key for success.

Don't remember.

Homemaking, heritage, self-discipline.

Speak . assertiveness.

Study .its, vocabulary, exposition.

Reading, study habits.

The importance of education, family history. Tobe fair, honest, and respectful of my fellow

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men. To maintain, consistently, equipment oneneeds in his work. How to fish, hunt, andgather other kind: of Native foods. How topreserve food for future use.

Managementof meal preparation, store, maildelivery/pickup. Critical thinking. Respect, love,honor, pride of family.

Be kind to all people and be willing to work.

2.8 What values do youremember learning from yourfamily?

B. honest and helpful.

How to be a human being, love, respect, in-tegrity, principles, manners, kindness to others,hold your tongue, pride, strive for excellence.

The value of working hard; the value ofknowledge and education; the value of religion;the value of honesty and fairness andcleanliness; the value of love.

Personal hygiene, respect others, help oneanother.

Same as 1.11 (attention, outlining, concentra-tion. These are employed throughout life.)

Education was a means to an end. Educationwas to be obtained in order to work effectivelyfor Native people.

Respect for othersespecially elders likeyourself. Honesty.

Work hard, do best can do.

Respect for people, work ethic.

Guide a child, don't push or discourage.

Create an atmosphere that provided no barriersto learning; non verbal support; to know thatlearning is a most natural thing to do andusually on a personal basis; allowing freedom tolearn; home and family life is important and byexample the community life; unselfishness.

Natives are as good and capable as anyone else.

Moral standards, never lie, never steal, nevercuss.

Tolerance, confidence, pride, assertiveness.

Take care of each other, help ethers, be yourown person.

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Respect lor other people, self-respect and self-:onfid( -,ce, industriousness.

Do your best; treat others as you yourself wantto be treated; keep you commitments; beresponsible; be responsible with money; be am-bitious (not in the negative sense); help otherswho are less fortunatethey did work ethic.

Self-discipline.

Can't recall.

Honesty; work; religious; trey. thers, especiallyelders, with _apect; ^NB; being fair.

Educational values. Because of their encourage-ment, I finished high school.

Learning something for a job skill wasimportant.

The importance of work in order to besuccessful.

Parents have stressed respect and courtesy forothers no matter who, what or how old a per-son was. Resneu L. the environment, custom,etc. Always do the very best you can inanything you do. Take pride in your finalproduct"it has your (our) name on it." Thinkover the long termthihk of others not justyourself. "To thine ownself be true."

Honesty; dependability; loyalty; ambition;discipline; humility; pride; achievement; per-sistence; nonuse of drugs (alcohol).

None.

School 's important; learn to live in modemsociety.

Education is important; I can remember at avery young age requesting that my parents teachme the Tlingit language. Their response was,no] It will interfere with your English and con-fuse you. Impression: The school and parentsdon't value the Tlingit culture and language.To get along with people. Do the best jobpossibleanything worth doing is work doingwell.

Respect, dependability, honesty, trustworthiness.

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4 1 -7. ,,,A ere there any skills;social, academic or vocational)that you learned outside theschool setting that have provento be important to you as anadult? If yes, what were they?

The ability to be a team worker and also towork by myself.

Dealing with people positively.

How to get things donehow to get along withothers.

Self-confidence,

Commercial fishing, operating equipment andmachines safely.

Oa part-time jobs, being dependable, represen-ting employer as w.:II as possible, looking forways to improve upon current practices, workingas a team.

Communiication in small and large groupsettings.

The need for information to make an informeddecision.

Working on a fishing boat.

ANB actr, Ries.

Boatbuilding; work hard no matter what thetask.

Social skills, from my parents and parents'friends.

Getting along with others; communicatingeffectively.

Communal sense of responsibility.

Taking part in Native organizations.

Drove a delivery truckworked in retail stores.

Good work pays off; social graces; church lifewas important.

Journeyman, meat cutter, grocery clerk, Navydental tech.

Getting along the others; accepting the fact-hat I'm important.

Society and the college of hard knocks has away of teaching.

When given a task, do best job you can. Don'twait for someone to tell you what to do; lookfor things that need to be done.

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Commercial fishing. How to build and maintainboats and its equipment.

Working for my dad learned to be responsible,make decisions, care for myself, be accountabie.

4.2 Most people surveyed saidskills they learned outside theschool setting proved importantto them as adults. Generally, whydo you feel they were important?

They help you succeed in life.

It afforded me another occupation which sup-plemented my professional training andoccupation.

I was recognized as a good worker and gienother opportunities because of it.

I had to overcome what the outsiG worldimposed on me.

Taught me how to interact effectively inmeetings.

Learned working relationships with fellowemployees.

It made life easier, nicer and was more fun.

It was an opportunity to work with the public.

Made me realize the importance oforganizations.

Would not survive if each was concerned abouthis/her welfare.

They helped to understand others and helpothers to aderstand me.

Helped me learn to interact effectively in asocial situation.

I have always worked hard.

Built character; exposed me to activit; es such aspolitics; social activities.

Only through hard work would the work getdone. Teamwork.

This provides a person with the best way toassume control and responsibility for thei ownlife.

This is the essence of successthe ability toeducate, persuade and interpret so that there isan individual or group basis for action.

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The same expectations from employees havebeen true no matter the level of the job. Theearly experiences were positive and gave mesense of confidence about performance on laterjobs.

Gave me additional skills and confidence.

Try new things even if you feel you may not befully qualified. Many decisions and actionsrequire common sense, sensitive to people, andpurpose.

To accomplish my objectives.

You need these skills for survival.

4.3 From whom did you learneach skill?

Parents.

Contact with others.

Parents, friends, some people with authority.

Former supervisors and co-worker,

Father.

Enaployeo,

Teenage Club, Toastmasters, ANB, collegespeech club, participation in socialorganizations.

A geologist and an environmental scientist (twoteachers/consultants)

Captain and crew of the boat.

ANB leaders.

Peter Simpson, boatbuilder.

Mothervery social person who enjoys meetingpeople and talking to them. Fatherquiet buteffective in business setting. Other relatives andfriends, especially those active in ANB/ANSwho like to talk, give advice.

No individual, a number of unrelatedexperiences.

Alaska Native community; aunts, uncles, grand-mother, mother.

Local ANS president, local teachers, localemployers.

Employers.

Chu.ch leaders, vocational training in a board-ing school, work supervisors.

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Fellow employees.

Friends.

Mother, mentor.

A modest part of my acquaintances.

Parents, grandparents, uncles.

Uncles and parents.

My family.

5.2 If your parent/guardianworked for wages what washis/her occupation?

Carpentcr-fisherman.

Merchant.

Manager of general merchandise store,postmaster, boat builder.

Teacher, urinct7il.

Lawyer and teacher.

Salmon cannery.

Cannery maintenance

Maid.

Fish buyer.

Mine worker, longshoreman, plumber, canneryworker, fisherman, electrician.

Boatbuilder, legislator, commercial/subsistencefisherman.

SuperintendentBIA.

Dad was a mechanic; mother a cannery workerand postmistress and housewife.

Electrician.

Longshoreman.

Seasonal cannery/custodial.

Construction/owned business, executivesecretary.

Fisherman, laborer.

Fishing, carved totem poles, carpenter,musician.

Fatherlaborer at cold storage.Mothercannery.

Mechanic and cannery workers.

House maid, professional librarian.

Teacher.

Florist.

Noincome was small welfare and social securi-ty payments.

Fishing, longshoreman.

Fisherman/storekeeper.

5.5 What did yourparent/guardian do in his/heroccupation?

My father was Haida Chief. His father had thefirst school house and church services in histribal house. He was also first law officer in theHaida village.

Fathermayor 14 years.

Church elder; active in ANB/ANS; "great"grandfatherchief.

Stable leader; honest, dependable, worked hard;good fisherman.

Church officer.

Lead.

Church elder, church piano accompaniment,organized community activities and served oncommittees.

Good diesel mechanic.

Both parents church leaders. Fathercarving,carpenter, musician. MotherANS president;musician.

Church elder, Sunday school teacher. Recogniz-ed business/construction expert. Recognized astop notch secretary.

Not sure.

Officers of ANB/ANS, Tlingit and Haida Cen-tral Council, school board.

Mother was member of ANS and president, alsomissionary leader. Father was well known fisher-man and mechani.:.

Grand president of ANB and ANS.

Clan house steward; leader in the lard suit vs.U.S. Government; elder, etc., councilman,

ANB, etc., legislator; purse seiner; boat builder;family provider; musician; he lived a life full toovetflowing.

Captain of a fish boat, boat builder, mechanic.

Mayor, city council, IRA council, ANB/ANSofficers.

Labor organizer.

Officer in the ANB.

Principal of the local school.

Directed choir; was church elder; officers inANB and ANS; made moccasins, gloves, hats,etc., out of skins. Also did bead work.

Church elder.

6.1 What made school easy ora struggle?

Regular attendance.

Intelligence and a fascination with learning newideas.

I was endowed with enough intelligence to suc-ceed in school.

Reading ability and good memory or retention.

Just the nature of school; I had to get goodgrades.

I had an excellent memory, ability to com-prehend, analyze.

Int rest.

Kne,r the material.

I was able to do the school work, if I set mymind to do It.

God given talent.

To begin with, I was taught by my sister whowas a couple of years older than I. She loved It.I could understand much of what was expected.No bilingual problem.

I found the course work easy.

It was a struggle because of shyness. It was easybecause I understood.

Studies a lot.

Teachers demanded little. It was easy to do thework iequired.

26

While I made good grades, I dd work for them.

I enjoyed school.

Wasn't interested in grade schoolstayed inhigh school due to basketball.

During my grade school years we had no morethan four teachers for the entire school becauseof World War II. I was ill-prepared for highschool.

I was able to pass with little or no effort withminimal studying

All grammar was boring and seemed to have norelevance for me.

Low income, lifestyle of my family. Unsaiddiscrimination of Alaska Natives in the elemen-tary and high school of (urban) Juneau.

The academic material was not too difficult aslong as I understood each unit before movingon to the next.

Orphaned.

I could do the work and I didn't want to quit. Iknew what I wanted.

Mainly my ,nterest and desire to participate insports.

Conflicts internally about values/Tlingit-"white"colnire

The support of family and teachers.

7.1 Did you establish anypersonal goals as a young person?(a) If yes, what were they? (b) Atwhat age did you set these goals?

a) Service orientedan assisting role. b) SixthgradeI remember writing "promises" on paperfor future reference.

a) Specific career goals: to become a Chief Pet-ty Officer, BIA Superintendent, BIA AreaBranch Chief, to be successful in a non-Indianfederal agency, to become BIA Area Director,to become an executive in Sealaska, to becomea successful independent businessman. b) 19, /3,25, 28, 30, 34, 40.

a) I wanted to achieve. b) High School.

a) Go on to college. b) 15

a) I would go to college b) 10th or 11th grade.

30

a) To go to college. b) 14 years old.

a) Complete college b) 13 or 14.

a) Graduate from college; be a teacher. b) 14.

a) Go to college. b) 17.

a) To go to college. b) junior high age.

a) To be a teacher. b) junior high.

a) Make money. b) Teenager.

a) To include myself with the groups that Iliked. To be good at what I did. To includeothers. b) Before the 6th grade. Maybe 2ndgrade.

a) When I entered the Navy, I chose to be agood sailor. b) 21.

a) To get ahead in life. b) 11 years.

a) To go to college; to graduate from college. b)24 and 26 years of age.

a) I wanted to be recognized. b) 12 years.

a) To be a college graduate, trained in a profes-sion. b) Pre-teens.

a) Graduate from college; get a job; earnmoney. b) About 8 years of age I remember.

7.2 Did any of your familymembers encourage you tobecome a certain kind of indivi-dual? a) If yes, what did theyencourage you to do? b) At whatage did they begin to encourageyou?

a) More in control; less trusting of strangers.b) Early.

a) To become a medical doctor. b) Elementaryschool age.

a) Doctor (medical). b) 10 years old.

a) To excel. b) Earlyby the time I canremember.

a) To become a leader. b) 10

a) Make family proud. b)

a) To do my best in school to get as muci,education as possible to help my people. b) / or8 years.

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a) To take musicpiano lessons; to look pre-sentable. b) 5th grade.

a) Become an attorney. b) 10th grade.

a) To go to college. b) 4th grade.

a) Be industrious, not to be totally dependenton anyone but at the same time not too proudto ask for help/guidance, etc., if I needed it. b)Early.

a) Engineer. b) 14for college as soon as Ibegan to verbalize my de, re to go to college.My parents always encouraged me.

a) Be a good citizen; get an education. b) 7

a) Become an attorney; teacher. b) 11 or 12.

a) To be successful in anything I did and berespectful of people. b) 10 years old.

a) Become a professional person by way ofcompleting a prescribed college program. b) Aslong as I can remember.

a) Do good; lead a respectful life.

a) To be a professional person. b) Grade school.

a) Be respectful and caring. b) 16.

a) Do thc best that I can in whatever I chooseto -lo. b) At a ry young age.

a) To finish high school so I would not have towork so hard as an adult. Physical work. Was asickly child. b) Early.

8.2 What did you do to over-come any barriers to yoursuccess?

Still working at "institutional racism" and withpeople who are racists and discriminatory.Combat barriers with reasonable approaches tosolving the problems.

Without money, I couldn't afford a collegeeducation. Without a college education, I haddifficulty in competing; therefore, I took"undesirable" assignments. Finally, I workedhard and long hours to demonstrate capabilityand commitment.

Persist; look for advice, encouragement; workedharder.

Be productive and overlook people attitudes.

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Worked full time/go to school part time for 8years (B.S.); state loan for grad school; deny likeprivileges unless I aggressively pursue a reversal.

Worked very hard.

Obtained job that helped overcome thesebarriers.

Shy personalitytaken courses in managementsupervision. Involved myself in cc,:amittee workwhere I learned leadership skills. Read books onselt-improvement. Observed confident people,especially Native people. Been involved inaffirmative action.

Took speech courses; just worked atimprovement.

Moved out of Ketchikan.

Correspondence course;;; night classes at school;decided to quit alcohol and become a Christian.

Went back to s:hool.

Through work, training and learningexperier ces.

Defined the problems; gathered good friends tohelp and encourage me.

Confront overt; ignore covert.

Refused to accept themworked to overcome.

Worked

Ignored them.

Work hard to prove myself and my abilities.Vol' nteered for spotlit positions.

Reczived loan from BIA; accepted the fact ofracism; and left village to attend schools.

Some didn't make a difference and I defied theworld on those that did.

Left Alaska for 14 years.

8.3 What have the breaksbeen?

Good health and friends.

Opportunities and the freedom to say yes.

Being liked by people of high virtue and goodvalues and thereby being employed in favorablelocations.

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Friend go-, me the first job with BIA as person-nel spec trainee. Moved me into administration.

Opportunities and challenges.

College teacher who tutored me individually.Attended excellent school-university.

Schooling.

Completion of college; attending college underthe G.I. bill.

God does bless. Given ability to create luckybreaks.

A Christian boarding school close by that washighly regarded by the Native community. Jobopportunity and experience in child guidance atMt. Edgecumbe.

A few good supervisors.

Getting accepted at Stanford; working forARCO.

Financial aid; good teachers.

Mostly opportunities resulting from ethnicityand I think my personality and/or attitude.

Had friends (Native and lately non-Native) whowere aware of my abilities and referred me tojobs, referred me to people who hired me.

Associated with people who were very in-terested in my well-being.

Chance to go to school in New York on BIAscholarship.

Finding an interested mentor.

Financial assistance; lots of encouragement.

Have been provided job experience oppor-tunities that have furthered my careerdevelopment.

Good family support.

Understanding supervisors who gave me aropportunity to assume more responsibilities.Promotions based on performance rather thaneducational achievement.

Opportunities, i.e., scholarships to continuewith educational goals/objectives.

Right place at right time.

I don't believe in lucky breaks.

8.4 What is the most impor-tant piece of advice that youhave gotten?

If a job is worth doing, it's worth doing right.To thine ownself be true.

You are responsible for your own life.

Do better; always room for improvement andincrease your knowledge, skills and abilities.

Hard work, dedication and commitment willultimately be recognized and eventually pay off.

Work at what you believe in.

Don't quit and do the best you can.

Get well prepared for what you may eventuallybe doing.

Be up front with people and thoroughly pursuethat when you believe to be in the best interestof program goals, etc.as opposed to personalbest intereststhat will come.

Don't quit.

Remember there is no such thing as a freelunch.

Superintendent encouraged me to go to schoolin New York when I was discharged from ser-vice. I believe I would still be fishing if I wasn'tencouraged to go.

Do your best!

Go to school; study to be a teacher; subsistenceliving is too tough.

Work hard no matter what the task.

Always strive to excelcompetition is keen.

Recognizing that opportunities (job and other-wise) may be "token gesture" either in theoffering or acceptingdo your btst to make itmeaningful and worthwhile for everyoneinvolved.

That learning is special; knowledge is power;power as too often abused; such abuse shouldnot be taught or permitted.

We don't support yoi because it's what wewant you to do. Rather we support you becauseit's what you want to do.

Try and try again; always be truthful.

Go back to school.

The Can man is a king.

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Have a vision and pursue it to the end.

Whose loveth knowledge loveth instruction. Dothe best you can.

Learn the system in order to change it.

You can do 2nything you want if you work forIt.

Work to overcome handicap/audemicdeficiency.

Do a good job.

Whatever job you're given to do, do it the bestof your ability.

Be honest and industrious.

Strive to excel.

No absolutes.

9.1 Where did you go toschool?

Elementary Yearsttngoon-1/2BIA-2Cra,g-1Douglas BIA School-1/2Haines BIA SchoolVsHoonah-1Hoorah Government School-1Juneau-6 5/6Juneau-St. Anns-1/2Kake-1Ketchikan-2Killisnoo-1/2Klawock-2Seattle-1Sheldon Jackson-2Sitka-41/2Skagway-1/2Skagway Pius X Mission-1/2Sitka BIA Elementary-2Yakutat-1/2

High School YearsChemawa-1/2DenverVsFlagstaff High School-1/2Ganado Mission Boarding School-1/2Haines Mission-1Juneau-Douglas High School-81/2Ketchikan-2Kings Garden High School-Seattle-1Los Angeles ?olytech-1

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Mt. Edgecumbe-21/2Oklahoma-1/4Petersburg-1Private School-1Sheldon Jackson-81/2Sttka High School-3Skagway-1/2Snohomish, WA-1/2Wrangell Institute-1

College/University YearsAnchor: Re-1/2Anchorage Community-1/4California State University at Long Beach-1/2Cambridge%Central Washington University-3NDubuque University -1Edison Voc-Tech Institute-1George Washington University-1/2Harding University-1Hayward, CA-5/6Los Angeles Tech. Trade College-1/2Northern Arizona University-1Oregon State University-1 1/3Park College-1Penn State-3/4Pepperdine-1/4Private College-1Reed College-1/2Seattle-1/2Seattle Pacific-11/2Sheldon Jackson Junior College-3 7/12Southern Oregon State College-1/4Stanford-1/2University of Alaska-1/4University of Alaska, Fairbanks-1/2University of Alaska, Juneau-1University of Maryland-1/2University of Pennsylvania-1/2University of Washington-21/2Washington State (Boston)-1Western Washington University-1Whitworth College-1

9.6 As a parent what wouldyou do today to insure that yourchildren would be successful?(whether they do it or not isimmaterial)

Get a good education.

Teach theni self-reliance, compassion and not toprocrastinate.

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Provide opportunities for success academically,socially, vocationally and spiritually.

Provide encouragement, support and financialassistance to obtain best education possible.Teach my children how to accept responsibilityfor themselves, their families, and others. Ex-pose them to religion. Teach them to likethemselves.

Provide the means to higher education.

Teach them self-discipline; teach them to study;encourage them to participate; expect highstandards; encourage them.

At least have a college education or equivalent.

Compliment their successes, be supporting,encouraging and not overly remanding.

Encourage them to concentrate in their elemen-tary and high school educations.

Be sure they are educated and counseled proper-ly to develop their own potential fully both athome and at school.

Discipline and the importance of an education.Actively participate in their school activities.

Have them complete their education, whether itbe college or vocational school.

Be sure they attend school and make an effortto succeed

Encouragement.

Become actively involved in their education.Ask them daily how they are doing in school,help with studies when appropriate. Get toknow teachers and administratorslet themknow you are concerned. Impress upon yourchildren the need and value of education. I doall of these.

Subtle encouragementcontinually. Moralupport frequently.

Choose their teachers and cour,esas much aspossible. Help them to value ;earning, not itsshort-term rewards.

Moral support; buy a computer; teach him toreadwhatever it takes.

Create independency in them; set moralstandards; create visions and implementation inthem.

Serve as a role model. Encourage them inschool.

Provide an environment when_ he/she knowshe/she is acceptable; where he/she learns abouthimself and other people; encourage learningexploration.

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See answer 8.4 (have a vision and pursuit tothe end).

Work ethicto do the best always.

Know wh.) they are; where they come from;how they fit in the world.

Encourage and support them.

Made sure they read; made sure they didhomework; encouraged them to participate inextra-curricular affairs.

Good citizenship; overt interest.

Support them in their college education.

To be industrious; to be of value to employers.

Talk with themshare ideaslearn what theyfeel is important; try to guide and direct themwhile respecting their decision making power.

Train them to be industrious and productive.

Please write anything you thinkwill tell us more about why youhave been successful in life.

My inothel died when 1 web age five. Wheiinot at Sheldon Jackson school, I lived with oneof my uncles. I belong to the Eagle clan and sowere my uncles. Their wives were Ravens. Theyencouraged me to grow up and be the best likemy uncles.

1 am fortunate to be born in the time of strongties. I had a wonderful and Godfearing

family. I was born into a family of nondrinkers.We had a large family and each part was ascaring as the rest. We were all encouraged todo our best and taught to take care of ourselves.We were taught that nothing was free and wemust carry our share. My family were strongcommunity and involved people. Always look-ing out for others. Although I feel that I haveaccomplished a lot in my working years Iquestion how I would fit in this survey. Myeducation level is not high as i.,any of ourIndian leaders of these times. I say that aboutour leaders with a great deal of pride for ourIndian people. Moving away from my village atage 20 I have been active in our Indian com-munity. I have been one of the organizers of"The American Indian Women's ServiceLeague" and also "Tlingit and Haida Indians of

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Alaska-Washington Chapter." Of these accom-plishments I am very proud. How was my namegiven to you and who su1,mitted it for thissurvey? I will look forward to the end resultsand the answer to above questions. Thank you.Adeline Garcia.

The opportunity to grow up in a small com-munity during my formative years among anextended family I believe has been important towhatever was good in my development. A sup-portive family is the single most importantfactor in a person's development and if itdoesn't contain role models it must present achallenging but realistic sense of what an in-dividual can become and then be supportive inthe pursuit.

At an early age, I became aware of the inequityof "all are created equal." There are the "havesand have nots" and how we deal with these in-equities or. a daily basis determines our degreeof success in living Exhibiting, demons rating,and "living" good basic human values in one'snersonal and orofessional life is a key to success.Education is important. Educational institutionsneed to provide opportunities to reflect local,state, national, international, universal, andglobal values allowing individuals to extend, ex-pand, and achieve to their fullest potential. Ibelieve that 1 would not be in error it I statedthat "almost all" or "most" pubnc schools,K-12, do not have an adopted official cur-riculum that is being implemented effectivelyand in a meaningful way for students. The how,what, where, why and when of teaching needsto be addressed in a comprehensive way frombirth to death.

By normal standards, my early childhood wouldbe considered "poor" living in a foster home,then later with my grandmother who was blindand on welfare. However, I didn't considermyself disadvantaged or poor as my grandmothersacrificed to give me the basic support I neededbut more importantly taught me to be respect-able and respectful of others. She also stressedreligion and set a living example for me. Inschool extracurricular activities (mainly sportsand music) served as an incentive to make goodgrades. Caring teachers were also a positiveinfluence on me. In my work life I was blessedwith key supervisors who gave me opportunitiesto assume more responsibilities. In my ownhome, I am blessed with a dedicated wife whohelped me make the right decisions and who isan outstanding wife and mother. She has

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sacrificed both for me and our children.Religion has always been a major part of ourlives. It has become the basic for our ownmoral standards and commitment to work forothers. Through all of the above, I feel thatI've gained a strong sense of responsibility;understand the true meaning of "trust" and"responsibility;" and finally have learned theimportance of honesty and integrity. Talesuccess is not necessarily what others think ofyou, but rather it is what you have establishedas your purpose in life, striving to accept it, andin so doing serving others as well.

Succes has a price as does everything else.Balancing career, personal, and family life isvery inexact. An attempt at consistency helpsto keep some perspective in each arena andchecks broad swings in performance. I have hadto accept the fact that I cannot be 100% ineach area all of the time. I have learned to setmore realistic goals for myself but keep themchallenging enough to maintain interest andenthusiasm. Family interest, pride, support andunderstanding are the foundation for my senseof self in the career arena. The job is the mostdifficult activity to keep in check. Strong desireto do a good job and commitment to the largergoal helps guide smaller decisions along thewayquality education K-12 and postsecondaryeducation in rural Alaska is the goal.

Once I realized I was bored with my life andwork and that education could help me, thingsbegan to improve. Especially when I learned itwas permissable for me to have feelings, expressthem and participate with others to achieve adesirable goal. I did these things but attendingpersonal and group cc.unseling.

I always had the ability to get along withothers. The ability to communicate with mypeers and with the public has always been oneof my strong points. My desire to be successfulhas always been an internal desire. Sometimesthis desire has become an obstacle be..ause mydecisions have sometimes adversely affected myfamily life. Example: leaving secure job thatpaid $36,000 for a job with an emerging Nativeassociation$17,000. In order to achieveadvancement moved from Anchorage; Peters-burg; Cape Kennedy, Florida; Fairbanks; andAnchorage.

I owe a lot to my wife, who stayed with methrough the most difficult periods,

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S:nce my family had their own struggle in life, Ifound they couldn't support me. Therefore, Idecided early that was in control of my owndestiny. Whatever I wanted in life, I wouldlearn to obtain on my own. This early realiza-tion helped me to think in terms of self-preservation and I proceeded accordingly.

I have enjoyed my line of work; I have enjoyedhelping and working with young people; I haveenjoyed being involved in community affairs; Ihave enjoyed my involvement in communitysports and also contributing to sports on aregion and state level; the friendships I havegained.

My parents were most important in instilling inme the confidence to succeed and the impor-tance of the values I mentioned earlier. Theywere excellent role models. They encouragedme to go to an expensive but excellent collegewhere they paid tuition and my rent. However,they expected me to work summers (one sum-mer I worked seven days a week) to pay allother expenses. They were actively involved inchurch ("Walter Soboleff s"), communit,, ac-tivities (T & H, ANS to some extent), andpolitics and were comfortable in non-Nativesettings. Networking has :wiped me in mycareer development and in committee work.Networking defined as Native friends who havesupported me, hired me, etc. and who I in turnsupport. The most difficult barrier to my successhas been overcoming my shy personality.Reading management books, taking manage-ment coursesincluding Native women inmanagement, observing role models, and prac-tice have all helpedas well as working towardsa Master's degree.

At the risk of sounding trite, ability to honestlyassess own strengths and weaknesses. Constant,conscious effort to improve weaknesses. Will-ingness to "learn /gather new info" fromwherever you can. Ability and willingness toadmit when "wrong," learn from mistakes. Putbest foot forward/give best effort, respect othersand their "feelings," listen. While my motiveswere other than "honorable" when I was inschool (as evidenced by my lack of degree(s)), Irecognized later how important it is. Were itnot for osmosis I may not have learned as muchas I did, certainly I do not recall really applyingmyself. This is something that often times nowcauses me some embarrassment and regret. Luck(being Alaska Native) and a lot of hard workafterward.

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I have a competitive nature; I value learningand the efficiency of the best process of learn-ing; I want to understand things/to learn"why".

My success in life can be attributed, in part, tomy familyaunts, uncles, grandmother, parents.The other part is that in the beginning I feltthat I had to show people that Indians weren'tdumb. And it's not that I feel its partly myresponsibility to do what I can to improve thelives of Alaska Natives. I share a deep sense ofcommitment to the survival of Alaska Nativesas a viable ethnic group.

Turning point of my life was to become aChristian. I searched the scriptures for wisdomfor my life and my family. Proverbs say to getwisdom from the ants. The Bible also sayswithout a vision people perish. I loved theANB because they were based on the founda-tion of Christ until I found out it was notliteral (our ancestors had a good thing going).Wisdom and knowledge are two separate things.A person may F -ve a lot of knowledge butneeds wisdom to use it.

The wife encouraging me to go back to schooland taking professional pcsitions. Becomingative in Nativc ozganiLatturi3 anti failiii.y It( Illilall helped. Having worked up the ladder ratherthan being elevated too rapidly also helped. Igrew up in a non-Native community (Juneau)where I experienced overt and covert racialdisimination by residents and teachers. Mytwelve year old, I am sorry to say, is also beingsubjected to the same experienceswith theteachers' knowledge. This has inhibited me andmy son. My wife told me to remind Bill thateducation has always been the /1 priority ofAlaska Natives since our first contact withnon-Natives.

*

I am open to learning. I have learned thatpeople want to support my leadership. This hasbeen evident since childhood. I don't have onespecial strength except that I can move rightalong from group dynamics. Kindness andrespects success. In my adult life, I have learn-ed to refer many times to the fundamentalpurpose for groups and organizations, to tie backin every effort. To chart your course. I thinkthat I can be fun to be with. T.s.at is important.Be serious but don't go too far. Humor helps.

r

,

r

I would be pleased to help your program. Pleasefeel free to contact me. I believe that my skillsare grossly underutilized by the Native com-munity. Thank you for the opportunity torespond.

This is a very difficult questionnaire. Myexperiences and recollections are differentelementary private church school. I excelledbecause I was expected to and I would go tohell if I didn't do my best; secondaryracismsurfaced, no social contact with white f.-.erldsfrom grade school to college(can't readwriting). If I were defining successful Native, Iwould add comfortable in either world, abilityto switch thinking from Native view of world towhite view of worldknowledge of both worlds.Many of us "successful Natives" are Native on-ly because our skin is darker than most. To methat is not right. Being Native is more thanthat. It is a way of thinking that is different. Inmany of us it was wiped out when we succeededin the educational system. So all we are arewhite people --;th darker skin. I suspect theresults of yol uestionnaire will not be anydifferent tha ..f you gave it to a group of non-Native successful whites.

Heard people make derogatory remarks aboutmy mother (which made me mad) because shewas an Indian. Decided would work so no onecould put Indians down.

As I read over the questionnaire: Characteristicsof Successful Native Leaders, there were manyquestions that I felt did not apply to me, yousee my whole upbringing was mostly the Nativecultural way. The most tragedy that happenedin my life at the age of 11 years, was when myfather, and uncle and two cousins were alldrowned at sea, fur seal hunting, my motherand baby brother all died in the same year. Iwas left an orphan, no place to go, no one tocall relative, all my family beloagings werestolen. I finally stumbled into the Russianorphan home where I stayed only four days asthe treatment was very bad. I had no otherplace to go, but heard about Sheldon JacksonSchool. I was taken in even though there wasno room, somehow the good Lord took care ofme. I knew this was the only thing left for meto do was to get an education and learn to livewith a new language and people. I studied hardand learned all I could, made every opportunitya success. Life has been very cruel and to getalong witF ;eople that were very prejudice

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against minorities, was hard to take, it was thatway in high school and college, and I think youstill find it today among :navy of our people.My own philosophy is number 1, learn to makea living; number 2, learn to listen; number 3,learn to follow instructions; last, have respectfor all people. These were the goals that Ifollowed in my life and I have found it to bethe best goals. I could go on with many things,this will have to be short as I get tired veryeasy, now. Questions unanswered do no applyto me, and in fact we did not have all that inmy school days. ' ipe this will help in a smallway.

I have dared to meet challenges.

Probably the most significant event was anopportunity provided by the B1A when Ibecame the training officer at the Juneau area.They were started in direction of behavioralscience approach to management development.This meant that I had to attend several sen-sitivity type training opportunities. Throughthose sessions, 1 had an opportunity to see mystrengths and weaknesses through the eyes ofthe other participants. With that feedback I wasable to identify and work hard at correcting theweakness and maximize the use of my strengths.

From my earliest childhood, my parents extolledthe value of education as the key to a good life.They also expressed and discussed with theirchildren the importance of social values, such ashonesty, integrity, industriousness, respect forfellow man, belief in God, and the harmfuleffects of tobacco and alcoholic drinks. I believemy ac-Rotance of these values made an impor-tant coricribution to the quality of my life. As aschool teacher, I treated my pupils with accep-tance, respect, and patience. I avoided "putdowns" in cases where students struggled withsubject matter or concepts. I gave encourage-ment and recognition with sincerity andhonesty.

I have tried to learn from people I love andrespect. Probably one of the most importantideas I learn is you can always learn somethingnewand sometimes from the most surprisingpeople or sources. Another important concept isto be positivethere is more joy in life then.Do not neglect spiritual growth or nurturance.Success has been accessible because of lovingpeople who care and share and because of how

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we were raised. I have a wonderful family andthe best friends. Life has not always been kindbut I've learned to survivesomedays happily.

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