SURVEYING THE COMMUNITY OF CROW AGENCY, MT
FOR INTEREST IN A COMMUNITY RADIO STATION
by
Shane Michael Doyle
A thesis submitted in partial fulfillment
of the requirements for the degree
of
Master of Arts
in
Native American Studies
MONTANA STATE UNIVERSITY
Bozeman, Montana
May 2005
© COPYRIGHT
by
Shane Michael Doyle
2005
All Rights Reserved
ii
APPROVAL
of a thesis submitted by
Shane Michael Doyle
This thesis has been read by each member of the thesis committee and has been
found to be satisfactory regarding content, English usage, format, citations, bibliographic
style, and consistency, and is ready for submission to the College of Graduate Studies.
Dr. Wayne Stein
Approved for the Department of Native American Studies
Dr. Walter Flemming
Approved for the College of Graduate Studies
Dr. Bruce McLeod
iii
STATEMENT OF PERMISSION TO USE
In presenting this thesis in partial fulfillment of the requirements for a master’s
degree at Montana State University, I agree that the Library shall make it available to
borrowers under the rules of the Library.
If I have indicated my intention to copyright this thesis by including a copyright
notice page, copying is allowable only for scholarly purposes, consistent with “fair use”
as prescribed in the U.S. Copyright Law. Requests for permission for extended quotation
from or reproduction of this thesis in whole or in parts may be granted only by the
copyright holder.
Shane Michael Doyle
May 2005
iv
TABLE OF CONTENTS
ABSTRACT....................................................................................................................... ix
1. INTRODUCTION ..........................................................................................................1
Background/Problem Statement .....................................................................................1
Significance of the Study ................................................................................................2
Purpose............................................................................................................................2
Hypothesis.......................................................................................................................3
Delimitations...................................................................................................................3
Limitations ......................................................................................................................3
Generalizability of Results..............................................................................................4
Review of Related Literature ..........................................................................................4
2. METHODOLOGY ..........................................................................................................9
Participants......................................................................................................................9
Research Design..............................................................................................................9
Methods...........................................................................................................................9
Data Analysis ................................................................................................................10
3. RESULTS .....................................................................................................................11
Data Analysis Procedures .............................................................................................11
Results...........................................................................................................................11
Analysis and Demographic Information.......................................................................12
Indian Radio Qualitative Comments.............................................................................57
4. DISCUSSION ...............................................................................................................58
Summary .......................................................................................................................58
Conclusions...................................................................................................................62
Recommendations.........................................................................................................63
Further Study ................................................................................................................63
REFERENCES ..................................................................................................................64
APPENDIX A: SURVEY INSTRUMENT ......................................................................65
v
LIST OF FIGURES
Figure
Page
1. Respondent Age .....................................................................................................12
2. Yearly Household Income .....................................................................................13
3. Tribal Membership.................................................................................................14
4. County Membership...............................................................................................14
5. AM or FM Preference............................................................................................14
6. Montana or Wyoming Station................................................................................15
7. Frequency of Listening ..........................................................................................16
8. Usual Listening Days.............................................................................................16
9. Listen in Car on Way to School or Work ..............................................................17
10. Listen at Work or School .......................................................................................18
11. Listen at Home Before Work or School ................................................................18
12. Listen at Home After Work or School...................................................................19
13. Listen at Home Between 8am and Noon ...............................................................19
14. Listen at Home Between Noon and 5pm ...............................................................20
15. Listen at Home Between 10pm and 2am ...............................................................20
16. Listen at Home Between 5pm and 10pm...............................................................21
17. Listen at Home Between 2am and 8am .................................................................21
18. Listen Any Time I’m in the Car.............................................................................22
19. Usually Listen to Weather .....................................................................................23
20. Usually Listen to National News ...........................................................................23
21. Usually Listen to Sports.........................................................................................24
vi
LIST OF FIGURES - CONTINUED
Figure
Page
22. Usually Listen to Comedy .....................................................................................24
23. Usually Listen to Live Call-In ...............................................................................25
24. Usually Listen to Historical Pieces ........................................................................25
25. Usually Listen to Community Calendar ................................................................26
26. Usually Listen to Sports Commentary...................................................................26
27. Usually Listen to Local News................................................................................27
28. Usually Listed to Story Reading ............................................................................27
29. Usually Listen to Music .........................................................................................28
30. Usually Listen to Political Debate .........................................................................28
31. Rock Preference .....................................................................................................29
32. Rap Preference .......................................................................................................30
33. Soul Preference ......................................................................................................30
34. Contemporary Preference ......................................................................................31
35. Country Preference ................................................................................................31
36. Gospel Preference ..................................................................................................32
37. New Age Preference ..............................................................................................32
38. Hip-Hop Preference ...............................................................................................33
39. Classical Preference ...............................................................................................33
40. Pop Preference .......................................................................................................34
41. Traditional Indian Preference ................................................................................34
vii
LIST OF FIGURES - CONTINUED
Figure
Page
42. R&B Preference .....................................................................................................35
43. Alternative Preference ...........................................................................................35
44. Oldies Preference ...................................................................................................36
45. Jazz Preference.......................................................................................................36
46. Local Artists Preference.........................................................................................37
47. Would Listen to Programs in Crow Language ......................................................38
48. Would Listen to Political Discussions with Crow Leadership ..............................38
49. Would Listen to Crow Stories at Night in the Winter ...........................................39
50. Would Listen to Interviews with Successful Crow People....................................39
51. Would Listen to Community Calendar of Events..................................................40
52. Would Listen to News Coverage of Rez. Events...................................................40
53. Would Listen to Music by Local Artists................................................................41
54. Would Listen to School Lunch Menus ..................................................................41
55. Would Listen to National Native News .................................................................42
56. Would Listen to Live Call-In Programs about Indian Issues.................................42
57. Would Listen to Children’s Programs in Crow Language.....................................43
58. Would Listen to Traditional Crow Children’s Stories in English..........................43
59. Would Listen to Emergency Broadcasts and Weather Bulletins ...........................44
60. Would Listen to State-of-the-Tribe Address from Chairman ................................44
61. Would Listen to Reservation High School Sports .................................................45
62. Would Listen to Traditional Crow Songs ..............................................................45
viii
LIST OF FIGURES - CONTINUED
Figure
Page
63. Would Listen to Segments About Events in Crow History ...................................46
64. Would Listen to Health Programs about Important Health Issues ........................46
65. How Often Do You Listen to the Radio ................................................................47
66. Stop Listening Because of Programming or Schedule ..........................................48
67. Programming in Crow Language Would Help Bring Back Crow Lang................49
68. Native Radio Station Would Improve Relations with Surrounding Areas ............49
69. Crow Station Would Help the Reservation’s Economy ........................................50
70. Crow Station Would Improve Communication Between Tribal Leadership
And Tribal Members..............................................................................................50
71. Crow Station Would Help Children Stay More Interested in Our Culture............51
72. Crow Station Could Provide Emergency Broadcasts that Might Save Lives........51
73. Crow Station Would Help Me Stay More Connected w/ Friends and Family ......52
74. Crow Station Would Educate General Public about Native Issues .......................52
75. Crow Station Could Produce Programming to Attract Young People ..................53
76. Crow Station Would Represent Authentic Native Culture to Non-Indians...........53
77. Crow Station Would Interest Me ...........................................................................54
78. Would Support a Crow Station by Listening Regularly ........................................54
79. Would Support a Crow Radio Station Financially ................................................55
80. Would Listen to a Crow Station More Often Than Other Stations........................55
ix
ABSTRACT
90% of the Crow Tribe’s 10,000 members live on or near its 2.5 million acre
reservation. There are currently no television or radio stations intended to serve this area
and its population with the vital connections and resources available through the
information highway maintained by mass media. This study explores the level of interest
and support the Crow community has for a Native American radio station. It also
identifies areas of need within the community that can be met by the establishment of a
Crow radio station and by the implementation of Native American programming.
Research found that there was a high level of support for and interest in this venture and
that a radio station could met a number of community needs including economic
improvement, language revitalization, facilitation of community and cultural cohesion,
and disaster preparedness.
1
CHAPTER 1
INTRODUCTION
Background/Problem Statement
Currently the Crow Tribe has more than 10,000 enrolled members and 90% of
these members live in either Big Horn or Yellowstone Counties. The reservation
encompasses nearly 2.5 million acres and is approximately 60 miles wide and 40 miles
long. While a handful of radio stations can be intermittently received within this area, no
station originates within this large section of the I90 interstate or is consistently available.
Residents on the eastern side of the reservation receive news from Wyoming, the
neighboring state, but receive little in the way of local and Montana state news. Even
television transmission is limited to satellite systems providing Wyoming information
exclusively. There is, therefore, no reliable means of transmitting emergency information
and weather bulletins to reach this area.
In addition to the practical concerns addressed by communication that can be
delivered through radio, the Crow community is experiencing significant language
attrition and subsequent cultural decline. Leaders and community members are
investigating avenues for language revitalization and cultural cohesion and retention.
Radio has tremendous potential to address these concerns by providing a platform for
delivery of language and cultural programs as well as community communication that
can serve to increase opportunities for language immersion and unite tribal members
under a common system of communication.
2
Finally, the youth culture has significant need of media that represents the values
and identity of the Crow culture. The biggest icons of Crow pop culture are largely
African American as this demographic seems to most closely replicate the feelings and
experiences of Native American youth. A Native American radio station is vital to the
establishment of a Native American youth identity that supports and recognizes a unique
heritage.
Significance of the Study
Prior to submission of a proposal, most granting agencies providing grant funding
for public radio ventures require that the requestor to provide substantial evidence of
support and interest within the local community that would ensure the success of a
project of substantial magnitude, such as establishing radio where it does not currently
exist. While it is valuable to assess the fiscal systems within the community in order to
ascertain the level of community contribution one can project, the details of program
planning and management strategy cannot be defined within the grant proposal without a
survey of the needs and interests of the intended audience.
Purpose
The purpose of this descriptive study is to determine the level of interest and
support for local native radio programming and to identify areas of need that can be met
by the implementation of Native American programming.
3
Hypothesis
Because of its rural location and unique cultural environment, Crow Agency is
isolated in an area of poor communication. Therefore, it is expected that suggesting the
implementation of a radio station will be met with substantial support and that residents
deprived of many of the proven benefits of radio will respond positively to radio services,
which could be applied to meet the needs of the community. It is expected that there will
be a direct relationship between the need for native radio and the community’s
enthusiasm and hope applied towards this survey.
Delimitations
This study drew participants from a pool of patrons frequenting one local grocery
store and one local gas station. Any interested person was encouraged to complete one
questionnaire. The survey was administered during the time of year when grocery store
and gas station patrons are made up of community residents rather than tourists. The
sample of participants was similar to the general population of the Crow Tribe
demographically and included residents from Big Horn and Yellowstone Counties only.
Limitations
While this study was available to all interested participants, grocery store and gas
station patrons may represent a particular segment of society, that of individuals
designated within families to complete shopping and refueling responsibilities. In
addition, participants were allowed to decline to answer any of the survey questions.
4
This resulted in some missing data, which was appropriately coded and excluded from
systematic analysis.
Generalizability of Results
Since the qualitative and quantitative data acquired from this research are
intended to advise the future proposal of a native radio station for the Crow Reservation,
the results are generalizable to the population that will be reached by the innovation
because the target population randomly supplied a sample population of significant size
to reflect the general population of Crow tribal members.
Review of Related Literature
According to research commissioned by the Center on Alcohol Marketing and
Youth, radio plays a significant role in the cultural lives of American youth (2003). A
study conducted in December of 2002 and January of 2003 by the Virtual Media
Resources (VMR) found that the alcohol industry routinely overexposed youth to its
radio advertising by placing ads when and where youth were more likely than adults to
hear them. The Center found that alcohol ads were placed on stations with “youth”
formats, and that youth heard more radio ads for beer, and substantially less for wine.
Furthermore, the study indicated that because of increased advertising on stations with
predominantly young minority listeners, youth in African-American and Hispanic
communities were overexposed at an even greater rate than their Caucasian peers. The
research demonstrates that alcohol advertisers understand the important fact that, as
stated in Radio Daze: Alcohol Ads Tune in Underage, “Through the years and every
5
passing fad, radio has continued to be a basic fact of life for youth in the United States
(2003).”
The power of radio to influence and educate listeners is further addressed in John
Allen’s United Nations Report, The Local and Community Organization of Learning
Opportunities (1998). The report describes how the 1990 World Conference on
Education for All sparked calls for the improvement of impoverished countries through
greater self-reliance and educational services relevant to local conditions and community
needs. The author explains how the goals of the Education for All Conference have yet
to be achieved, and how part of the reason for this failure can be attributed to a lack of
adequate radio transmission. According to the report, the use of radio for distance
learning is a necessity for impoverished, underprivileged communities. In fact, the report
lists “inadequate means of communication” as one of the three biggest obstacles for
adequate and meaningful education, the other two obstacles being financial constraints
and lack of human resources. Because central governments throughout the world have
been unable to provide radio distance learning to their constituencies, their populations
are at a distinct disadvantage for information acquisition.
Another example of the power of radio to touch humans throughout the globe
comes from The South Sydney Youth Services (SSYS) of Sydney, Australia. Fully
understanding the power of radio to influence young people, the author of the article The
Anti-Racism Radio Show: Steps to an Ecology of Culture (2002), Ben-Zion Weiss,
describes the process of developing an anti-racism project for the purpose of educating
youth. An English as a Second Language (ESL) as well as a Drama teacher, the author
explains how the radio show has “allowed participants to become more aware of their
6
‘ecology of culture’.” Although the project was designed as an exercise in Drama and
English, it became equally a proactive community outreach project because of the broad
audience that radio allowed this important message to reach.
In his book entitled, Muck Farming, Song Birds and Man, and Kisimi: A
Curricular Case Study of the Claims of Educational Radio and Its Actualized Use in the
Classroom, WKAR 1922-1945 (2003), Matthew Militello examines the early history of
educational radio in the United States through the study of WKAR in Michigan.
According to the author, “… the utility of an innovation for its consumers ultimately
determines its survival.” Through the study of WKAR’s history, the book outlines why
and how the medium of radio has continued to survive today: because it continues to
offer consumers “efficiency and entertainment.” Although the audience for educational
radio declined steeply during the 1940’s, WKAR still exists today as an educational and
entertainment-oriented station. The author concludes his study by assessing that “…the
use of the radio in education and in society as a whole had a deep yet short impact.”
Ruth Bennett in her paper Saving a Language with Computers, Tape Recorders,
and Radio (2003), establishes concrete examples of indigenous cultures that have been
revitalized by the implementation of technology in language education. In her paper
Bennett describes the broad impact the implementation of technology has had on
attracting community attention towards a language revitalization program, improving
both the quantity and quality of a language through its renewed use, and creating
sociocultural learning contexts. Bennett cites research in the area of radios in the
classroom which have been used to generate an increase in language and to advance the
use of quality language. Bennett says these programs are vital especially when an
7
endangered language faces the issue of finding authentic language that can be made
available to a large audience. If there are a limited number of native speakers teachers
feel the urgency to expand the quantity of language to encompass not only vocabulary
and grammar, but also and perhaps more importantly conversational language. In her
article Bennett cites the research of Ninno (1999), Hollenbeck (1999), and Consodine
(1995) supporting the use of radios in the language classroom. Ninno asserts that radio is
in fact more important to a language program than other forms of technology because
radio programs generate substantially more language while also requiring the student to
practice both critical listening and speaking skills. Hollenbeck supported this assertion
using his study to show that broadcast media was effective in developing community
language proficiency. Furthermore, Consodine found that involvement in broadcast
media exposed students to more language and also caused them to produce more
language by developing the essential component of critical listening which lead to
language proficiency.
Other programs that have attributed their success with language programs to
broadcast media include the ESL Radio Station Project described by Geva (2002),
Jancewixz’s Naskapi Community Language Development Team (2002), and the
Chukotka Indigenous Languages Venture (2002). Geva’s ESL program found that radio
activities encouraged students to use language actively and purposefully. The Naskapi
Language Development Project in Quebec attributed its successes in literacy
improvement and language maintenance to radio. And the Chukotka of northeast Asia
attribute both the decline and revitalization of their indigenous language to radio. In the
1930s Russians attempted to assimilate the Chukotka people through their language
8
policy and influence. The oral traditions of the Chukotka were lost to broadcasts and
education in the Russian language and the Chukotka began to lose their means of
transmitting indigenous culture. The recognition of these losses sparked the Chukotka to
form local cultural societies with the goal of indigenous language preservation. Now the
Chukotka use radio to reclaim their language and culture.
Finally, literature shows that media and racial identity have a correlative
relationship and that media can also increase the confidence a population has in its
political processes, two issues affecting the Crow Tribe today. Research by Grandy
supported the theory that media has a major influence on racial identity and the way that
races are perceive both by others and by themselves (2001) . The National Democratic
Institution for International Affairs investigated Nepalese civic and voter education and
found that “The lack of confidence the people of Nepal feel about their political process
is due, in part, to the majority’s unfamiliarity with, and lack of participation in, their
democratic institution (2001).” The institution instituted radio as a means of combating
the lack of communication about political happenings and processes.
In their article The American Indian Perspective in America’s History: Resource
Guide, Fox, Nicholas, and Nelson urged instructors all over the nation to supplement
their courses with radio in order to offer a fuller picture of the place American Indians
have in that history.
9
CHAPTER 2
METHODOLOGY
Participants
The participants were selected on the basis of self-selection by volunteering to
complete a survey distributed at local grocery stores and gas stations in Crow Agency,
MT. Seventy-six subjects provided the sample population. This sample population
represents the demographic makeup of the general population of the reservation with the
population of those persons under 35 exceeding the number of persons 36 and over.
Those surveyed were residents of either Big Horn or Yellowstone Counties which reflects
the population of the area that would be covered by an FM radio station.
Research Design
A descriptive frequency by percent design was taken to determine the population
percentages of persons in support of various radio-related survey items. Survey items
were designed to target and advise the aspects of design and planning that would occur in
the proposal stages of grant writing and donor searches.
Methods
One hundred 18-item questionnaires were distributed to participants at local
grocery stores and gas stations, and 76 were returned. Therefore, a sampling of n=76 was
selected from a population of σ = 10,000 to achieve a near-alpha degree of representation.
10
This high rate of response can be attributed in part to the method of survey distribution.
Participants were encouraged to complete the survey in a prompt and timely manner –
helping to insure the return of the questionnaire. The survey was designed to record areas
of interest, levels of support, and an assessment of local needs.
Data Analysis
The results described in this thesis were obtained by using the Statistical Package
for the Social Sciences to calculate the frequency of answers by percentage. The
researcher examined majority and near majority trends in results to determine the areas of
greatest interest, support and need within the surveyed population. Qualitative data for
question number 18 was also recorded and evaluated.
11
CHAPTER 3
RESULTS
Data Analysis Procedures
Questionnaire data were collected and analyzed for 76 respondents. Descriptive
frequencies by percents were calculated for each survey item response. Human Subjects
research requires that all participants be allowed to decline survey items at their own
discretion. Therefore, any missing items were coded (-9 = missing) as missing data and
these items were systematically excluded from analysis of frequency. This accounts for
any n values equaling any number less than 76. Qualitative data offered on question
number 18 were also recorded and evaluated.
Results
The research questions addressed by this study were two-fold. First, is there
enough support and interest to allow for the creation of Native radio programming in the
Crow Reservation area? And second, are there areas of need within the Crow
communities that could be met by implementing locally controlled, indigenous radio
programming? These questions were answered first by collecting survey data from the
population of interest and second, by analyzing patterns of interest, support, and greatest
perceived need. 76 participants completed questionnaires.
12
Analysis of Demographic Information
Demographic information was compiled to evaluate the representativeness of the
sample population and to look for contributing community characteristic factors. Figures
1 – 4 illustrate the survey’s demographic findings.
Figure 1 – respondent age
respondent age
30
25
Percent
20
15
10
5
0
0-13
14-18
19-25
26-35
36-45
respondent age
46-55
55-65
66 and
older
13
Figure 2 – Yearly Household Income
Yearly household income
30
25
20
t
n
e
c
r 15
e
P
10
5
0
-9
under 10,000- 20,000- 30,000- 40,000- 50,000- 60,000- 70,000
10,000 19,999 29,999 39,999 49,999 59,999 69,999 or more
Yearly household income
Figure 3 – Tribal Membership
A member of the Crow tribe
100
Percent
80
60
40
20
0
no
yes
A member of the Crow tribe
14
Figure 4 – County Membership
County of residence
100
Percent
80
60
40
20
0
Big Horn
Yellowstone
County of residence
These figures indicate that the majority of the sample (67.7%) is under 36 years of age.
75% of the sample has a yearly household income of $29,999 or less and only 9 percent
make $50,000 or more. 91% of those surveyed were enrolled members of the Crow tribe
and all participants resided in either Big Horn (85.5%) or Yellowstone (14.5%) Counties.
Figures 5 – 46 represent data collected about the current listening patterns of the
demographic and indicate areas of radio currently being supported. Currently, 94.7% of
the survey population tune into a radio station of choice on the FM dial. Only 5.3% tune
in to an AM station. At the time of the survey, 86.7% of the stations chosen by surveyed
listeners were based in Montana. 13.3% of preferred stations were located in Wyoming.
15
Figure 5 – AM or FM Preference
am or fm
100
Percent
80
60
40
20
0
FM
AM
am or fm
Figure 6 – Montana or Wyoming Station
station based in MT or WY
100
Percent
80
60
40
20
0
MT
WY
station based in MT or WY
16
Figure 7 – Frequency of Listening
last time radio was listened to
100
Percent
80
60
40
20
0
within last 24 hours
within past week
within last month
2 months or more
last time radio was listened to
Figure 8 – Usual Listening Days
usually listen to radio
100
Percent
80
60
40
20
0
on weekdays
on weekends
usually listen to radio
both
17
Figure 7 illustrates that 84% of the population surveyed had listened to the radio within
the last 24 hours, 10.7% had listened within the past week, 4% had listened within the
last month, and 1.3% had not listened to the radio for at least two months. Figure 8 show
that 90.8% of the population listens to the radio on both weekdays and weekends. 6.6%
of the sample only listen to the radio on weekdays and 2.6% of the sample listen on
weekends only.
Figure 9 - Listen in Car on Way to School or Work
listen in car on way to work or school
100
Percent
80
60
40
20
0
-9
no
yes
listen in car on way to work or school
18
Figure 10 - Listen at Work or School
listen at work or school
60
50
Percent
40
30
20
10
0
-9
no
yes
listen at work or school
Figure 11 - Listen at Home Before Work or School
listen at home before work or school
60
50
Percent
40
30
20
10
0
-9
no
yes
listen at home before work or school
19
Figure 12 - Listen at Home After Work or School
listen at home after work or school
60
50
Percent
40
30
20
10
0
-9
no
yes
listen at home after work or school
Figure 13 - Listen at Home Between 8am and Noon
listen at home between 8am and noon
70
60
Percent
50
40
30
20
10
0
-9
no
yes
listen at home between 8am and noon
20
Figure 14 - Listen at Home Between Noon and 5pm
listen at home between noon and 5pm
70
60
Percent
50
40
30
20
10
0
-9
no
yes
listen at home between noon and 5pm
Figure 15 - Listen at Home Between 10pm and 2am
listen at home between 10pm and 2 am
80
Percent
60
40
20
0
-9
no
yes
listen at home between 10pm and 2 am
21
Figure 16 - Listen at Home Between 5pm and 10pm
listen at home between 5pm and 10pm
70
60
Percent
50
40
30
20
10
0
-9
no
yes
listen at home between 5pm and 10pm
Figure 17 - Listen at Home Between 2am and 8am
listen at home between 2am and 8am
100
Percent
80
60
40
20
0
-9
no
yes
listen at home between 2am and 8am
22
Figure 18 - Listen Any Time I’m in the Car
listen any time I'm in the car
100
Percent
80
60
40
20
0
-9
no
yes
listen any time I'm in the car
Figures 9 – 18 illustrate when and where participants listen to the radio. 82.9% of those
surveyed listen to the radio in the car on the way to work or school. 53.9% listen during
the day while at work or school. 52.6% of surveys reported that participants listened to
radio at home before work or school. A smaller percentage (46.1%) listen at home after
work or school. Listeners who tune in to the radio while at home listened between 8am
and noon 32.9% of the time, between noon and 5pm 31.6% of the time, between 5pm and
10pm 35.5% of the time, between 10pm and 2am 25% of the time, and between 2am and
8am 15.8% of the time. Finally, Figure 18 illustrates that 84.2% of respondents listen to
the radio any time they are in the car.
23
Figure19 - Usually Listen to Weather
usually listen to weather
60
50
Percent
40
30
20
10
0
-9
no
yes
usually listen to weather
Figure 20 - Usually Listen to National News
usually listen to nation news
70
60
Percent
50
40
30
20
10
0
-9
no
usually listen to nation news
yes
24
Figure 21 - Usually Listen to Sports
usually listen to sports
70
60
Percent
50
40
30
20
10
0
-9
no
yes
usually listen to sports
Figure 22 - Usually Listen to Comedy
usually listen to comedy
70
60
Percent
50
40
30
20
10
0
-9
no
usually listen to comedy
yes
25
Figure 23 - Usually Listen to Live Call-In
usually listen to live call-in
80
Percent
60
40
20
0
-9
no
yes
usually listen to live call-in
Figure 24 - Usually Listen to Historical Pieces
usually listen to historical pieces
100
Percent
80
60
40
20
0
-9
no
usually listen to historical pieces
yes
26
Figure 25 - Usually Listen to Community Calendar
usually listen to community calendar
80
Percent
60
40
20
0
-9
no
yes
usually listen to community calendar
Figure 26 - Usually Listen to Sports Commentary
usually listen to sports commentary
100
Percent
80
60
40
20
0
-9
no
yes
usually listen to sports commentary
27
Figure 27 - Usually Listen to Local News
usually listen to local news
50
Percent
40
30
20
10
0
-9
no
yes
usually listen to local news
Figure 28 - Usually Listed to Story Reading
usually listen to story reading
100
Percent
80
60
40
20
0
-9
no
usually listen to story reading
yes
28
Figure 29 - Usually Listen to Music
usually listen to music
100
Percent
80
60
40
20
0
-9
no
yes
usually listen to music
Figure 30 - Usually Listen to Political Debate
usually listen to political debate
100
Percent
80
60
40
20
0
-9
no
yes
usually listen to political debate
Figures 19-30 explain the types of programming participants are engaged in listening to
while they are tuned in to a station. 51.3% of the sample listens to weather when tuning
29
in to a station. 34.2% of the population listen to national news. 32.9% listen to sports
programming of some type. 7.9% of listeners listen to historical pieces and 21.1% enjoy
live call-in programs. 28.9% of those surveyed listen to comedy programs and 48.7%
listen to local news. Listening to the community calendar is common for 21.1% of
listeners and sports commentary draws 17.1% of listeners. 11.8% of those surveyed
listen to political debates and 6.6% to story reading. The largest percentage of listeners
by far (93.4%) listen to a particular station for its music.
Figure 31 - Rock Preference
I prefer rock
70
60
Percent
50
40
30
20
10
0
-9
no
I prefer rock
yes
30
Figure 32 - Rap Preference
I prefer rap
70
60
Percent
50
40
30
20
10
0
-9
no
yes
I prefer rap
Figure 33 - Soul Preference
I prefer soul
80
Percent
60
40
20
0
-9
no
I prefer soul
yes
31
Figure 34 - Contemporary Preference
I prefer contemporary
100
Percent
80
60
40
20
0
-9
no
yes
I prefer contemporary
Figure 35 - Country Preference
I prefer country
50
Percent
40
30
20
10
0
-9
no
I prefer country
yes
32
Figure 36 - Gospel Preference
I prefer gospel
100
Percent
80
60
40
20
0
-9
no
yes
I prefer gospel
Figure 37 - New Age Preference
I prefer New Age
100
Percent
80
60
40
20
0
-9
no
I prefer New Age
yes
33
Figure 38 - Hip-Hop Preference
I prefer hip-hop
50
Percent
40
30
20
10
0
-9
no
yes
I prefer hip-hop
Figure 39 - Classical Preference
I prefer classical
100
Percent
80
60
40
20
0
-9
no
I prefer classical
yes
34
Figure 40 - Pop Preference
I prefer pop
70
60
Percent
50
40
30
20
10
0
-9
no
yes
I prefer pop
Figure 41 - Traditional Indian Preference
I prefer traditional Indian
60
50
Percent
40
30
20
10
0
-9
no
I prefer traditional Indian
yes
35
Figure 42 - R&B Preference
I prefer R&B
60
50
Percent
40
30
20
10
0
-9
no
yes
I prefer R&B
Figure 43 - Alternative Preference
I prefer alternative
80
Percent
60
40
20
0
-9
no
I prefer alternative
yes
36
Figure 44 - Oldies Preference
I prefer oldies
60
50
Percent
40
30
20
10
0
-9
no
yes
9
I prefer oldies
Figure 45 - Jazz Preference
I prefer jazz
100
Percent
80
60
40
20
0
-9
no
yes
I prefer jazz
9
37
Figure 46 - Local Artists Preference
I prefer local artists
80
Percent
60
40
20
0
-9
no
yes
I prefer local artists
Figures 31-46 deal with music preference. These figures indicate that a majority of
listeners (50% or >) prefer to listen to rock (64.5%), hip-hop (50%), and R&B (56.6%).
Programs with less than 50% of respondents’ preferences were, in order of support,
country (48.7%), traditional Indian (47.4%), oldies (42.1%), pop (28.9%), soul (25%),
local artists (22.4%), alternative (22.4%), gospel (17.1%), New Age (15.8%), jazz
(13.2%), classical (10.5%), and contemporary (6.6%). It should be noted that definitions
for each type of music were not provided and each response is reliant upon the
respondent’s definition of each music type listed.
38
Figure 47 - Would Listen to Programs in Crow Language
I would listen to programs in Crow language
70
60
Percent
50
40
30
20
10
0
-9
no
yes
I would listen to programs in Crow language
Figure 48 - Would Listen to Political Discussions with Crow Leadership
I would listen to political discussions w/ Crow leadership
60
50
Percent
40
30
20
10
0
-9
no
yes
I would listen to political discussions w/ Crow leadership
39
Figure 49 - Would Listen to Crow Stories at Night in the Winter
I would listen to Crow stories at night in winter
80
Percent
60
40
20
0
-9
no
yes
I would listen to Crow stories at night in winter
Figure 50 - Would Listen to Interviews with Successful Crow People
I would listen to interviews w/ successful Crow people
80
Percent
60
40
20
0
-9
no
yes
I would listen to interviews w/ successful Crow people
40
Figure 51 - Would Listen to Community Calendar of Events
I would listen to a community calendar of events
100
Percent
80
60
40
20
0
-9
no
yes
I would listen to a community calendar of events
Figure 52 - Would Listen to News Coverage of Rez. Events
I would listen to news coverage of rez. events
100
Percent
80
60
40
20
0
-9
no
yes
I would listen to news coverage of rez. events
41
Figure 53 - Would Listen to Music by Local Artists
I would listen to music by local artists
100
Percent
80
60
40
20
0
-9
no
yes
I would listen to music by local artists
Figure 54 - Would Listen to School Lunch Menus
I would listen to school lunch menus
60
50
Percent
40
30
20
10
0
-9
no
yes
I would listen to school lunch menus
42
Figure 55 - Would Listen to National Native News
I would listen to National Native News
100
Percent
80
60
40
20
0
-9
no
yes
I would listen to National Native News
Figure 56 - Would Listen to Live Call-In Programs about Indian Issues
I would listen to live call-in programs about Indian issues
80
Percent
60
40
20
0
-9
no
yes
I would listen to live call-in programs about Indian issues
43
Figure 57 - Would Listen to Children’s Programs in Crow Language
I would listen to children's programs in Crow language
70
60
Percent
50
40
30
20
10
0
-9
no
yes
I would listen to children's programs in Crow language
Figure 58 - Would Listen to Traditional Crow Children’s Stories in English
I would listen to traditional Crow childen's stories in English
80
Percent
60
40
20
0
-9
no
yes
I would listen to traditional Crow childen's stories in English
44
Figure 59 - Would Listen to Emergency Broadcasts and Weather Bulletins
I would listen to emergency broadcasts and weather bulletins
80
Percent
60
40
20
0
-9
no
yes
I would listen to emergency broadcasts and weather bulletins
Figure 60 - Would Listen to State-of-the-Tribe Address from Chairman
I would listen to State-of-the-Tribe address from Chairman
80
Percent
60
40
20
0
-9
no
yes
I would listen to State-of-the-Tribe address from Chairman
45
Figure 61 - Would Listen to Reservation High School Sports
I would listen to reservation high school sports
100
Percent
80
60
40
20
0
-9
no
yes
I would listen to reservation high school sports
Figure 62 - Would Listen to Traditional Crow Songs
I would listen to traditional Crow songs
80
Percent
60
40
20
0
-9
no
yes
I would listen to traditional Crow songs
46
Figure 63 - Would Listen to Segments About Events in Crow History
I would listen to segments about events in Crow history
80
Percent
60
40
20
0
-9
no
yes
I would listen to segments about events in Crow history
Figure 64 - Would Listen to Health Programs about Important Health Issues
I would listen to health programs about important health
issues
80
Percent
60
40
20
0
-9
no
yes
I would listen to health programs about important health
issues
47
Figures 47-64 demonstrate areas where respondents indicated a perception of need or an
expression of interest that motivated support for a particular type of programming that
would be unique to Native radio in the Crow Reservation area. By order of percentage of
support respondents agreed that they would listen the following types of programming:
news coverage of reservation events (82.9%), National Native News (82.9%), music by
local artists (82.9%), a community calendar of events (81.6%), reservation high school
sports (81.6%), Crow stories at night in the winter (78.9%), emergency broadcasts and
weather bulletins (78.9%), interviews with successful Crow people (77.6%), live call-in
programs about Indian issues (77.6%), traditional Crow children’s stories in English
(76.3%), traditional Crow songs (76.3%), health programs about important health issues
(75%), segments about events in Crow history (73.7%), a State-of-the-Tribe address from
the Chairman (71.1%), children’s programming in the Crow language (63.2%), programs
in the Crow language (60.5%), school lunch menus (59.2%), and political discussions
with Crow leadership (56.6%).
Figure 65 - How Often Do You Listen to the Radio
How often do you listen to the radio
100
Percent
80
60
40
20
0
every day
several times a
week
just once a week
less frequently
How often do you listen to the radio
48
Figure 66 - Stop Listening Because of Programming or Schedule
stop listening because of programming or schedule
60
50
Percent
40
30
20
10
0
0
because I don't like the
programming
because of my schedule
stop listening because of programming or schedule
Figures 65 and 66 suggest that for the most part (84.2%), those surveyed listen to the
radio everyday and the main reason (56.1%) they stop listening to the radio at any point
during the day is because their own schedules don’t permit them to continue listening at
least for some period of time. 42.4% of recorded listeners stop listening because they
don’t like the programming.
49
Figure 67 - Programming in Crow Language Would Help Bring Back Crow Lang
Programming in the Crow language would help bring the Crow
language back
50
Percent
40
30
20
10
0
strongly
disagree
disagree
slightly
disagree
sligtly agree
agree
strongly
agree
Programming in the Crow language would help bring the
Crow language back
Figure 68 - Native Radio Station Would Improve Relations with Surrounding Areas
A Native radio station would improve relations with the
surrounding areas
40
Percent
30
20
10
0
strongly
disagree
slightly disagree
sligtly agree
agree
strongly agree
A Native radio station would improve relations with the
surrounding areas
50
Figure 69 - Crow Station Would Help the Reservation’s Economy
A Crow station would help the reservation's economy
40
Percent
30
20
10
0
strongly
disagree
slightly disagree
sligtly agree
agree
strongly agree
A Crow station would help the reservation's economy
Figure 70 – Crow Station Would Improve Communication Between Tribal Leadership
And Tribal Members
A Crow station would improve communication between tribal
leadership and tribal members
50
Percent
40
30
20
10
0
strongly
disagree
disagree
slightly
disagree
sligtly agree
agree
strongly
agree
A Crow station would improve communication between tribal
leadership and tribal members
51
Figure 71 - Crow Station Would Help Children Stay More Interested in Our Culture
A Crow station would help out children stay more interested in
our culture
40
Percent
30
20
10
0
strongly
disagree
slightly disagree
sligtly agree
agree
strongly agree
A Crow station would help out children stay more interested
in our culture
Figure 72 - Crow Station Could Provide Emergency Broadcasts that Might Save Lives
A Crow station could provide emergency broadcasts and
bulletins that might save lives
60
50
Percent
40
30
20
10
0
strongly
disagree
disagree
sligtly agree
agree
strongly agree
A Crow station could provide emergency broadcasts and
bulletins that might save lives
52
Figure 73 - Crow Station Would Help Me Stay More Connected w/ Friends and Family
A Crow station would help me stay more connected to my
family and friends
40
Percent
30
20
10
0
strongly
disagree
disagree
slightly
disagree
sligtly agree
agree
strongly
agree
A Crow station would help me stay more connected to my
family and friends
Figure 74 - Crow Station Would Educate General Public about Native Issues
A Crow station would serve to educate the general public
about Native American issues
50
Percent
40
30
20
10
0
strongly
disagree
slightly disagree
sligtly agree
agree
strongly agree
A Crow station would serve to educate the general public
about Native American issues
53
Figure 75 - Crow Station Could Produce Programming to Attract Young People
A Crow station could produce programming that would attract
young people
50
Percent
40
30
20
10
0
strongly
disagree
disagree
slightly
disagree
sligtly agree
agree
strongly
agree
A Crow station could produce programming that would attract
young people
Figure 76 - Crow Station Would Represent Authentic Native Culture to Non-Indians
A Crow station would represent authentic Native culture to
non-Indian listeners
50
Percent
40
30
20
10
0
strongly
disagree
slightly disagree
sligtly agree
agree
strongly agree
A Crow station would represent authentic Native culture to
non-Indian listeners
54
Figure 77 - Crow Station Would Interest Me
A Crow station would interest me
50
Percent
40
30
20
10
0
strongly
disagree
disagree
sligtly agree
agree
strongly agree
A Crow station would interest me
Figure 78 - Would Support a Crow Station by Listening Regularly
I would support a Crow radio station by listening regularly
60
50
Percent
40
30
20
10
0
strongly
disagree
slightly disagree
sligtly agree
agree
strongly agree
I would support a Crow radio station by listening regularly
55
Figure 79 - Would Support a Crow Radio Station Financially
I would supprot a Crow radio station financially
40
Percent
30
20
10
0
strongly
disagree
disagree
slightly
disagree
sligtly agree
agree
strongly
agree
I would supprot a Crow radio station financially
Figure 80 - Would Listen to a Crow Station More Often Than Other Stations
I would listen to a Crow station more often than other stations
50
Percent
40
30
20
10
0
strongly
disagree
slightly disagree
sligtly agree
agree
strongly agree
I would listen to a Crow station more often than other stations
56
Figures 67-80 demonstrate degrees of agreement or disagreement about the benefits of
having an Apsaalooke radio station. In general the survey population believes that
programming in the Crow language would help to bring the Crow language back
(85.7%). Respondents (89.7%) agreed that a Native American radio station would
improve relations with the surrounding area and that a Crow station would also help the
Reservation’s economy (91.4%). Those surveyed felt other benefits of a Crow radio
station would be improved communication between tribal leadership and tribal members
(79.7%), heightened interest in the Crow culture among children (92.9%), more efficient
transmission of emergency broadcasts and weather bulletins (97.1%), increased senses of
connection between friends and family (91.1%), and improved education of the public
about Native American issues (95.6%). Survey respondent also agreed that a Crow radio
station could produce programming that would attract young people (94.3%) and that it
would represent authentic Native culture to non-Indian listeners (97%). Finally, those
surveyed evaluated their own personal contributions to a Native radio station. 97% of
respondents said a Crow station would interest them. 95.8% pledged their support by
listening regularly. 80.6% felt they would be able to financially contribute to a station.
89.7% said they would listen to a Crow station more often than they currently listen to
other stations.
In addition to quantitative data, participants were also encouraged to offer qualitative
comments at the closing of the questionnaire. The following qualitative comments were
received in response to question number 18 (Please write any additional comments in the
space provided):
57
Indian Radio Qualitative Comments
♦ A Crow radio station would be great for our people.
♦ If it were possible to include some NPR news programming thru some kind of
affiliation, it would be the only radio station I would ever listen to. It would be
important to have good reception in all the major communities on the Reservation
– and Billings area, for that matter. This would be a real contribution to the
political, economic & social fabric of the Tribe & the Reservation.
♦ Good Thinking!!!
♦ I doubt a community this size could financially support a radio station.
♦ This would be a good idea!
♦ This radio station should consider all types of music not just Traditional and powwow. Also cover all sports Crows are involved in, no matter what school they
attend.
♦ Salary basis shouldn’t be exploid to your concern. Unless your going to give me
a tribal job.
♦ Sounds Interesting
♦ This was a good survey.
♦ I marked slightly agree & agree the most, because it depends on how well the
programming is carried out. If it is run pretty-good & professionally it could
make a difference in address crow culture.
♦ Please keep going with this idea its great
58
CHAPTER 4
DISCUSSION
Summary
This thesis explored two questions essential to the formation of a comprehensive
representation of community support and interest in a Native radio station: 1.) Is there
enough support and interest to allow for the creation of Native radio programming in the
Crow Reservation area? 2.) Are there areas of need within the Crow communities that
could be met by implementing locally controlled, indigenous radio programming?
A review of literature pertaining to the development and implementation of radio
showed that radio is a basic fact of life for youth in the United States. It has the power to
influence and educate listeners, especially in impoverished and underprivileged
communities. Radio can act as a proactive community outreach program and has been
shown to be effective in the revitalization of culture and language, improving the quantity
and quality of language, and creating contexts for sociocultural learning.
Results from the questionnaire analysis showed that the majority of respondents
were under the age of 36. Surveys clustered in the lower four age ranges are probably
due to the significantly younger average age of persons residing on reservations in
Montana and to the fact that younger members of families may assume the shopping and
refueling responsibilities meaning that older people might not frequent the grocery store
and gas stations to the same degree that younger people may.
59
The majority of persons surveyed had household incomes under $30,000 per year.
This is consistent with general descriptions of income and poverty for this area and
suggests that funding for a station such as that proposed would need to be derived from
outside sources.
Nearly all of the survey respondents were residents of Big Horn county and those
few that were not were residents of adjacent Yellowstone County. Since this survey was
not distributed during a tourist season it reflects the usual area patrons who would be
affected by radio transmission originating in or near Crow Agency.
It is conceivable that a strong argument could be made in request of tribal support
for a Native station in this area as 91% of those providing survey feedback were enrolled
members of the Crow Tribe indicating that any decision in the direction of radio by the
council or Chairman would be in direct relation to tribal constituents.
Current listening patterns of those surveyed suggest that an FM station would be
most like to be located by area listeners as the large majority of respondents tuned their
dials to FM rather than AM stations. In order to maximize the number of listeners, a
Native station should be broadcast on FM since the probability of a listener changing
from an old station to a new Native station would be substantially greater if the listener
does not need to switch tuners, but can simply employ a radio’s seek button.
Because the Crow Reservation in located in close proximity to the state of
Wyoming, some stations broadcast from this state can occasionally be accessed by area
residents. However, since nearly 90% of individuals surveyed listened to stations
originating in Montana, it is clear that the best option for transmission is probably from a
Montana location.
60
Listening patterns for respondents indicate that most area residents are listening to
the radio on a consistent basis and throughout the week. This is promising for the
researcher because it indicates that radio can provide ongoing programming that will be
accessed consistently by listeners. Listening patterns also indicate that nearly 85% of
respondents listen to the radio while they are in their cars. Since the rural nature and
location of the Crow Reservation necessitates extensive travel these results also add
confidence to the researcher’s venture. A fairly consistent 50% of respondents stated that
they listen to the radio before school or work, at school or work, and after school or work
so it can be expected that this percentage of the area population could potentially be
listening to a Native radio station throughout the day. Survey responses also indicate that
there are listeners 24 hours a day although after 10pm and before 8am these numbers are
much lower than during daytime hours. In addition a consistent 30% of individuals who
accessed radio from home during the day indicated that they would be listening at some
time during the day.
When examining the analysis of current program preference it is clear that people
are listening to radio for the music (93.4%). After music people tune in to radio for local
(48.7%) and national (34.2%) news, weather (51.3%), and sports (32.9%). Less popular
programs include live call-in (21.1%), historical pieces (7.9%), community calendars
(21.1%), sports commentary (17.1%), political debate (11.8%), and story reading (6.6%).
One reason some of these programs may be less popular is because since none of the
stations originate in Native communities, they do not represent the thoughts and interests
of the demographic or do not pertain to the function of their daily lives.
61
Clearly the most popular genres of music in this demographic include rock, hiphop, and R&B followed closely by country, traditional Indian, and oldies tunes. The
researcher will employ this information when planning programming that will appeal to
the demographic, catering to the majority while also providing listening material for more
diverse preferences. Since definitions were not provided for the phrases used to describe
the different music genres, it is possible that some individuals may have been uncertain
as to what types of music were encompassed within a genre, however, because
mainstream media has created and promoted the terms defining these genre it is expected
that the majority of persons accessing radio, a form of mainstream media, are familiar
with these terms.
When surveying areas of need or interest with specific reference to a uniquely
Crow station, very high percentages of support were recorded. Programs of greatest
support included national news that tied area residents to other tribes; music, events, and
sports focused on local people; programs that would help to maintain and reinforce the
Crow language; and health, historical, and political programs. Programs showing the
least amount of support (although these percentages were still well above 50%) were
programs dealing with children’s themes, school lunch, and political discussion. One
reason that children’s themes may have received a less significant amount of support is
because not everyone completing a survey may have had or been somehow related to a
child such that their concerns would reflect an interest in children’s programming.
Survey results illustrating why patrons stop listening to radio suggest that it is
often because an individual’s schedule no longer permits him/her to listen to the radio. It
should be noted and carefully considered, however, that only slightly less often, patrons
62
stop listening to a station because they do not like the programming. This fact is one that
will weigh heavily on considerations for sequencing and duration of different types of
programming.
Finally these qualitative portions of the survey indicate that respondents were
quite hopeful about what radio could do for the area. Those surveyed agreed that Indian
radio could bring significant gains in public relations, economic transactions, language
revitalization, community connectedness, disaster preparedness. Because they perceived
significant benefit, participants were highly willing to pledge their time, finances, and
patronage to a Native radio station. The primary reason that commitment to financial
support was not reported to same degree as patronage support is most likely due to fewer
economic resources as noted by the demographic descriptors of household income.
The qualitative data submitted by participants suggests that while they don’t like
surveys to ask the details of their personal lives, details like income, and while they
understand that it would be very difficult for a small community to support a radio
station, they are wholeheartedly supportive of the idea of a radio station.
Conclusions:
In consideration of the proposed research questions the research can conclude
from the data that there is evidence of strong support and interest that would allow for the
creation of Native radio programming in the Crow Reservation area and that there are
areas of need within the Crow communities that could be met by implementing locally
controlled, indigenous radio programming.
63
Recommendations:
Based on the preceding data and conclusions, it is recommended that plans for a
radio station proceed to those of financial and functional feasibility and that the search for
public radio assistance and grant funding continue to be pursued.
Further Study
Stakeholders in this venture need to perform further feasibility studies to ensure
that a project of this magnitude has substantial footing prior to initiation of an actual
business venture.
64
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65
APPENDIX A
SURVEY INSTRUMENT
66
67
69
68
70