Native American Struggles Research Paper

There are over 500 Federally Recognized tribes in the U.S., plus some additional tribes recognized by states, plus unknown number of smaller unrecognized tribes. Many are also divided into clans and loosely categorized into major groups. While it is impossible to totally generalize across such a broad spectrum, the scope of this project and the focus of the information compiled are of the generalized Native American/Alaskan Native. Where appropriate the Alaskan Native is separated

Native Americans on the reservations are at socially and economically disadvantage compared to persons who reside in metropolitan cities. Life advancement opportunities and individual accountability for better living standards are almost non-existence in many Native American communities. The environment that is around young adolescents are very

In 1995 Native Americans had an overwhelming rate of unemployment at thirty-two percent. Since Native Americans are likely to obtain lower levels of education

This was an attempt to provide support and cooperation within federal agencies for Tribal Colleges. Few students attending Tribal Colleges even apply for federal aid and when they do, the awards rarely cover what they owe. The majority of students in these tribal colleges are single, female, and older than average. Based on what is known of the socioeconomic status of reservations, this may be the result of the death of a husband or the need to provide for an extended family unit. Native Americans account for less than 1 percent of all students in higher education (American Indian Higher Education Consortium,

A trending issue throughout Native American tribes is low high school graduation rates and high retention rates. There are many reasons why these rates are so low and the national and local governments are working hard to solve these problems. Some reasons why these schools have such high retention rates are the fact there is very little recognition for schools, the lack of a more modern learning environment,and situations such as teen pregnancies, substance abuse, and household situations. These all have a direct correlation to why Native American youth have such high retention rates.

with the wide diversity of Indian tribes and Alaska Native villages as distinct cultural and

Bonvillain, Nancy. "'Seeking a New Way'." Teton Sioux, Indians of North America, Heritage Edition. Philadelphia: Chelsea House Publishers, 2004. American Indian History Online. Facts On File, Inc. http://www.fofweb.com/activelink2.asp?

The Bureau of Indian Affairs programs serve communities that face great challenges. On Indian reservations, poverty is still commonplace; violence is higher than the national average; and rates of infant mortality, alcoholism, and substance abuse are far in excess of the rest of America. Over the last few decades, great concern has been taken to building an effective relationship between the federal government and Native communities. The federal government has also taken grave care in finding solutions to the challenges facing Indian Territory. In 2015, it was established that there would be focus placed on promoting economic development, providing greater access to healthcare opportunities, improving tribal justice systems, improving educational opportunities, and protecting Native lands and natural resources.

Created to promote tribal authority, revitalize native languages and sustain native cultures, Tribal Colleges and Universities (TCUs) are a cornerstone in American higher education. With thirty-seven institutions that serve over 28,000 American Indian and Alaska Native students, TCUs seek to align their respective missions with community and tribal values (American Indian College Fund). Despite TCUs ambitions to sustain native culture and provide quality education for their populations, these institutions face innumerable challenges due to underfunding and a lack of intentional investment from U.S. governing bodies. Federal support for TCUs has been dreadfully insufficient in keeping up with the rapid expansion of these establishments, while poverty in Native communities greatly limits the amounts of tuition that can be collected; moreover, sustaining the will to endure in the face of structural inequalities is yet another barricade that TCU stakeholders face.

The schools that many Native American students go to are high poverty area schools with low funding so they do not get a good education while there. Although the amount of Non-Native American students that drop out is larger than the amount of Native American students that dropout the student to dropout ratio shows the difference. For the 2009-2010 school year the Event Dropout Rate of Native Americans was 7% while the percent of all Non-Native Event Dropout Rate was only 3% (Statistics on Native American Students, 2014). Along with the higher drop out numbers than all other students’ Native American student only make up .9% of all students attending all Title IV U.S. Higher Education Institutions in 2011-2012 while white students make up 53% of that population (Statistics on Native American Students, 2014). These statistics show that the education for Native Americans is not up to par with the educations for other student

Theresa and her colleagues recognized that education was the key to the future. It was becoming clear to those familiar with the fishing industry that the salmon fishery would eventually peak and become less viable as a primary source of income. Coming from a family that placed a great importance on education, Theresa understood the cultural and economic barriers facing tribal members aspiring to higher education. She felt that many of these challenges could be addressed by locating a tribal community college on the reservation. Theresa and her associates also understood that this effort would face a number of challenges in the tribe as well as some resistance from outside agencies and institutions.

2: The exploration group was welcome to take a shot at the three reservations, and tribal resolutions were acquired before application for financing. Admonitory sheets on every reservation gave oversight and affirmed all polls and methods. Last regards from tribal governments were gotten before meetings started. Composed reports, for example, this one were perused and sanction by consultative sheets preceding being submitted for production. Among the assertions made with the interest tribes was the state of tribal secrecy. A long time of scientist misuse have made suspicion and alert among American Indian countries concerning

This report navigates the current state of STEM demographic in the country. It examines the reasons why there are less females undertaking STEM majors and gives recommendations on the problems. A brief history on STEM is outlined and the discussion follows with in depth analysis on the subject. STEM is a very critical education discipline with an importance in the economy of the country. Much as it is important, few students choose a career path in STEM. Although, there are more than 50% female students in Colleges and Universities, 12% take STEM related course. Why is this? This report is a compilation of empirical data collected in journals on the same subject explaining

This was further evident in the answers to the questions about respondents’ feelings on Native Americans. In Graph 1, we see that between 50-75% of respondents answered no when asked if they feel strongly about Native American culture, history or current conditions. This statistic could explain for why a majority of respondents hold unfavorable opinions on Native Americans. The majors of respondents were considered in an effort to locate any link between the majors people take and the information they hold. The majors differed across the board but as shown in Chart 3, 45% of respondents were from the college of Medicine. The next disciplines reported were Liberal Arts and Business at 30% and 25% respectively. This showed the prevalence of many different majors which did not prove to be significant influence on opinions. The open ended questions yielded some interesting results. Most of the participants reported the media or media sources as mediums through which they receive their information. Only two participants wrote down a school or the education system as the medium for their knowledge.

NEA’s Department of Indian Education (1899) produced research on how the government’s policy of isolating and assimilating the American Indian nations negatively impacted their education. Indian