Native American Tribal Schools

The reading focuses on two main points regarding Indigenous students school attendance. The first of which calls attention to the fact that Aboriginal students are at the highest risk of regular non-attendance due to a range of cultural, medical and school-based related issues. This is a statement that is supported by numerous journals and articles including, but not limited to; ‘School attendance and retention of Indigenous Australian students’ (Purdie & Buckley, 2010) and ‘Indigenous school attendance: Creating expectations that are ‘really high’ and ‘highly real’.’ (Dreise, Milgate, Perrett, & Meston, 2016). The 2006 Australian census also found an alarming difference in attendance between Indigenous and non-Indigenous students that only grew as the children aged (Australian Bureau of Statistics, 2010).

Another difficulty many Native American students are faced with is high absent rates. “In 2005 Native American eighth graders had the highest rate of absences of any race or ethnic group in the preceding month- 66 % of Native American students had been absent, and 30 % had been absent three of more times in the past month.” (Doak 37) It boils down to the fact that students need to be in school to succeed in school. These absences can be attributed to a uninviting school setting. Often times Native American students are overlooked in classrooms in favor of other students who are seem more likely to do well. A school environment that is unwelcoming can be a strong deterrent for any student. These students need to feel that their education is helping them, and that it is worthwhile.

What if the only thing that brought generations of families together were stripped from children? Native Indians had this happen to them when they attended boarding schools in the late 1900s. The language you are born into is the glue that can keep a strong bond within your culture and family. Language barriers can cause families to be unable to bond and these children may feel as if they cannot have a relationship with their family members. The Indian boarding schools were a destructive form of dehumanization since the way it tore culture from students, changed their culture into the culture they thought was right, and caused many Native Indians family troubles as well as depression and confusion.

The modern American society is best defined by its education. The “American dream” is founded on going to school, getting a good job, and becoming successful. Ironically, the actual native peoples of this country are actually the least likely to attain this dream. The largest obstacle they face is lack of proper education. The standard educational practices being used for the instruction of Native American peoples is not effective. There are many pieces to this road-block, and many solutions. This can be rectified by having more culturally aware teachers and parents, and by teaching the general population more about the Native American cultures.

Perhaps it is no surprise that, not providing libraries etc. within the Attawapiskat temporary schools due to poor funding, leads Indigenous student to have a low academic achievement. Therefore, poor funding and under resources of schools on reserves like Attawapiskat is another direct reason why Indigenous students are more likely not to finish high school in comparison to non-indigenous (Pidgeon, 2015). Hence, their inability to finish high school will affect their ability to obtain greater life chances of employment.

In the Indigenous community, when the community is faced with a trauma, it takes seven generations for the community to heal (Trimble, 2015). People may underestimate how oppressed and how much suffering the Indigenous communities had to struggle with, and continue to struggle with these issues today. We may underestimate how severe the situation is because many of us were not taught much about the impact of colonization on the Indigenous communities in school. There are many myths people may have concerning Indigenous life experiences, particularly schooling. To address these myths, I would begin by giving a brief history of residential schools. I would then analyze how residential schools have impacted the indigenous community and how they continue to affect them today. I would also mention the current issues children on reserves are facing today regarding school. Lastly, I would mention some of the progress that has been made. I will use the work of Sefa Dei to demonstrate the importance of community in education regarding the Indigenous people.

The American government and society has played a substantial role in the decline of both the Native American and Inupiat culture. They created inhumane boarding schools and oppressing laws that inhibited those of a different culture from being themselves and partook in the urbanization of cultured communities. The following practices need to be stopped and never forgotten so that such ethnocide doesn't happen again.

Many Native Americans are unaware of opportunities that are available due to the isolation that they face on reservations. In 1992 only seventy-eight percent of Native Americans received a high school diploma. This makes Native Americans the least likely of all minority groups, besides Hispanics, to obtain a high school degree. One main reason for Native Americans being unable to obtain a high school diploma is having to leave school to get a job. If a member of their family faces an illness or disability that causes them to be unable to work, the younger members of the family are going to need to help provide for the family. In many cases there is not a disability or illness, Native Americans have very poor wages and are unable to survive on only two incomes. Only eleven percent of Native Americans continues on to college after high school and receives a degree. Being a minority student automatically gives Native Americans a

School and education was a big topic in Sherman Alexie’s, The Absolutely True Diary of a Part-Time Indian, as the author reflects his personal life story into the protagonists’ story in the book. In the novel, Junior is a teenage kid who loves to read, but every time he goes to school in the Spokane reservation, he notices the poor education that is offered. From unmotivated teachers, to using the same textbook his own mother used to use, he knew he would end up like everyone else at the reservation, depressed, having low paying jobs, not motivated to make a change in the world. In order to be able to go to college, he knew he had to study at a high school outside of his reservation, because he would not have the education the college demanded if he stayed. During his years at the new high school away from his home, he missed a lot of school days due to funerals and ceremonies he had to attend back in his reservation. Even if Junior understood that, going to college might be difficult to do so if he was going to be attending the events at his reservation, he knew he was able to go to college from the education he gained at the new high school he attended. Similar to the article by Guillory and Wolverton, Junior, or Alexie, were able to attend college because of the high school transfer, which gained them higher quality education. Something not many Native American teenagers have the opportunity to do so, or the self-motivation, as they are still, more than likely, accepting

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,

As with many races and ethnicities, Native Americans have had the front row seat in social injustices related to gender and race from the social institutions in the United States. Native Americans faced much discrimination along with other groups when it came to educational institutions and businesses. In education, many young children had lower math and writing skills leading to fewer high school diplomas (Sarche & Spicer, 2008). In labor, Native Americans had high unemployment rates and a lower labor force than the rest of the demographic population (U.S. Census Bureau, 2006). They also have problems with poverty since more than twenty-five percent of this group live below the poverty line (U.S. Census Bureau, 2006). Additionally, there are high rates of violent victimization and contributing factors such as childhood trauma that lead to overall high deaths. A major contributing factor to these deaths is alcoholism which exceeds the US rates by seven times (Sarche & Spicer, 2008). Many of these statistics indicate great injustice. Furthermore, according to the Indian Health Services, American Indians have lower health and life expectancy when compared to the rest of America (2015). These staggering statistics point out some prevalent inequalities in modern social institutions that exist with Native Americans.

The Native Indian history of violence and debasement changed their views and self-image as well. This change later affects how they adapt to American culture and education after being dissuaded from embracing their own for so long. The violence and indifference shown towards the Native Americans during the “Trail of Tears” contributed greatly to this change. In this dreadful journey, Natives of all kinds were forced off

The reading material from my textbook aligns with the issues presented in the video on Mental Health of Native Americans. The video talks about reconnecting adults and youths back into their culture. One issue is that American Indians have a low success rate academically. American Indian children often distrust European American which makes it difficult for cross cultural counseling. According to Baruth & Manning (2012), American Indian adolescents will end up being counseled by European American counselors because there are few American Indian counselors. The video states that there is high use of substance abuse, suicide, and dropout rates for American Indians. The textbook list suicide, alcohol abuse and other substance abuse, and high school and college drop-out rates as being potential problems American Indian adolescents may experience

With Native American’s having an overall low literacy rate, it affects the way youth engage in mainstream society.

For this assignment I chose counseling American Indians and Alaska Natives because it is the one group I have not studied or been around much. There is a huge population of American Indians and Alaska Natives in Washington where I currently live. I stay approximately 30 minutes from an Indian reservation. A few of the kids that attend the school I work at are Native American or an Alaska Native. I realized that when I first started working at the school that I knew nothing of their culture or values even though my great grandmother was a Native American. I have taken this opportunity to learn more about them as well as how to counsel those students. Once I finish school, I would love to work as a school counselor in one of the schools and I may even get a chance to work at the school on the reservation, so this assignment came at a good time. American Indians just like all ethnic groups have a family structure, cultural and spiritual values, strengths, and challenges. In this paper I will start off with the history of Native Americans. It is their past that shaped them for the future. As a counselor it is important to know their past to understand their present. I will also discuss their cultural strengths, theoretical approach, culturally appropriate intervention strategies and how I would incorporate cultural strengths