Overcoming Social Exclusion : Stories From High Achieving American Indian Students

Boarding School Seasons by Brenda J. Child offers a look into the boarding school experiences of many American Indian students. Child favors unpublished sources such as letters to give an uncensored inside look into boarding school experiences. However, she also includes other sources such as school newspapers, oral history collections, photographs, biographies, United States government publications, and annual reports. Government boarding schools were created to help the American government gain more control over Indians and to push the Natives to adopt the white ways of life such as language, skill, and education. While integration was the ultimate objective, Child sets out “to show that even with the challenges of cultural assimilation and a devastating land policy, American Indian people, even children, placed limits on assimilation and also defined and shaped the boarding school era.” (viii) The boarding schools designed to tear American Indian families apart did not succeed in isolating children from their tribes, but created bonds and

Education has been a topic of controversy for many years now, and will continue to be for years to come. The modern American society is best defined by its education. A good part of the average person’s life is spent at school, going to school, and paying for school. However, even though education is so obviously very important, there are many groups in America that are getting shorted. The Native Americans are a key group that has struggled the most. The largest obstacle they face is lack of proper education. The standard educational practices being used for the instruction of Native American peoples are not effective. There are many pieces to this road-block, and many solutions. This can be rectified by having more culturally

Assimilation of the native Indians occurred in different phases. The United States in the early years adopted an Indian policy that they used to build good relations with the bordering tribes which helped politically and in trading with the natives. However, they reserved to stop the good relationships in order for them to acquire more land as the moved west to expand their territory. (Keller,1983)

In the late 1800s, Captain Richard Henry Pratt set out to “Kill the Indian in him, and save the man.”(A Plea to “Citizenize” Indians). The goal to erase Indian cultures and replace it with white American culture was sought to be achieved through boarding schools. Pratt was the creator of the first Indian boarding school: Carlisle Indian School in Pennsylvania. These government-funded boarding schools would take children from their homes on reservation, often for them to not see their family again until they are grown(lecture). Pratt’s goal was to eliminate the Indian culture and incorporate the Indian people into the more “civilized”(Marr) American culture. This meant forcing the Indian students to speak only English and to give up all cultural traditions, religions, names and take up Christianity and American sounding names. Students were put into these boarding schools with little or no contact with their families for “eight to nine months of the year” (Marr). These schools operated with minimal funds, so the education was very insufficient. It was clear from the beginning; the actual goal was not to give quality education for the Native American children but to get rid of the Indian culture.

With waves of the American population moving westward, government attempted to assimilate, or integrate, Native Americans into American society. Their goal was for Native Americans to live and behave like white Americans, and for them “to cast off their savage habits and become an interesting, civilized, and Christian community” (Doc 9). Children were sent to boarding schools where they were given new clothes and haircuts, and taught English, Christianity, and American ways of life (Doc 13). While many Americans believed this would be good for the Native Americans, it effectively destroyed their culture and identity. By forcing them to learn English, they were unable to communicate the concepts, beliefs, and ideas their languages were based on. Americans did not consider the fact that English could not substitute for Native languages, because they are based on different realities, histories, and cultures (Doc 3). Assimilation turned the lives of Native Americans upside-down, forcing them to give up ideas and beliefs they had been practicing their whole lives, without any say. Slowly, Native American culture and lifestyle faded until it was nearly

Popular culture has shaped our understanding and perception of Native American culture. From Disney to literature has given the picture of the “blood thirsty savage” of the beginning colonialism in the new world to the “Noble Savage,” a trait painted by non-native the West (Landsman and Lewis 184) and this has influenced many non native perceptions. What many outsiders do not see is the struggle Native American have on day to day bases. Each generation of Native American is on a struggle to keep their traditions alive, but to function in school and ultimately graduate.

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.

The oppression of people is often thought of as a political inequality. There are various forms of oppression. The forms of oppression typically thought of are violence and exploitation. However, as a society America does not see the oppression created by a lack of education that happens throughout schools. Education is a tool required for societies to advance. Lack of advancements caused by this oppression has the ability to stunt a community. Without proper education, Native Americans cannot leave this vicious cycle of oppression they face. (Congress, Chairman Rokita 2015). Native Americans are known to have the highest unemployment rates as well as the highest poverty rate. They are also known as the most educationally oppressed race in America. (U.S. Census, 2012a, 2012b). The achievement gap of Native Americans continues to widen, as the achievement gaps between other races decrease. Other forms of oppression, such as the government oppression in education, oppression of wealth (monetarily and resources) in education, and cultural oppression in education all contribute to the achievement gap of Native Americans. However, there are various solutions arising in attempt to lessen the Achievement Gap.

“The Indian presence precipitated the formation of an American identity” (Axtell 992). Ostracized by numerous citizens of the United States today, this quote epitomizes Axtell’s beliefs of the Indians contributing to our society. Unfortunately, Native Americans’ roles in history are often categorized as insignificant or trivial, when in actuality the Indians contributed greatly to Colonial America, in ways the ordinary person would have never deliberated. James Axtell discusses these ways, as well as what Colonial America may have looked like without the Indians’ presence. Throughout his article, his thesis stands clear by his persistence of alteration the Native Americans had on our nation. James Axtell’s bias delightfully enhances his thesis, he provides a copious amount of evidence establishing how Native Americans contributed critically to the Colonial culture, and he considers America as exceptional – largely due to the Native Americans.

The article “Superman and Me” by Sherman Alexie is an informative article about the author growing up on an Indian reservation, attending reservation school and where he is today. The author's underlying message in the article is cultural differences when not accepted can cause issues not only socially but also in education. The author does a great job in persuading his readers of the issues on education in reservation schools and possibly how to fix these issues.

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

As an Indigenous Education Advisor, I’ve witnessed a shift in the commitment to educate non-Indigenous students about First Nation, Métis and Inuit people in post-secondary institutions. My experience in developing an Indigenous Awareness Week and conducting assessments to measure the learning outcomes of non-Indigenous students has led me to want to do research in this area. I would like to further look at long-term effects of Indigenous programming for non-Indigenous students to determine how to develop effective and valuable Indigenous programming in higher education. What attracts me to the Department of Integrated Studies in Education are the positive experiences and interactions I’ve had with students and professors from the department. Both Dr. Claudia Mitchell’s and Dr. Naomi Nichols’s research appeals to me and I believe can give a unique perspective to my work.

Children were taken away from their homes and told everything they knew was wrong. They were sent to boarding schools to change their culture. These boarding schools were run by the United States government. The government's goal was to civilize Native Americans. They sent children to these schools against their will. Native American children were educated like Americans and they had to change their native ways to be more like whites (Cayton 266). Teachers abused their students and beat their native ways out of them. They were not allowed to see their families so they would try to escape, but their attempts were unsuccessful. The United States government’s Boarding Schools of the mid-late 1800s irreparably changed Native American culture.

An advocate for Indian education, Henry Roe Cloud wrote, “Is the Indian a ward of the government or a citizen? What are his rights and duties? . . . [He] must be trained to grapple with these economic, educational, political, religious and social problems” (59, 60). Cloud challenged the American educational system by rhetorically questioning the meaning of Indian citizenship and campaigning for more Indian societal responsibilities. In the Society of American Indians' (SAI) Quarterly Journal , progressivist Carlos Montezuma wrote, “Reservations are prisons where our people are kept to live and die, where equal possibilities, equal education and equal responsibilities are unknown” (93). In Indian schools, children were not even allowed to speak their native language for fear that they might return to their savage ways. Essentially, American Indians only wanted equal rights and equal citizenship; they wanted Euro-Americans to stop treating them like lower-level beings. But Euro-Americans continued their quest to mother the “savage” race by assimilating and converting Indians.