Native American Education Research Paper

The relationship between the government and the Native American population has experienced problems since America was first settled. There has been a long history of destructive federal policies and actions that have hurt Native communities, increased inequality, and accelerated the loss of tribal cultural traditions (Karaim). Natives have been forced off their own land when negotiation was inconvenient, and the federal government has exclusive jurisdiction and the ability to do as they please ("Native Americans”). Although, the United States has promised Native American tribes the right to self-government and to exist as distinct peoples, but the federal government is also supposed to provide adequate resources to aid the needs of Native citizens …show more content…
Sally Jewell, Secretary of Interior, refers to one school in Minnesota saying that “none of us would want our kids to go to school there. It’s not safe. . . . It’s too cold. It’s too hot. It has no labs for science. It’s not serving children well” (“Can the U.S.”). The Native American schools also tend to offer less Advanced Placement courses (Klein). Students’ letdowns in school are partially due to the fact that they are exposed to cigarettes, alcohol, and marijuana at a young age (“Education World”). Education analysts have also found that when teachers do not acknowledge Native American culture with the native students, they begin to feel marginalized (“Education of Native Americans”). While the situation sounds troubling the evidence comes primarily from Native American sources that contain bias. It does not mean the problems are not present, or that government ignores …show more content…
There a large push within the country to educate native children in boarding schools after the policies of “Indian Removal" and relocation had passed (“Education of Native Americans”). It did not help the education and turned out that they were “depraved, abusive facilities where children were beaten and starved for speaking their native language or practicing their spiritual beliefs” (“Education of Native Americans”). Students endured violations such as hair cutting, traditional dress replaced with school uniforms, and punishment for speaking their native languages (Justiz 242). Eventually, the Indian Reorganization Act of 1934 introduced the teaching of Indian history and culture in BIA schools and ended the eradication of tribal cultures in the boarding schools (“BIA Website”). A more successful effort was the Head Start program which is long-term federal program for at-risk children whose purpose is to “provide child development services to economically disadvantaged children and families” (Meyer 46). In 2014, Head Start enrolled 21,988 Native Americans and Alaska Natives (Meyer 48). Another effort by the government was made by President Obama when he increased funding for Indian programs such as those aimed at improving school quality, enhancing post-secondary career, and technical vocational training (Karaim). He also sent the heads of the Interior and Education departments on tours

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