Inequality In Native American Education

Inequality in Public Education for Native Americans

Since the founding of our nation, Native Americans have been victims of discrimination.

Unfortunately, little has been done since then to increase opportunities for them. With a 67%

high school dropout rate and one in three Native Americans living in poverty, inequality in

education is becoming increasingly evident for Native American teens (“2014 Native Youth

Report” 5). American Indian students are being neglected by the American public school system,

and as a result, do not have equal educational opportunities such as access to college and other

scholastic resources.

The first Native American boarding school was established in 1754. At the time, these

schools had underlying motives.

They were created in an effort to teach Native Americans

English, instill Christian values, and eventually assimilate them into Euro-American society

(“2014 Native Youth Report” 9). Not only did these programs strip Native Americans of their

identity, but they also caused them to feel detached and isolated upon returning home, where

many of the students had trouble reconnecting with their families and their culture (“2014 Native

Youth Report” 10). It wasn’t until the early twentieth century that critics pointed out the flaws in

this education system. In response, a number of boarding schools were shut down. Instead, the

Bureau of Indian Affairs established “reservation-based day schools,” which placed more

emphasis on preserving Native American culture (“2014 Native Youth Report” 10-11).

At present, the Bureau of Indian Education is “responsible for educating approximately 41,051

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American Indian and Alaska Native children at 183 elementary and secondary schools on 64

reservations in 23 states” (“BIE”). According to the 2014 Native Youth Report, more than two-

thirds of BIE schools are under tribal control (12). The Report suggests that the Tribal Education

Departments are not properly funded, resulting in ineffective teachers who do not have a good

understanding of the Native culture and may have trouble connecting with their students (19).

The underfunding of BIE schools disables tribes from placing more emphasis on education.

Until recently, little attention has been given to the poor conditions of these BIE schools,

and the poverty-stricken students attending them.

In the past, Native Americans students have

continued to perform poorly in school. With an alarmingly low high school graduation rate,

Native Americans are at risk of becoming trapped in a vicious cycle of poverty.

As of 2014, more than one in three Native American children live in poverty, which can

have deteriorating effects on their education (“2014 Native Youth Report” 5). If living conditions

at home aren’t ideal, Native American children may not have access to the appropriate setting

required for studying. In addition, they might have limited access to the resources necessary for

completing their assignments. This creates an unfair disadvantage for Native Americans.

Unfortunately, the conditions of BIE schools aren’t any better. In a recent visit to a

Native American school, Rep. John Kline. R-Minn. discovered the substandard quality of the

buildings. Kline reported “collapsing roofs, leaking roofs, buckling floors, exposed wires,

popping circuit breakers, and gas leaks.” He also took notice of the freezing temperatures in

these shabby classrooms (Brown). How can a child be expected to concentrate and learn in

such

an uncomfortable environment? How are they supposed to focus on algebra or chemistry when

all they are worried about it staying warm? As noted in an article published by the Minneapolis

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Star Tribune, these concerns reflect an overall need for more emphasis on education by the

Native American community (Brown). Such high poverty rates among Native Americans might

explain their poor performance in school.

The 2014 Native Youth Report reveals that only 17% of Native American eighth graders

scored at “proficient” levels in 2011. On a national level, twice as many eighth graders scored in

this range (“2014 Native Youth Report” 15). These statistics expose the growing gap between

Native Americans and other students in regards to educational outcomes. Low standardized test

scores can have even more impairing effects on Native American high schoolers. According to

the 2014 Native Youth Report, “Only one in four Native high school students who take the

American College Test (ACT) score at the college-ready level in math, and only about one-third

at the college-ready level in reading” (18). Low standardized tests scores can pose a threat to

Native American students’ chances of gaining admission into a four-year college or university.

This, in turn, significantly reduces the number of career opportunities for Native Americans. It is

not fair for Native Americans to be kept from joining the workforce and getting better-paying

jobs simply because they aren’t getting a proper education.

Native American students’ challenges in receiving higher education can be attributed to

the lack of Advance Placement (AP) and college-level coursework offered at their schools. Less

than fifty percent of Native American high schoolers have access to a curriculum with a wide

array of math and science course offerings (“2014 Native Youth Report” 18).

Not only does this

prevent them from reaching their full potential, it also means that they have less chances of

earning college credits prior to entering college. For those who do go on to attend college, the

absence of exposure to college-level classes suggests that Native American students aren’t being

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adequately prepared for the rigor of college work. Chances are, they will not have the

appropriate academic background to be successful in college.

Critics might argue that Native Americans do have equal access to education and

opportunity for advancement; they just have to overcome certain obstacles first. What they are

failing to realize is that these student aren’t being given any other option. We are essentially

setting them up for failure.

Ultimately, the lack of emphasis on Native American education creates a discouraging

attitude towards their potential for success in the future. Poverty, inadequate schools, low

standardized test scores, and minimal course offerings have all posed challenges for Native

American students, and need to be addressed immediately in order to ensure that no Native

student has to fall victim to his circumstances ever

again.