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ERIC Number: ED334031
Record Type: RIE
Publication Date: 1990-Jun
Pages: 8
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Native American Education Separate or Integrated?
Larson, Lisa
The courts have applied pressure on local school districts like the Mineapolis (Minnesota) district to reduce the concentration of minority children, including Native Americans, in the schools. This policy brief addresses the issue of creating separate elementary or secondary schools for Native American children. Proponents of separation argue that separate Indian schools, or a high concentration of Native American children in one or a limited number of schools, best meets the educational needs of Native American children. Some reasons public schools fail to meet the needs of American Indian students are: (1) traditions, values, culture, and language of American Indians are not recognized; (2) Indian parents' cannot influence board elections; and (3) school curriculum addressing Indian culture and history is lacking, and often perpetuates stereotypes. Opponents advocate an integrated school system arguing that students attain higher levels of achievement and prepare for functioning in a multi-racial society. Opponents of separation claim that states cannot discriminate to favor Native Americans through separate schools without violating equal protection standards. Proponents argue that Congress' special constitutional relationship with Native Americans enables states to establish separate schools to benefit Indians. (KS)
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Minnesota House of Representatives, St. Paul. Research Dept.
Identifiers: Bureau of Indian Affairs Schools; Native Americans