Native Americans: Social Issue

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The native populations

The estimates are that the current people who report to belong to the American Indians are 2.5 million. Compared to the whole of the American population, the number is significantly small. Moreover, this is just an estimate. The predictions are that the number might even be smaller. Given the small number, the American Indians are considered to be among the minority groups in the American society.

The Native American Indians are exceptionally diverse group of people consisting of over 560 sub-tribes spread in almost all states. However, majority are living in Alaskan native villages. Due to their spread and small number, their tribes or bands are used distinguish them from the mainstream Americans.

However, the federal governments, majorly for political reasons, do not recognize most of them (Kemnitzer, 2008). Tribes currently recognized by the federal governments are located in distinct cultural settings and in most cases speaking their native languages.

The mostly stereotyped native Indian Americans are residing in the remote villages, far removed from the mainstream Americans. In most cases, they practice their own cultures. However, the practices have been undermined and discriminated against by the authorities. As modernization and urbanization continues to take its tall in America, most the natives have moved into towns.

Currently, about 33% of the Indian natives reside in urban centers. However, quit larger population still live in tribal trust lands and reservations (Kemnitzer, 2008). According to the US Census Bureau, the Indian American population consists of the younger generation.

The estimates are that 34% of the total population is below the age of eighteen. Compared to the American population the median age is 35 years and 26% are below eighteen years old.

Only ten thousand Indian American children are attending school. The number is far much less than any other American minority group (Gutierres et al., 2004). The federal government has been attempting to assimilate the natives into the American mainstream. However, the efforts have been futile (Gutierres et al., 2004). The only way through which these groups of people can be assimilated is through schooling.

According to the US Census Bureau, only 3% of the adult natives are literate. Most studies indicate that the Indian natives have undergone intergenerational historical traumas causing the low literally levels. Over the centuries, the native Indians have been discriminated against (Kemnitzer, 2008).

To some extent, most of the tribes were exterminated in a bid to wipe them out. Even over the last century, the governments attempted to wipe out the cultural aspects of the Indian Americans.

Even though there are many similarities among the natives large differences actually exists. The heterogeneity can be observed among the individuals and communities particularly, depending on the ancestry and blood relations. Other differences also exist in the residential patterns, identity, cultural affiliations and participation in the mainstream activities (Schiele, 2011).

While considering social issues affecting the natives, it is critical to put into consideration their diversity and the implications such social issues have on their development, prevention efforts and implementations.

In this case, the discussion will center on many social issue affecting the natives. Like any minority in American society, there are many social ills affecting the native larger young population.

The social issues affecting the Indian American ranges from social discrimination, prejudice, stigma and stereotype to the substance abuse. National surveys that have been done indicate that there is high prevalence rate of the substances abuse among the native young population (Wallace, 2010).

The beliefs and stereotypes

The American natives have historically looked down upon and the stereotypes continue today. For various reasons the natives have been stereotyped and such stereotypes are still engrained in the American mainstream (Trimble, 2008). For many years, the natives have been described as enigma by the mainstream American society.

The sources of knowledge including the education system have been portraying the natives as primitive, savage, exotic, unspiritual and unromantic. In fact, the American society sees natives as those who do not belong to the human race (Ashley & Jarrett-Ziemski, 2010). The natives are associated with negative aspects of society resulting into their discrimination.

In most cases, the stereotypes have been used to predict and explain the behavior of the American minorities particularly the natives. To the natives these descriptions by the dominate society has been a major concern (Ashley & Jarrett-Ziemski, 2010). In addition, the references of the natives by the mainstream society have led to the under development and have prevented the evolution of the Indian Americans.

Stereotypes have led to the individuals choosing to remain ignorant. In fact people tend to be what they are being described (Trimble, 2008). The drug abuses among the natives have been found to because of the constant reference as being drug abusers.

Most of the minority groups are constantly being associated with criminal activities by the authorities. In fact, most of the young generations tend to ignore these references by the authorities since such descriptions do fit into their morals as well as their current collection of knowledge (Jessor et al., 2005).

In fact, the young minority groups in American have been described as being lazy, childish, irresponsible, immoral, savage and in most of the social places drunk or have abused a particular substance (Ashley & Jarrett-Ziemski, 2010). The Indian Americans have also been perceived as having no religion. They are isolated group who live in the reservations.

Their children cannot complete elementary school and at worst are not seen as human beings. The minorities are not only being discriminated against socially, but also politically and economically. In sports and entertainment industry, the Indian Americans have been portrayed as ‘red-skinned tomahawk choppers’. This indicates the extent in which the minority groups have been discriminated against historically.

In the education system, the natives are confined in boarding schools where they are purported to be rehabilitated. In the last century, the native schools had a policy of rehabilitating the kids and assimilating the pupils into the mainstream society. The schools were considered substandard (Trimble, 2008).

The academics were also considered substandard and most of the students coming from such institutions could not compete with the white students for jobs. Such kind of treatment culminated into the economic and political discrimination the natives experience even today (Ashley & Jarrett-Ziemski, 2010).

Legal, political, economic, and educational oppression that have disadvantaged the natives

Because of the long history of stereotypes, prejudice and discrimination, inequalities have existed. The historical relationships between the natives and the mainstream Americans have resulted in the political, social and economic inequalities that currently exist in American (Fleming, 2002).

The discrimination and enslavement of the natives have led to inaccessibility of education to many generations of the minority groups, Indian American included (Fleming, 2002). Even though such slavery has long been abolished, stigma and discrimination still exists.

Political, social and economic barricades that have been put in place by the dominant society have prevented the Indian Americans from accessing higher positions in society. In fact, the Native Americans have historically been held in inferior positions, both in political and in employment (Farkas, 2006). The former American education system ensured that native students are sustained in servitude.

In fact, the native schools were not to supplement the students with academic affluence. For a long time, the American societies have been experiencing the legal segregation in schools. Whites, natives and blacks were not supposed to learn together.

These legalities led to the inequalities that are being experienced even today (Ashley & Jarrett-Ziemski, 2010). Moreover, schools were also not supposed to get equal resources. It was until 1960s that the Indian American students were capable of having universal higher education.

The effects of legal segregations, inequalities in education as well as repressions continue today. Most of the natives, whether educated are still methodically locked out of the political and economic opportunities (Ashley & Jarrett-Ziemski, 2010). The evidence suggests that discrimination in education was aimed at shutting out the natives from the opportunities the mainstream society enjoyed.

The purported assimilation by the mission schools into the mainstream society led to the additional prejudice and discrimination. The Indian Americans who went through the assimilation process were either discriminated against by the white society or rejected by their former natives (Stiglitz, 2012).

The group of American Indians could not benefit equally from political and economic opportunities even though they have similar education as whites.

At the higher education levels, inequalities further existed with classes separated according to the racial lines. Besides, exclusive colleges and universities were reserved for the whites (Stiglitz, 2012). Even in the exclusive schools, discrimination was practiced in the circumstances that the natives had an opportunity to join such colleges.

Outside higher education, within the job market, inequalities became extreme. In fact, very few natives with higher education get jobs of high income. Inaccessibility to resources played key role to most of the inequalities that are being experienced by the Indian Americans (Stiglitz, 2012).

Economic inequalities have also led to the inaccessibility to nutrition and health leading to the poor cognitive development in native children. The Indian American children are disadvantaged and poorly developed compared to the white children (Farkas, 2006).

The economic inequalities have contributed to inaccessibility to good healthcare as well as other health needs. Indian natives, blacks and Latinos have greater possibility of accessing poorly facilitated hospitals as well as without healthcare cover (Farkas, 2006).

However, these conditions have far changed. The federal as well as the state governments have managed to increase and provide equal opportunities for the natives. In fact, programs that promote low-cost education have been put in place.

Education has also been made available to the minority children as well as those children coming from poor families (Fleming, 2002). Moreover, legal obligations have also been enacted in order to do away with any form of discrimination.

Further, education has also been made free particularly to the natives. The current systems have illegalized any form of discrimination particularly in the employment sector. Such legalities have resulted into increased opportunities for the Indian Americans. In addition, the American authorities slowly understand that the natives are not the only people involved in criminal activities.

The current studies indicate that white students abuse substances more than the blacks and the American Indian students (Stiglitz, 2012). In essence, the changes of attitude towards the natives and the blacks have reduced the stigma and prejudice that have long plagued the Native Americans and the blacks.

The advancements for these communities

To avert the inequalities existing in the American society, education should be made available to all. In fact, there are a number of policies and legal obligations that have been enacted in order to do away with any form of discrimination (Farkas, 2006). Besides legal and economic measures that reduce the inequalities, affirmative action is also required particularly to the disadvantaged groups that live in remote villages.

Besides, education should also be free or made at low-cost. Programs that provide free or less expensive education to the natives’ poor families should be promoted. However, studies indicate that such programs do not encourage the students from the natives to join schools and colleges. In such circumstances, families are supposed to be encouraged to make their children join schools and colleges (Farkas, 2006).

Another intervention should be the establishment of the community schools that offer low-cost education particularly, to the low-income natives. However, having education and providing low-cost education is not the ultimate. Equal opportunities should be provided both in political and social fronts. Providing equal opportunities will help in the advancement of the native communities (Stiglitz, 2012).

In addition, these programs should start at early stages in the child development. In fact, both the federal and state governments should provide quality care for the minority children right from the infancy. The provision of quality care will be helpful in closing the gap between the rich and the poor children.

Instead of providing low-cost education only at high levels, the program should begin at the lower levels so that the value of education can be set at the foundations (Stiglitz, 2012).

The social welfare policies for the Native Americans

As indicated, affirmative action is highly required for these communities to rise fast in their social, political and economic welfare. Most importantly, affirmative action is highly needed in educational opportunities. Raising education standards will be the surest way through which the natives will improve their social and economic well-being (Rothman, 2008).

In addition, early education intervention is highly required. In fact, colleges and institutions of higher learning should provide low-cost education to students coming from poor families. Moreover, the government should offer free college access to the native and other minority students (Farkas, 2006).

Affirmative action is also required at the college enrolment stage. Studies indicate that most of the native students do not enroll at colleges due to fear of discrimination and poor performance at secondary levels.

In such circumstances, college enrolment grades should be lowered for the natives and the discrimination in colleges done away with (Rothman, 2008). Employment opportunities should also be increased for those with higher education to encourage others to join colleges and other institutions of higher learning.

Besides, education should also be offered to the Indian Americans at low-cost or made free. Moreover, the government as well as colleges should promote programs that provide free or less expensive education.

In as much as these programs aims to promote education, studies indicate that such programs do not encourage the students from the natives to join schools and colleges. In such situations, both the federal and the state governments should have policies that encourage families to make their children join schools and colleges (Rothman, 2008).

Similarly, the government should establishment community schools that offer low-cost education particularly, to the low-income natives. Community schools and colleges will increase enrolment rates since stereotypes, prejudice, stigma and discrimination will be none existent (Farkas, 2006).

Further studies indicate that attaining higher education and providing low-cost education to the disadvantaged should not be the ultimate goal. The governments should ensure that those with increased education achievements attain employment.

Employment attainment could only be achieved through the provision of equal opportunities. Equal opportunities should also be provided both in political and social fronts. Providing equal opportunities will help in the advancement of the native communities (Rothman, 2008).

Further, provision of free educational programs should begin at early stages in the child development. In addition, both the federal and state governments should provide quality care for the minority children right from the infancy.

The provision of quality care is not an option rather a necessity for all minority children. Moreover, the provision of quality care will not only improve the nutritional and health well-being of the children but also help in closing the gap between the rich and the poor children (Stiglitz, 2012).

The provision of free and low-cost education should begin at the lower levels so that the value of education can be set at the foundations. However, similar programs should continue throughout the education system.

The attainment of the educational standards should be combined with opening up of opportunities in both economic and political fronts. All forms of discriminations in all sectors should also be done away with. All people whether native, black, or white should be treated in equal terms (Rothman, 2008).

Policy solutions, recommendation and conclusion

According to Schiele, (2011), various factors appear to affect the relationship amid Native American Indians and the rest of the mainstream American society. Though the interaction between the communities exists, no particular factor tends to emerge dominant in the pattern of relationship that exists.

In fact, this explains why any prescription to the ills that affect relationships in the society requires a blend of several approaches (Schiele, 2011).

In the same way, no single sector, corporation, or institution can claim to have measures that can tackle the critical issues such as the sour relationship existing between the natives and the rest of the society (Rothman, 2008). All the entities as well as the institutions as part of the wider stakeholder, has a responsibility to contribute towards the reduction of discrimination and its impacts or the American society.

As part of the social responsibility strategies, responsible institutions should find it critical to collaborate with other stakeholders in order to attain these goals. Each partner must play its role succinctly.

Both the federal and the state governments should reexamine important issues that are of great essence to the well-being of all the citizens including provision of social amenities such as health education and enlightenment as well as other facilities in equal terms.

In addition, the government must put in place appropriate policies that are non-discriminatory to curb the problems that face the minorities. In essence, the social policies should take cognizant of the societal basic values.

References

Ashley, J.S. & Jarrett-Ziemski, K. (2010). Superficially and Bias. American Indian Quarterly, 23(314), 14-56.

Farkas, G. (2006). How educational inequality develops. National Poverty Center, 63(5), 25-84.

Fleming, C. M. (2002). The next twenty years of prevention in Indian country: Visionary, complex, and practical. American Indian and Alaska Native Mental Health Research, 4(2), 85–88.

Gutierres, S. E., Russo, N. F. & Urbanski, L. (2004). Socio-cultural and psychological factors in American Indian drug use: Implications for treatment. International Journal of the Addictions, 29(6), 1761–1786.

Jessor, R., VandenBos, J., Vanderryn, J., Costa, F. M. & Turbin, M. S. (2005). Protective factors in adolescent problem behavior: Moderator effects and developmental change. Developmental Psychology, 31(16), 923–933.

Kemnitzer, L. S. (2008). Adjustment and value conflict in urbanizing Dakota Indians measured by Q-sort technique. American Anthropologist, 75(11), 687–707.

Rothman, J. (2008). Cultural competence in process and practice: Building bridges. Boston, MA: Pearson.

Schiele, J. (2011). Social welfare policy: Regulation and resistance among people of color. LA: SAGE.

Stiglitz, J. E. (2012). The price of inequality: How today’s divided society endangers our future. Helping All Students Achieve, 58(12), 6–11.

Trimble, J.E. (2008). Stereotypical Images, American Indians, and Prejudice. Psychology and Culture, 33(4), 181-201.

Wallace, J. M. (2010). Tobacco, alcohol, and illicit drug use: Racial and ethnic differences among U.S. high school seniors. Public Health Reports, 11(1), 67–75.

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