The little Skingin that could: an autobiographical, affirmative look at Native American off-reservation boarding schools between 1970 and 1980

Unrestricted Prior to the Civil Rights Movement, Native American Off-Reservation Boarding Schools (ORBS) were harsh, militaristic institutions with the objective of stripping Native American children of any attachment to their traditions and culture. Much of the existing literature on ORBS critiqued the conditions and assimilation-oriented policies. Few scholarly works were written about ORBS after World War II. This study investigated the causes of the shift in conditions and attitudes at ORBS after 1960 and whether existing literature accurately portrayed the life experience of ORBS students. It sought to provide an alternative way of looking at boarding schools and a broader view. The methodology included a case study of the author's own ORBS: Stewart Indian School (SIS) in Carson City, Nevada, during 1970-1980. In addition to tape-recorded interviews, twenty alumni answered a 21-question survey. A cultural biography depicted the author's empirical knowledge about ORBS and SIS.; Overall, the results showed a wider range of positive ORBS experiences than previously reflected in the literature. Largely Native American, SIS teachers and staff reinforced ideas of the students' ability to succeed. The living, teaching, and learning conditions were safe and nurturing. ORBS allowed Native Americans to share dance, language, dress, and tribal affiliations.; A chronological chart of Policies, Treaties, Laws, and Events identified social forces, federal policies, and other factors that contributed to changes in ORBS. The Civil Rights period of the 1960s impacted ORBS; the American Indian Movement gained its strength during this era; pan-Indian identity was fostered in ORBS; and Congress passed numerous laws during the 1960s and 1970s that created educational programs for Indian students. This study presented a variety of subjective experiences. Between 1970 and 1980 students proactively elected to attend SIS, which offered a more enjoyable and pleasant educational environment for the majority of its students. For many, the ORBS became places of positive experience that reinforced their tribal identities and allowed for self-acceptance. This study differs from other works (Dixon and Trafzer 2006; Lomawaima 1994) in its approach and findings.