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Thirty Years Later: The Long-Term Effect of Boarding Schools on Alaska Native Adults and Communities

Thirty Years Later: The Long-Term Effect of Boarding Schools on Alaska Native Adults and Communities. Diane Hirshberg Suzanne Sharp Institute of Social and Economic Research University of Alaska Anchorage. This work supported by a grant from the Ford Foundation. Overview of the Talk.

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Thirty Years Later: The Long-Term Effect of Boarding Schools on Alaska Native Adults and Communities

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  1. Thirty Years Later: The Long-Term Effect of Boarding Schools on Alaska Native Adults and Communities Diane Hirshberg Suzanne Sharp Institute of Social and Economic Research University of Alaska Anchorage This work supported by a grant from the Ford Foundation

  2. Overview of the Talk • Brief history of boarding schools • Research question • Sample & Methodology • Findings • School Experiences • Longer term effects • Conclusion & Implications

  3. Brief History of Boarding Schools in Alaska

  4. Alaska Native Enrollment Figures: Secondary Boarding Schools 1958-59 to 1968-69

  5. Research Question • What is the long term effect of boarding schools/homes on Alaska Native individuals and communities? • What were the experiences of Natives in the schools • Perceptions of quality • Descriptions of climate & culture • What is the lasting impact?

  6. Sample & Methodology • Qualitative study • Semi-structured, open ended interviews • Taped and transcribed • 61 participants who attended boarding schools or boarding home programs from late 1940s-early 1980s • Not a representative sample • Recruited via email, AFN, radio, word of mouth • Interviews conducted in Anchorage, Fairbanks, Juneau, Kotzebue, Nome & Barrow

  7. Dates that Study Participants Attended Boarding Schools/Homes

  8. The School Experience:An Overall Assessment • Varies greatly • Ranged from very positive to very negative • 60% generally pleased with experience • Contradictory/conflicting comments Sheldon Jackson High School

  9. The School Experience: Quality of Education • Varied greatly by schools • Positive comments re: St. Marys, Copper Valley • Negative comments re: Nome Beltz • Mixed comments re: Mt. Edgecumbe, Chemawa, schools attended by those in boarding homes • Native educators, language, history, culture largely absent from the schools

  10. Of course my experiences in Copper Valley when I went to the eighth grade down there were really something because they emphasize quality in their entire educational process … it was quite a task for them to bring [me] up, you know, from probably a first or second grade reading and writing levels to eighth grade level. I had to work pretty hard to try to become competent and by the time I left the eighth grade I felt there was a huge transformation in me —I learned how to read, I learned how to write. Copper Valley School, Glennallen

  11. The School Experience:School Climate & Culture • Good Experiences: • High expectations/challenging education • Extra curricular activities • Friendships Mt. Edgecumbe High School

  12. “I would say it was the best thing that ever happened to me. I was ready to leave home. I wanted to go out and just get away from the family life. And I enjoyed the sports, the academic life, meeting other people from other regions …”

  13. The School Experience:School Climate & Culture • Negative experiences • Physical and Sexual Abuse • Censored mail • Alcohol & drug abuse • Suicides Wrangell Institute

  14. Reports of Physical and Sexual Abuse

  15. And the thing that I remember most about Wrangell, to this day, is they used to pull everybody from the boy's dorm… and they'd have the two biggest boys in the dorm, and they would give them razor straps, you know the kind you sharpen razors with, and if a Native boy… if they spoke their own language, they got swatted 10 times by two of the biggest boys in school. The reason they used the big boys is because after they got whipped, they couldn't go and jump on top of the guy that whipped them because they were usually the biggest and toughest guys in school. So they would use the biggest boys in school for speaking one word in their language. Even to this day, I can't maintain or hold my own language.

  16. There was a man and wife there that would take some of the biggest boys and take them in their room and keep them there all night. Never knew what's going on in there until the next day they'd come out and they'd be crying and everything...

  17. It was safer, you had a higher statistical rate of survival doing a tour of combat in Viet Nam at the time than of graduating from Nome Beltz. It was an Alaska Native hell. It was…one of the guys who committed suicide later that said, ‘Yep, the odds are better.’

  18. …when I went to Wrangell Institute I was just taken care of really well. I was thoroughly checked… I was malnourished. I had bruises all over my back from being beaten up because of the child abuse at home. I had pinworms. I had a touch of TB. I needed glasses real bad. I was hard of hearing; I couldn't say my S's. And so they did speech therapy. And when we stayed in the dorm, I felt very safe except I didn't like how it was run, military style... And their inspections, when they did bed inspections and have quarter flip. And if the quarter don't bounce, you had to redo your bed. I didn't mind doing all the chores because that's what I did all my life, scrub floors. They let us have a razor blade, and to me, it was way better than being at home being kicked around and being starved and being beaten up with stick…even though they give you little piece of army wool blanket, and you fold it in half, and you buff the floor all like that. To me it was way better than being abused at home.

  19. Post High-School Experiences • Pursuit of higher education • Only a handful of respondents completed college degrees immediately after high school • Most had college experiences that were delayed or interrupted • Military service • Many participants completed high school during the Vietnam War; some were drafted or enlisted, delaying post-secondary education

  20. Longer-term Effects of Boarding Schools • Positive Outcomes • Opportunity to learn about the outside world • Independence and discipline • Lifelong friendships Chemawa small boys dorm

  21. I think boarding schools are the way to go. I'm going to try to send my boy out... I want him to become successful and that's, you know, to me I'm really sorry that almost all children can't go out there and get that independence and learn the system... learn how to do things on their own rather than becoming so dependent and so protected by their parents while they're here.

  22. … And I was 14 when I first went down there. And we were 18 by the time we got out, I mean, those are formative years. And you have friendships that are lifetime.And I know couples that got married right out of high school and are still married….I just love these relationships because invariably the people from the boarding school, especially from Mt. Edgecumbe, are in leadership roles in the state. Now we have senators, we have representatives, and I was a mayor at one time… Heads of corporations went to Mt. Edgecumbe and all that stuff. And I think a lot of the success of some of those institutions are directly related to those connections we made in high school.

  23. Because the friendships that we established in Mt. Edgecumbe are a bond that we have today … and nothing will break it, not the corporation, not the politics because we have classmates that serve in state legislature, but they don't act like they're better than we are no matter what our status is, you know, because we have a mutual respect that started in Mt. Edgecumbe. And we had to support each other back then because unknowingly we were outcasts of society. They put us in our own place.And we sort of realized that. We were even on an island that we couldn't get off of. So naturally the bond was unbreakable …

  24. Longer-term Effects of Boarding Schools • Negative • Lasting trauma • Difficulty integrating back into family and community • Loss of culture and identity/need to heal • Loss of language • Failure to learn parenting skills • Community disruptions

  25. …when I look at my classmates, almost every single one of them was plagued with alcoholism and drug abuse and a lot of them are gone because of either alcoholism or drugs or suicide. I mean it was a devastation and I would say that after all these years, I can see a glimmer of hope that our people are coming out of that and starting to realize what boarding schools did to us because here we are... But I think that it takes how many generations for us to begin to heal so that we live true to ourselves, you know, where we feel whole inside and be Inupiat and not try to be what we're not, you know, because that is not conducive to harmony within the soul.

  26. Well, when I look back now, I think I was a lost individual who was looking for my identity and didn't know how to have relationships…I remember from Wrangell us going home and we had been like indoctrinated or something where we went back home thinking differently than we had the year before. And there were quite a few of us in my family, and I remember…a few years later, my father getting real angry at us because we hadn't learned how to do things that were a basic necessity of the Inupiat lifestyle… I never forgot his frustration and I didn't tie it to anything then, but it was those two worlds clashing and trying to find ourselves, that loss of identity and being told to think white and be a white person inside of us and that assimilation…

  27. There were two brothers that came in from Point Barrow. They came down and they could not speak one word of English. Every night, they were going to whip them…[every time they] spoke their language, those two boys, time and time and time again. I was working in '76 for North Pacific Rim… one of the two boys, was up there... I went to talk to him. I said, ‘I know you from Wrangell Institute.’ He says, ‘Yeah, I remember.’ … And I asked him, ‘Do you remember, can you speak your language?’ He says, ‘No.’ And I says, ‘Are you kidding me?’ I said, ‘When you first came to Wrangell Institute that's all you could do is talk your own language.’ He says, ‘I never knew how to speak my language.’ He got mad at me, saying ‘I never knew how to speak my language.’

  28. … now I notice a lot of people still get real restless in the spring and in the fall. It’s just when they expect change or something happens and they’re depressed or they kill themselves or they drink too much or it’s this annual thing in the spring and fall. It’s like a pattern, at least in my village… I’ve since gone back and lived there and I can’t imagine the village without kids over the age of five. Twenty, 30 kids a year leaving and the only kids there are under five. How do you think their parents felt? Q: How did they deal with that? Did you ever ask them? A: No, they started drinking. Eventually the whole village was drunk but it’s done a complete turn around. The kids that have lived and grown up there, they’ve started the dances over 10 or 15 years ago. When I was 40 I did my first dance and I should have done it at five so they had a big celebration…

  29. A Different Perspective [O]ur people made a decision to become educated to a non-Tlingit education system.They knew what the price was and it was not dollars and cents… the conditions were really bad… The church people mistook our emblems as worshiping animals, being heathenistic so they -it was against the rules and it was forbidden to speak your Tlingit language. You were punished if you did. You couldn’t practice the dancing or any of the cultural things because it was heathenistic… the people knew that was the cost to go but they elected to do it, so… I have a difficult time when people tell me somebody’s taken something away from us… we find it very difficult to believe somebody who tries to convince us that we’re losing something or they’re taking it away from us. We forced the change.

  30. Conclusions • Any monolithic view of the outcomes of boarding schools, good or bad, is false • Many respondents are ambivalent about boarding schools

  31. They…really didn’t say anything directly but you could feel that you were growing apart from that culture and apart from them and you could feel that you weren’t as valued, you know, as a person as much as you were before you left… So as a result of that, I went through a really pronounced identity crisis and who am I, you know… Going back to some more positive things, I think the experience of going to a boarding school and to Mt. Edgecumbe and Wrangell made me able to straddle the fence, you know, in the Western and the Native world…You can go and live in either world and you can be successful in either world. You have a choice. You can go either way. So it made you more resilient and flexible to do that and the other thing is after that I was able to live away from home and anywhere pretty much.

  32. …when you look at boarding schools in general, I could say, you know, it was bad or it was good and I could say both…What it did to me personally is, you know, a lot of harm…and I'm still overcoming that, you know… but… sometimes boarding schools were good if the family had a lot of alcoholism, lot of domestic violence, and if it just wasn't good, then boarding schools would be good for them. Or if you have a student who is just way beyond… the challenges of a home school in the village, then being in a boarding school that had a more broader curriculum, so… But it could be -- nowadays we know enough we could structure boarding schools and school at home that give good foundations for self-identity, being proud of who you are and your heritage. So in both places, a person's education would be enhanced.

  33. Implications • Lessons can be taken from this study: • Policymakers need to learn from what worked and what did not • Successful practices were those that work anywhere: high expectations, discipline and structure that is supportive, opportunities to learn about the broader world • There are real dangers in boarding school settings - vulnerability to abuse in particular • Loss of culture, language, family and community connections are a risk in such institutions • There is no magic bullet for rural education

  34. Thank you, again, to all who shared their experiences, insights and wisdom with us.

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