Native American Boarding Schools: Stories of Resilience in the Face of Assimilation

Abstract

This research investigated the boarding school stories of three Native American's; Esther Burnett Horne, Adam Fortunate Eagle, and Paul Buffalo. All had attended different Midwest boarding schools, and some during different eras of the boarding school years. The perspective on different boarding schools and the different eras showed the changes that occurred during those years and how government and cultural attitude began to shift. The focus of this research shows how these individuals were able to find their innate resilience. In addition to resilience, other themes manifested; security, militaristic education, and the relationship with boarding school staff. The outcome of the research shows that the presence and guidance of Native American staff at the boarding schools, along with other Native American children, allowed these three individuals to maintain their Indian identity against the overwhelming assimilistic tactics of the United States government among the confines of militaristic schools. Native American children found boarding school staff, especially Native American staff, to be their connection to hope. With the proper tools, these Native American children showed great resilience in the face of assimilation. The guidance of the boarding School staff, was the core reason that, Essie Burnett Horner, Adam Fortunate Eagle and Paul Buffalo found the pathway to success. The presence of security bolstered them, in spite of the militaristic education they received, and allowed them to persevere. They were equipped with the right tools to navigate the uncertain terrain of their lives, and were able to follow the good red road.