Intergenerational Poverty and Mobility Among Native Americans in the United States Proceedings of a Workshop (2023) / Chapter Skim
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3 Data and Trends
3 Data and Trends
Pages 13-22
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From page 13... ...
The objectives of this session were to inform the committee on • key historical and structural factors that have shaped economic opportunity and mobility for Native Americans; • empirical dimensions of the intergenerational poverty and mobility of Native American populations in the United States; and • high-priority gaps in the data that need to be filled to help develop effective policies for reducing intergenerational poverty among Native Americans. HISTORICAL PERSPECTIVE Not long ago, began C
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From page 14... ...
They contributed to language extinction, family disruption, and a historic antipathy toward schooling, with Native Americans viewing boarding schools and the people who ran them as the enemy. Children were sent to boarding schools and forbidden from speaking their language; Snipp said that some returned home years later and could not converse with their parents due to the lack of a mutual language.
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From page 15... ...
ISDEAA mandated the devolution of BIA oversight in the 1970s and 1980s, said Snipp, and relocation programs were formally ended in 1981 by R onald Reagan. A SNAPSHOT OF THE DATA With the historical perspective provided by Snipp in mind, Emilia Simeonova's presentation focused on the available data on intergenerational mobility among Native Americans, and identified areas where more research or data collection is needed.
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From page 16... ...
. While the percentage of those living in poverty on reservations declined between 1990 and 2015, Simeonova said it is still "staggeringly high." MEASUREMENT ISSUES AND DATA GAPS Simeonova identified a number of factors that create challenges for collecting data on AIAN populations.
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From page 17... ...
For example, self-reported, detailed race information is not available in Census data before 2000. Conducting research on intergenerational mobility requires having data on at least two generations, said Simeonova, but alternative data sources would be needed for information on individuals prior to 2000.
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From page 18... ...
Using data from the Great Smoky Mountain Study of Youth, a longitudinal survey on one tribe, Simeonova and her colleagues found that providing tribal members with cash has a number of positive benefits, including • reduced criminality for both parents and children; • improved relationships between parents, and between parents and children; • improved high school graduation rates; • improved personality traits in children up to age 16, and • decreased prevalence of mental health issues for adolescents; and • improved economic well-being for children, particularly those who suffered from worse mental health (Akee et al., 2010, 2013, 2018, 2020, 2022)
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From page 19... ...
Using tribal advisory boards and tribal institutional review boards should be the gold standard for data collection, she said, and there should be more opportunities for Native American students to get involved in research. Involving students would be a "natural channel" for improving knowledge, as well as increasing interest in research among the entire population.
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From page 20... ...
The best thing that happened in Indian Country in the 20th century, he said, was the devolution of federal involvement in the management of reservations, and the acknowledgment that Native people themselves know what is best for them. Snipp emphasized that whatever the federal government does, it should work collaboratively and directly involve tribal governments.
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From page 21... ...
She noted that the sample size of people who self-identify as Native American alone is quite small, but that the number increases significantly if an individual's second, third, or fourth racial category choice is included.
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