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Perhaps the most significant threat to the continuing existence of Native American tribes as culturally distinct, self-governing nations has been the forced removal of American Indian children from tribal communities into boarding schools and non-Indian homes. Although both an explicit tactic by federal and state governments to foster the assimilation of Native Americans into mainstream society and the result of well-meaning social workers who lack knowledge about tribal cultures, the removal of American Indian children from the reservations has resulted in the disruption of traditional family life and has hindered the transmission of tribal values, customs, and languages to future generations of Native American people.

In the 1970s, after decades of failed assimilation policies that left Native American communities culturally and politically fragmented, tribes began to achieve moderate levels of success in winning recognition of their sovereign rights to exclusively govern their reservations and their members without interference from the states. Tribes argued that a crucial part of this sovereign authority was the ability to protect their most valuable cultural resources, their children, from being taken away and raised in ways that are incompatible with tribal cultural values. As these arguments were consistent with the federal government's post-assimilation era policy of tribal self-determination, Congress responded with the enactment of the Indian Child Welfare Act (ICWA) in 1978. Specifically acknowledging the importance of protecting the stability and security of Native American tribes and further asserting that it is in the best interest of Native American children to be raised in culturally relevant settings, ICWA implemented sweeping jurisdictional and substantive requirements for all child placement proceedings involving American Indian children. Although not immune from controversy, ICWA's implications for tribal and state authority regarding the welfare of American Indian children have been considerable. Indeed, many assert that ICWA is one of the most significant pieces of legislation dealing with Native Americans that has ever been passed. This entry describes the legislation, its context, and its consequences.

The Removal of American Indian Children before 1978

The forced removal of Native American children from their tribal communities goes back to the late 1800s and coincides with the beginning of the reservation era, which was marked by the end of tribal military resistance to U.S. expansion. At this time, American Indian children were removed to non-Indian controlled boarding schools as part of the federal government's policy of assimilation. By separating Native children from their traditional communities and prohibiting them from speaking their native languages, dressing in tribal attire, or practicing their traditional religions, while teaching them the norms and customs of Anglo American society, it was believed that educators could “kill the Indian, but save the man.”

The consequences of the boarding school experiment were devastating for the children as well as the tribes. Children suffered emotional and psychological trauma from being separated from their families and forced to adopt lifestyles that were unfamiliar and inconsistent with their traditional customs, and it was not uncommon to hear of physical, sexual, and emotional abuses occurring at these schools. Tribes lost generations of members to boarding schools who, after graduating, either returned to their reservations lacking the cultural knowledge and tribal identities required for reintegration back into the community or, more often, moved away from the tribes and started lives elsewhere. American Indian boarding schools were most active in the late 1800s to mid-1900s, although many continued to operate in the decades that followed. As late as 1971, 17% of American Indian children were still being removed to boarding schools operated by the Bureau of Indian Affairs or by non-Indian religious organizations.

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