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Negative effects of residential schools|Native American housing
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Negative effects of residential schools
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Men these days usually wear a trouser along with a shirt and women wear the sari or the salwar. Traditional Indian clothes are still worn in traditional ceremonies or in the interior pockets of the country.
Also more and more women are taking to western wear (the skirt and the pant, with shirts), specially the youth and people in large cities.
Six yards of Indian clothes, that is all there is to the saree. Yet, this dress worn by millions of Indian women is, by far, the most elegant. Indian clothes is not merely an outfit but an ornament, lending both grace and glamour to the wearer. More important, the saree epitomizes the continuity of an age-old tradition that has withstood the onslaught of many different cultures, to emerge today as a visible symbol of the resiliency, continuity and timelessness of the Indian way of life.
Native American housing the eastern United States and adjacent parts of Canada the prevailing type was that commonly known under the Algonkian name of wigwam, of wagon-top shape, with perpendicular sides and ends and rounded roof, and constructed of stout poles set in the ground and covered with bark or with mats woven of grass or rushes. Native American housing general the houses were communal, several closely related families occupying the same dwelling.
Iroquois houses were sometimes one hundred feet in length, divided into compartments about ten feet square, opening upon a central passageway along which were ranged the fires, two families occupying opposite compartments at the same fire. Raised platforms around the sides of the room were covered with skins and served both as seats and beds.
Native American housing of a settlement were usually scattered irregularly, according to the convenience of the owner, but in some cases, especially on disputed tribal frontiers, they were set compactly together in regular streets, and surrounded by strong stockades.
Negative effects of residential schools order to extend sociological thinking about socialization in secondary schools; I have tested the contention that the social status of a high school independently affects the college-going intentions of its students, using data from a 1955 sample of students in 518 American high schools.
Negative effects of residential schools although weak, are found to be more an effect of the social-status composition than of formal organization of the school.
The positive effects of school status are found to mask a Negative effects of residential schools with students of higher average ability, students of any given ability and status are less likely to have college intentions, presumably because standards of competition rise within the school. When this hidden negative effect is held constant, the positive effect of school status on college intention increases.
