Examining American Indians\u27 Recall of Cultural Inclusion in School

This research examined American Indians\u27 recall of cultural inclusion from their elementary through high school education. Sixteen American Indians described their experiences of schools to peer interviewers. Analysis of interviews revealed three themes: the nature of cultural inclusion, factors influencing cultural inclusion, and recommendations for ideal cultural inclusion. Most participants recalled very little cultural inclusion. However, when cultural inclusion was experienced, it could be categorized into five types ( Indian pride, mismatched specific tribal information, negative/ stereotypical, student initiative, and inclusion due to parental, familial, and/or community involvement). Participants\u27 experiences most closely resembled Charleston\u27s (1994) pseudo or quasi Native education. However, some elements of true Native education were also reported. In addition, respondents stressed the important role of teachers in experiencing cultural inclusion. Finally, participants discussed their visions of ideal American Indian education and offered their recommendations. The results are discussed in terms of their implications for American Indian education

Models of American Indian Education: Cultural Inclusion and the Family/Community/School Linkage

Educational research has explored the impact of culture and the linkage of families and communities to schools on student achievement among minority students. Little focus, however, has been placed on the family/community interactions with schools among culturally distinctive populations such as American Indians and students\u27 perceptions of the educational process. This exploratory research examined the state of education from the perspective of American Indian young adults from various tribes in Nebraska. Instead of focusing on educational achievement, the emphasis of most educational research relating to American Indians, this study explored the model of education in existence. Additionally, researchers explored the respondents\u27 interpretations of the role of culture and language in the public school system and its link to the family/community/school interaction. Qualitative thematic analyses of the responses highlight themes of an educational system that largely ignores American Indians\u27 unique cultural and educational needs and represents a separate sphere from the community and family

The role of Chief Wahoo in implicit stereotype activation

Recently there has been debate regarding the appropriateness of universities and professional sport\u27s teams using Native Americans as mascots and nicknames. Proponents of Native American mascots and names argue that these images are meant to honor Native Americans (Davis, 1993; Spindel, 2000). However, opponents of utilizing Native American names and mascots argue that these symbols foster stereotypical views of Native Americans (Davis, 1993; Spindel, 2000). Opponents also argue that mascots create low self-esteem and low self-worth among Native children, facilitate a climate where racism is acceptable, negatively impact Native American academic achievement, and may be detrimental to intergroup relations and increase the likelihood of violence in schools (Davis, 1993; Pewewardy, 1999a; Pewewardy, 1999b; “What\u27s in a name?”, 1996). However, to the researcher\u27s knowledge, no research has examined the possible deleterious effects of mascots. The purpose of this research was to determine if subliminal exposure to Native American mascots/logos could automatically activate Native American stereotypes. In addition, this research sought to further examine the role of personal experience and prejudice level on automatic stereotype activation. Finally, this study examined the relationship between implicit and explicit measures of prejudice. The researcher found some initial evidence that the Chief Wahoo image can automatically activate negative Native American stereotypes. However, there was no impact of personal experience or explicitly measured prejudice level on automatic stereotype activation. In addition, motivation to control prejudiced reactions did not moderate the relationship between implicitly and explicitly measured prejudice level. Implications of these results and possible future investigations are also discussed