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• More people see stereotypes than real, authentic images.• They misrepresent our history and cultures. • One single image can be assigned to all NA’s with little regard to individual

differences.• Images like these affect both NA’s and all children. They model what we are

supposed to look like, act like, and do. • Stereotypes, by their negative nature, do not focus on contributions, role-models, or

resistance.

• Unlike explicit bias (which reflects the attitudes or beliefs that one endorses at a conscious level), implicit bias is the bias in judgment and/or behavior that results from subtle cognitive processes (e.g., implicit attitudes and implicit stereotypes) that often operate at a level below conscious awareness and without intentional control.

• The underlying implicit attitudes and stereotypes responsible for implicit bias are those beliefs or simple associations that a person makes between an object and its evaluation that “...are automatically activated by the mere presence (actual or symbolic) of the attitude object” (Dovidio, Gaertner, Kawakami, & Hudson, 2002, p. 94; also Banaji & Heiphetz, 2010).

• Although automatic, implicit biases are not completely inflexible: They are malleable to some degree and manifest in ways that are responsive to the perceiver’s motives and environment (Blair, 2002).

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• Indigenouspeopleofthewesternhemispherebefore1492• Researchers usually divide the continents into cultural areas.• There are 566 federally recognized tribes/Nations. We speak over 200 different

languages

Before European contact, Native Americans did not use the concept of race.• Membership in a tribe/Nation was based on social relationships (e.g., kinship,

marriage, adoption) and cultural similarities and traditions (Jaimes, 1995; O’Nell, 1996). If you lived with the tribe, you were a member.

• The idea of race, and particularly the importance of a “pure” race, was part of European values introduced through invasion and colonization (Jaimes, 1995).

• European racial theories led to U.S. Federal Indian policies which in turn influenced (if not dictated) tribal definitions of belonging within the constraints of the policies.

• Before the Boston Redskins football team took the field for a game in 1933, every player smeared his face with red paint. The coach, William “Lone Star’’ Dietz, paced the sidelines while his headdress flapped behind him. Even the half-time band wore feathered regalia.

• He moved the Redskins to Washington in 1937 because of poor attendance at games. The name remained.

• In 1968, the National Congress of American Indians began its campaign to stop stereotypes in sports and other media.

• In 2001, the U.S. Commission on Civil Rights called for the end of Native American images and team names. But despite these calls to change, it’s often up to the individual school, community, or team to change the logo.

• In 2005, the American Psychological Association recommended all American Indian mascots be retired “immediately.’’ In the same year, the NCAA banneduniversities from displaying racially offensive mascots or images at any of its postseason tournaments.

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• In order to understand the impact of mascot names, we need to remember and understand a bit of United States history.

• Native American boarding schools were established in the United States during the late 19th and early 20th centuries to educate Native American children and youths according to Euro-American standards.

• These boarding schools were first established by Christian missionaries of various denominations paid for by the government.

• Children were usually immersed in European-American culture through appearance changes with haircuts, were forbidden to speak their native languages, and traditional names were replaced by new European-American names (to both "civilize" and "Christianize").

• The experience of the schools was often harsh, especially for the younger children who were separated from their families. In numerous ways, they were encouraged or forced to abandon their Native American identities and cultures.

• Investigations of the later twentieth century have revealed many documented cases of sexual, manual, physical and mental abuse occurring at such schools

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• The Carlisle Indian Industrial School, founded by the US Army officer Richard Henry Pratt in 1879 at a former military installation, became a model for others established by the Bureau of Indian Affairs (BIA).

• Pratt said in a speech in 1892, "A great general has said that the only good Indian is a dead one. In a sense, I agree with the sentiment, but only in this: that all the Indian there is in the race should be dead. Kill the Indian in him and save the man.”

• Pratt professed "assimilation through total immersion."

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• The truth is that the [dominant culture does] not really know what the experiences of the [subordinate culture] is. In contrast, the subordinates are very well informed about the dominants.

• More people see stereotypes than real, authentic images.• They misrepresent our history and cultures. • One single image can be assigned to all NA’s with little regard to individual

differences.• Images like these affect both NA’s and all children. They model what we are

supposed to look like, act like, and do. • Songs, dances, art, and stories that are “taught” are not our true songs, dances, art,

and stories.• Stereotypes, by their negative nature, do not focus on contributions, role-models, or

resistance.

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• Movies - Matika Wilbur, photographer• She has a photographic documentary of Native Americans called Project 562. • She states that between 1990 and 2000, there were 5,868 blockbuster released

films.

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• News Stories - John Sanchez, Pennsylvania State University Study• An extensive study between 1990 and 1999 of the “big three” television networks –

ABC, CBS, and NBC. • During that timeframe, the 3 networks produced 175,889 news reports.• Of those, a combined total of 98 reports were about Native Americans or Native

American issues.

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Sarah Shear (and others) at Pennsylvania State University in AltoonaSarah B. Shear, Ryan T. Knowles, Gregory J. Soden & Antonio J. Castro (2015) Manifesting Destiny: Re/presentations of Indigenous Peoples in K–12 U.S. History Standards, Theory & Research in Social Education, 43:1, 68-101, DOI: 10.1080/00933104.2014.999849

In this content analysis, they analyzed the U.S. and state history standards from all 50 states and the District of Columbia. They sought to address the following research questions: • What is the frequency of Indigenous content (histories, cultures, current issues) covered in state-level

U.S. history standards for K–12? • What is the difference between the frequency of inclusion of pre- 1900 Indigenous content and post-

1900 Indigenous content in the U.S. history standards for K–12? • How do the standards depict Indigenous Peoples in U.S. history?

• Based on results, Shear says, “the effect is a white-washing of history, a focus on the Euro-American story that is so narrow there’s no room for an indigenous narrative.”

• Students are graduating from high school without even basic knowledge of contemporary Native American challenges or culture.

Across all the states, 87 percent of references to Natives portray them prior to 1900, with no clear vision of what happened after that.In half of the states, no individual Natives or specific nations are named.• The most commonly named are Sacagawea, Squanto, Sequoyah and Sitting Bull.• Only 62 Nations are named in standards; most mentioned by only one state.• One nation, the Iroquois, is mentioned in six states.• 4 states (AZ, WA, OK, and KS) include boarding schools.• In some states, politics plays a huge role in determining academic standards. Politicians, not

educators, decide the “grand story” that teachers will tell students.

• When you keep seeing “Native Americans” behaving a certain way, even when it is inaccurate, you begin to BELIEVE that is the way ALL Native Americans behave.

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• Self-creation of one's identity is commonly experienced in the United States and other Western societies during the period of adolescence. “Though the foundation of identity is laid in the experiences of childhood, younger children lack the physical and cognitive development needed to reflect on the self in this abstract way: Who am I now? Who was I before? Who will I become?”

• More people see stereotypes than real, authentic images.• They misrepresent our history and cultures. • One single image can be assigned to all NA’s with little regard to individual

differences.• Images like these affect both NA’s and all children. They model what we are

supposed to look like, act like, and do. • Songs, dances, art, and stories that are “taught” are not our true songs, dances, art,

and stories.• Stereotypes, by their negative nature, do not focus on contributions, role-models, or

resistance.

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• Therearemanyissuesfacingindigenouspeopletoday.IftheyreceivedevenEQUALtreatment,thesenumberswouldbelower.Indian Health Service and Tribal Direct (IHS) – 2014 Report. Comparison of 2007-2009 AI/AN death rates to 2008 U.S. all races death rates

• Yes, Native Americans often receive educational benefits like reduced tuition and Pell Grants, but so do other historically disadvantaged people, like the disabled and war veterans.

• This “special treatment” is not, in fact, special treatment at all, but rather, part of an agreement that still stands today.

• Besides, the government took the land.• By giving Native people educational and monetary advantages, we are simply

fulfilling a legal contract in exchange for the cessation of their land.

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• Stereotypical images cause young Native people to report feeling low self-esteem about who they are and what they could become. When the same stereotypical images are shown to white counterparts, their self-esteem is raised.

• More people see stereotypes than real, authentic images.• They misrepresent our history and cultures. • One single image can be assigned to all NA’s with little regard to individual

differences.• Images like these affect both NA’s and all children. They model what we are

supposed to look like, act like, and do. • Stereotypes, by their negative nature, do not focus on contributions, role-models, or

resistance.• Current issues and lives are not acknowledged, yet we are affected by the

dominant culture’s ideology and images of us, often being kept in the past.

• Appropriation – there is a difference between taking someone’s culture and being invited to share in it.

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• In response to these criticisms, the proponents of implicit bias argue that the large body of research over several decades and hundreds of neuroscientific, cognitive, and social psychological studies has produced sufficient if not overwhelming evidence to support the existence of the kinds of automatic negative associations referred to as “implicit bias” (for a review and one of many direct responses to the opposing allegations of Tetlock and colleagues, see Jost et al., 2009).

• An exponentially increasing number of empirical studies demonstrate a relationship between measures of implicit bias and real-world discriminatory behavior. Moreover, attitudes are flexible constructs—not rigid ones— and one’s expressed attitude at any given moment is responsive to a variety of relevant and seemingly irrelevant factors.

• For example, one now-classic study showed that people’s judgments of even their own life satisfaction could be influenced by incidental factors such as the weather (i.e., sunny or cloudy) on the day they were surveyed (Schwarz & Clore, 1983). Similarly, the expression of implicit bias is sensitive to a range of sometimes subtle moderating factors (e.g., see Blair, 2002).

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• Cultural racism. We are only honoring when we use words in the way they were originally intended.

• Remember when I showed you those images of boarding schools?