NATIVE AMERICAN STEREOTYPES

Written By Hope Marie Cook

In today’s society we have over four million Native Americans and Alaskan

Natives living in the United States.  It is important that our library book collections

reflect the lives of this population and their culture in a respectful and non-

stereotypical manner.  As a Curriculum Center Director and librarian, I’m

responsible for selecting, purchasing, preserving and weeding collections.  While I

don’t believe in censorship, I do believe in purchasing and maintaining materials

that are free from bias and stereotypes. 

When I was hired at my place of employment one of the first things that I

was interested in committing my time to was to pursue an inventory of the

collection.  I wanted to see which types of materials were circulating to our

teachers in training and from those materials which topics/areas had gaps.  I was

also trying to identify how current the collection was and if any of the materials

needed to be weeded or disposed of in accordance to the collection development

plan or policy that I was sure was in place.  I soon realized that there was not a

collection development policy to rely on. 

During my authoring of the first collection development policy for my

Curriculum Center many questions arose.  Could I get rid of books that were

already in the collection and had a circulation history?  What types of books should

a curriculum center have and what if some of our collections were bias, worn,

outdated, etc.  Could I technically rid these books without internal or external

challenge?   I learned early on in my career that you don’t get rid of anything

without a solid collection development plan to support your decisions.  I also

learned that when reviewing children’s literature, what is offensive to some might

not be seen as objectionable to others despite obvious historical inaccuracies or

outright misrepresentations. 

While writing my collection development plan I realized that my curriculum

center had not only outdated/worn books but also a collection of books with blatant

stereotypes about all of the various cultures, including Native Americans.  I was

only aware of this after some investigation and by discovering a list of books

deemed offensive to Native Americans.  It is my belief that most librarians are not

aware of these titles and their insulting nature.  It is also my thought that these

books may be found in library collections throughout Connecticut. 

In this paper I will try to determine the exposure of these materials to the

public and their availability in the Connecticut State University Curriculum Centers. 

This project is of significance because it allows us to evaluate the collections and

make appropriate decisions about how we will use, or not use, materials that are

controversial.  This topic also sheds light on some collection development issues

that need to be addressed in the hopes that we will continue to improve our

awareness of our responsibility to deliver high quality materials to our patrons,

many that will go into the classroom and teach.  

In my report I have concluded that the materials examined are in our collections, contain negative stereotypes,

are culturally inaccurate and do not promote fair portrayals of these populations. 

I have identified children’s literature materials that have stereotypes and

determined which qualify to be part of this study.  After identifying these items I

have included them in my evaluation and documented my findings.  I have also

gone a step further and created a Power Point presentation allowing others to

visually see the problems with some of these titles.  Additional information

concerning available teaching resources and publishers with bias free literature

about Native Americans is also part of this presentation.  I will share with other

curriculum center directors and librarians by posting it on my website after this

paper is turned in.

What do we mean when we use the word “stereotype” and should we be

concerned when they are found in children’s literature? The definition of the word

“stereotype” according to The Merriam-Webster Dictionary is:

• Something agreeing with a pattern: esp: an idea that many people

have about a thing or a group and that may often be untrue or only

partially true. According to (Hirschfelder, Faibanks-Molin, and Wakim,1999) Types of

stereotypes seen in children’s literature include:

• Native American peoples and cultures are shown as inferior to white peoples

and white cultures;

• Native Americans are shown as existing in the past;

• All tribal groups are combined under one umbrella and not seen for their

individuality.

• Shown as violent by nature, or with no sense of humor, or with a stiff

demeanor;

• Native Americans are shown as buffoons or as ignorant Tonto-talkers;

• Animals and small children are often dressed in Native American ceremonial attire (headdress) without understanding the culture or the religious meanings behind the dress.

• Native Americans are depicted as objects in counting or alphabet books.

(Roberts, et al, 2005) points out that “both anecdotal and empirical evidence

exist that non-Indian children overwhelmingly believe that American Indians either

no longer exist today or that they live in a strictly (and stereotypical) traditional

manner far removed from the children’s own lives” (p. 2).  When reviewing some of

the books that were written in the past and even when eyeing some newer titles, it

is evident that children are receiving some of their information from picture books

and other materials that were written by those who didn’t research their topic. 

Many myths are supported by the literature mentioned and these titles create a

hostile environment that doesn’t support the true culture but instead promotes

information that is filled with inaccurate depictions.  Knowing that many of the

mentioned titles are still circulating, it becomes obvious that children will become

exposed to negative stereotypes and untruths through the unfortunate ignorance of

those who are in charge of acquiring collections. 

How to Choose Titles that Don’t Contain Bias

For many librarians and teachers new to children’s literature and selection it

is important that they be aware of the various authors and publishers that are

versed in Native American culture, and therefore understand the issue of “culturally

conscious” literature.  According to (Yokota, 1993) she writes, “culturally conscious”

books provide exceptional aesthetic experiences; they entertain, educated, and

inform; and they engender racial pride” (p. 158).  It is of utmost importance that

educators using multicultural literature select titles that are written by those who

know the culture that they are writing about.  In my readings there has been great

discussion that those who write about Native Americans should have an insider’s

perspective as such gives their books greater believability and a greater advantage

of understanding and explaining the beliefs or customs of those they are writing

about. 

Many of the articles that I have read focus on criteria for selecting quality

titles and at the top of their list of requirements are that a book must be culturally

accurate in both detail and of larger issues.  Meaning that authors must be very

careful to investigate the historical and cultural aspects of their topic helping

readers discover and gain a true sense of what is happening through the use of

authentic dialog and relationships.  (Yokota, 1993) writes that multicultural

literature is important for the classroom because it helps children develop an

understanding of our increasingly interdependent world (p. 164).  This thought is

one that educators need to embrace when selecting quality literature and that

includes titles about Native Americans.  My research has led me to the following

website http://content.scholastic.com/browse/article.jsp?id=3757

with information about how to select titles for the classroom. 

Of particular interest is an article by Peggy K. Ford titled, Native Americans:

Let Our Words Be Heard and an interview with Joseph Bruchac, an author who has

written numerous children’s literature titles with Native American themes.  In his

interview he suggests the following:

1. Seek out books that depict characters from a well-defined individual

native nation-as opposed to generic Indians. I say this because there are

popular books that were written without understanding these specific differences.

For example, in Annie and the Old One by Miska Miles-which is a story of a little

girl dealing with the death of her grandmother-descriptions and illustrations are

totally incorrect for the Navajo culture. And no one in any Native American culture

would call his or her grandmother "old one." Books like this are insensitive due to

ignorance, not through intention -- but it hurts just as much.

2. Make available books that reveal today's Native American cultures.

3. Be prepared to talk about the ways in which Native American cultures

have influenced world culture.

4. Talk about values Native American cultures share, such as respect,

sharing, and reverence for living things.

5. Avoid books that suffer from what Joseph Bruchac refers to as "The

Dances with Wolves Syndrome" -- books in which all Indians are noble and

all white people are bad. Any children's book that builds up one culture at

the expense of another ultimately keeps racial tension alive.

Included in this site is the following list of Native American children’s literature that i

s a must for every classroom:  

Gluskabe and the Four Wishes retold by Joseph Bruchac, illustrated by Christine Nyburg Shrader (Cobblehill, 1995). In this tale of the Wabanaki nations, four men each ask for a different wish from Gluskabe, the Great Spirit's helper, but only one learns that great gifts come to those who listen and take heed.

Ma'ii and Cousin Horned Toad by Shonto Begay (Scholastic, 1992).Cousin Horned Toad gives tricky Ma'ii the coyote a lesson to remember when Ma'ii tries to get something for nothing in this Navajo tale.

In a Circle Long Ago: A Treasury of Native Lore from North America by Nancy Van Laan, illustrated by Lisa Desimini (Apple Soup Books, 1995). This is an impressive collection of Native American tales, songs, and poetry from the Arctic North to the Florida Everglades.

Fire Race: A Karuk Coyote Tale About How Fire Came to the People, retold by Jonathan London, illustrated by Sylvia Long (Chronicle Books, 1993). How Coyote-with the help of Eagle, Cougar, Fox, Bear, Measuring Worm, Turtle, and Frog-captures fire is a dramatic tale of bravery and cooperation.

Beyond the Ridge by Paul Goble (Bradbury, 1989). With beauty and simplicity, Goble captures the spiritual journey of a Plains Indian grandmother.

Katie Henio: Navajo Sheepherder by Peggy Thomson, photographs by Paul Conklin (Cobblehill, 1995). In this nonfiction book, you'll follow Katie as she moves between her traditional Navajo world and the modern world of her great-grandchildren.

Fox Song by Joseph Bruchac, illustrated by Paul Morin (Philomel, 1993). In this story, young Jamie learns that death is a natural part of life when she realizes that her grandmother, even in death, is still near her.

The White Deer and Other Stories Told by the Lenape, edited by John Bierhorst (Morrow, 1995). Open your students' hearts and minds with these 25 stories from the Lenape, or Delaware, culture.

The Nez Perce: A First Americans Book by Virginia Driving Hawk Sneve, illustrated by Ronald Himler (Holiday House, 1994). The author retells the creation myth of the Nez Perce Indians, who lived in what are now the states of Idaho, Washington, Oregon, and Montana.

Indian Winter by Russell Freeman, illustrated by Karl Bodmer (Holiday House, 1992). In 1833, German Prince Alexander Philipp Maximilian and Karl Bodmer, a Swiss painter, journeyed up the Missouri River and spent the winter among the Mandan Indians. Russell Freeman draws upon the prince's diary and Bodmer's detailed paintings to create an incredible account of their adventure.

Peboan and Seegwun retold and illustrated by Charles Larry (Farrar, Straus & Giroux, 1993). Glorious illustrations enhance this Ojibwa story portraying the transition from winter to spring.

Shadow Catcher: The Life and Work of Edward S. Curtis by Laurie Lawlor (Walker, 1994). This biography for older readers is filled with Curtis's majestic photographs of North American Indians.

There are plenty of excellent Internet sites and print resources that establish

what educators should look for when deciding on which literature to purchase.  The

website: http://www.understandingprejudice.org/  contains a plethora of resource

lists with book titles that are anti-bias and deal with Thanksgiving and Native

People of the Americas as well as links pertaining to prejudice reduction.  This site

also contains a Teacher’s Corner that gives a checklist of dos and don’ts when

teaching about Native American Issues.  In my journey I have also found wonderful

publishers that deal specifically with the evaluation of literature about Native

Americans as well as publishing titles that are illustrated and written by Native

Americans.   These are included in my Power Point Presentation titled, Stereotypes

in Children’s Literature Concerning Native American People: An Evaluative Criteria

for Selecting Materials & Some Examples of Children’s Literature That Contain Bias.

Titles Examined and Located in Libraries My Findings and My Solutions

The titles on this chart are said to have some obvious blatant expressions of

racism either in the illustrations or in the text, or in some cases in both places. 

After careful examination of the content I’m in agreement that these books make

sweeping generalizations about Native peoples, therefore adding no body of

knowledge to our understanding about these populations.  I have identified many

books with appalling visual messages.  Some of these illustrations as seen in my

Power Point slide presentation mock Indians or make them look nonhuman and

blood thirsty.  Other images give the reader the impression that all run around in

ceremonial dress twenty-four seven and make funny sounds.  Many of the

illustrations show that it is okay for non-natives to wear ceremonial dress and use

tomahawks and tepees without even knowing the purpose or tradition behind such.   

As you will see in the Power Point slides there are some obvious stereotypical

and racist portrayals that if one didn’t know better appear to be comical but are

instead very disturbing and cruel.  Because university curriculum centers are

designed to teach those in education about quality literature it is my thought that

these titles be allowed to circulate, but inside each title a statement be placed that

states the following:

“This books contains information that is historically incorrect and in some cases

seen to be racist.  Students and educators preparing classroom materials should

always strive to bring to the educational setting quality literature that is bias free,

interesting, and well developed.  Please ask a librarian for assistance to determine

what titles fit the curriculum and how they might be used to enhance learning.” 

It is my thought that these resources can be used to help develop critical

thinking skills in teachers being trained to go into the classroom setting.  As future

educators it is up to them to decide the best books to purchase and which titles will

be suitable for a classroom or library collection.  Having these books available also

gives us a greater understanding concerning our own prejudices and ignorance and

helps us to correct our thinking freeing us up to become better people and ones

that believe in being just to all. 

Literature Review

Barclay, Donald A. (1996).Native Americans in books from the past. Horn Book Magazine. 72, no. 5, 559-566.

Caldwell-Wood, N. (1991, June 29). Selective bibliography and guide for "I" is not for Indian: The portrayal of Native Americans in books for young people. Retrieved October 30, 2006, from "I" is not for Indian Web site: http://www.nativeculturelinks.com/ailabib.htm

Carver, Nancy L. (1988).Stereotypes of American Indians in American literature. The English Journal. 77, no. 5. 25-32.

Colville-Hall, Susan, MacDonald, Suzanne, & Smolen, Lynn (1995). Preparing preservice teachers for diversity in learners.  Journal of Teacher Education. 46, no. 4. 295-303.

Erasing Native American stereotypes. Retrieved October 30, 2006, from Anthropology Outreach Office:Smithsonian Institution Web site: http://www.nmnh.si.edu/anthro/outreach/Indbibl/sterotyp.html

Field, Lynette, & Singer, Judith Y. (2006). Talking with children about the Columbian exchange. Social Studies and the Young Learner. 18, no 4., 24-26.

Finchum, Mark (2006).I is for Indian? Dealing with stereotypes in the classroom. Social Studies for the Young Learner. 18, no. 4, 4-6.

Franklin, Mary R. (1993).Beyond feathers and tomhawk: Lessons from literature. Social Studies and the Young Learner. 6, no 2.  13-17.

Golden, Margaret (2006).Pocahontas: Comparing the Disney image with historical evidence. Social Studies and the Young Learner. 18, no. 4. 19-23.

Gutierrez-Gomez, Cathy, & Pauly, Nancy (2006). Early childhood curriculum related to American Indians appropriate or not? Childhood Education. Summer, 201-206.

Harris, Violet J (1997). Using multiethnic literature in the k-8 classroom. Norwood, MA: Christopher-Gordon.

Heller, Craig, Cunningham, Bruce, & Heller, Hannah (2003). Selecting children's picture books with positive Native American fathers and father figures. Multicultural Review. 12, no 1. 43-47.

Hirschfelder, A., Faibanks-Molin, P., & Wakim, Y (1999). American Indian stereotypes in the world of children: A reader and bibliography. Lanham, MD: Scarecrow Press, INC..

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Retrieved October 30, 2006, from Oyate-books to avoid Web site: http://www.oyate.org/books-to-avoid/index.html

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