American Indian educational materials for elementary schools are largely ethnocentric, inaccurate, distroted, and denigrative due to anthropologists who have failed to involve themselves in the enculturaltion process relative to their fields of interest. (FF)

Whether teaching Anglos or Navajos, the teacher sometimes finds himself dealing with subtle expectations and stereotypes that lie beyond the most obvious and malicious graven images. It is not always easy to tell when the image in question is made of stone, not warm flesh. This article discusses stereotypes in the classrooms and literature. (NQ)

Surveyed undergraduates from Texas, North Dakota, and Wisconsin to compare status-based prejudice toward American Indians. Hypothesized that intergroup competition increases status-based prejudice. Factual knowledge and cultural stereotypes did not differ across the three samples, but negative stereotypes were more likely to occur in North Dakota…

This study investigated the relationship between variables of ethnic and sex-role stereotype and job satisfaction based on Festinger's dissonance avoidance theory and Bruner and Tagirui's implicit personality theory. The respondents were 114 American Indian female supervisors, out of a representative sample of 200. The data were collected using a…

Within the framework of "symbolicity" and "nativistic movement" the paper presents a "reasonably balanced and illustrative" examination of selected negative and positive trends in Native American symbolicity. Symbolicity is defined as the state, condition, and tendency of people to organize their perceptions and…

In traditional American Indian cultures, sex roles were clearly defined and women were the keepers of the home, child bearers, and food gathers. Sometimes, however, stereotypes and preconceptions become barriers to cross-cultural communication. For instance, feminists who see themselves as victims of a male-dominated society cannot assume that…

Studies of teaching materials have shown that the American Indian has not been given fair representation in American history. Too often portrayed as inaccurate are such subjects as tribal entities and cultures, listings of current tribes and reservations, descriptions of languages and areas of occupation, foods, attire, and dates of historical…

The books in this selected bibliography about American Indians have been chosen for their authenticity of content and their nonstereotyped portrayal of Indians. Intended to serve as a guide for teachers of children in grades four through eight, selections have been divided into three groups: nonfiction--primarily history and art; legends, poetry,…

There are numerous examples of misinformation which are often taken for granted by individuals involved in the education of Indian children. Lists the author's perception of eight of the most prevalent general myths. (Author/RK)

Many colleges continue to use Native American images as their mascots despite mounting calls to cease this practice. Using a postcolonial critical framework, the authors discuss the various justifications given for using Native American images as mascots, describe the effect their continued use has, and urge action to effect change that is…

This paper describes the use of unbiased Native American stories as part of a multicultural perspective in elementary schools. The inclusion of a multicultural perspective will help teach social acceptance rather than separation. Emphasis is placed on developing an antibias curriculum using books from a Native point of view. Well-intentioned…

Analyzing American Indian education, the book is the second in a series designed for classroom use, teacher preparation, and the general reader. A collection of the most important articles published in "The Indian Historian" during the last 7 years, the book also introduces new materials prepared specifically for the series. The contents cover 7…

Traces the development of the central images and stereotypes in literature written about Native Americans until 1925 and analyzes the contributions of two Sioux authors, Ohiyesa and Standing Bear, in establishing a paradigm of counter-imagery. (CM)