Cultivating Perspective: A Qualitative Inquiry Examining School History Textbooks for Microaggressions against Native Americans

ABSTRACT

Native American youth face a number of challenges that affect their academic success and wellbeing. In schools, Native American youth are presented with textbooks that include stereotyped and distorted information about their peoples’ history. However, there is a gap in the literature showing whether these textbooks contain microaggressive statements. The current study is a qualitative inquiry into five Montana history that explores the following questions: The first, are there microaggressions in history textbooks used across Montana, and the second – if there are microaggressions, what are those themes? Results of this study indicate that these books included 96 microinvalidations, 54 microinsults, and 11 microassaults. The themes of these microaggressive statements expanded beyond Sanchez’s (2007) original themes. In turn, this study discusses the results from a perspective of White privilege, and how educational consultants can help combat this prejudice engrained in curriculum.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Olivia G. Holter

Olivia G. Holter is a doctoral candidate in school psychology at the University of Montana. Currently, Olivia is a predoctoral intern with the Illinois School Psychology Internship Consortium and is anticipating graduating with her doctorate in July of 2020. Her research focusses on culturally responsive practices in psychology.

Anisa N. Goforth

Anisa N. Goforth is an Associate Professor of Psychology and Director of School Psychology at the University of Montana. Her research encompasses culturally responsive evidence-based practice in school psychology.

Kristen Pyke

Kristen Pyke is an indigenous scholar who is Mohawk from Akwesasne. Currently, she is finishing working towards her doctoral degree in clinical psychology at the University of Montana and is anticipating graduating in the Spring of 2022. Kristen's research focuses on the effects of depression and acculturation on self-compassion within Native American individuals.

Zachary R. Shindorf

Zachary R. Shindorf received his PhD in school psychology from the University of Montana in 2019. Currently, Zachary is completing his postdoctoral fellowship at the Alpert Medical School of Brown University.