Amanda Anderson, Choctaw, toiled with what school experience she should address first – the Oklahoma Land Run reenactment she had to participate in, the Capitol Hill High School mascot that brought stereotypes and bullying, or the Columbus day play where she had to wear a gold ring in her nose because she was told, “That’s what heathen Indians wore.”
OKLAHOMA CITY – Jacob Tsotigh cradles his 5-month-old granddaughter, Nora Joy Yarholar, as he talks about a situation many Native American students encounter.
“I got a call from my youngest grandson … he said, ‘grandpa, I want to come home,’” Tsotigh said, then paused and looked down to regain his composure. “‘Some of the kids are teasing me because we are the Braves. They say I’m their mascot.’”
Although Tsotigh has been a long-time activist for Native American equality, and tackled the issue of University of Oklahoma’s former mascot ‘Little Red’, he spoke this day in his role as a grandparent.
“It broke my heart, because that is exactly the reason why I’ve been an advocate for change for so many years,” Tsotigh said. “I don’t want that for our young people, because it is avoidable.”
Similar testimony from Native American parents, students, educators, advocates and community members was heard on Nov. 18, at the Oklahoma City Public Schools administration building as part of a U.S. Department of Education White House Initiative on American Indian and Alaskan Native education (WHIAIANE) listening session.
Listening sessions were scheduled in Wisconsin, Washington, Michigan, New York, Oklahoma, and California.
“We’ve often talked to tribal leaders ... We’ve talked with educators and practitioners … and we’ve talked to families as well,” William Mendoza, WHIAIANE executive director said, “but rarely, and if ever, do we talk to students directly and that’s what this listening session is really about … those that are impacted by our decisions the most.”
This first-ever listening tour focuses on school environment; specifically bullying, discipline and offensive imagery and symbolism. The city selections for the tour are strategic and, among other factors, focus on Native American students who are “in-between;” often dispersed and not in a consolidated area.
“It made sense for us to be in Oklahoma City and Tulsa,” Mendoza said.
Oklahoma is also a concern when it comes to Indigenous based school mascots, to which Mendoza points out they’re looking more towards the harm it creates, versus the offense.
According to their research, 2,432 public schools in the United States have indigenous based mascots or nicknames, and 1, 612 of these schools (66 percent) have raised concerns in WHIAIANE’s analysis. Out of Oklahoma’s 1,831 public schools, 152 have indigenous based mascots or nicknames. Analysis from WHIAIANE concluded that 108 out of 152 (71 percent) of these mascots, sports teams, logos, and symbols could be potentially harmful.
It’s not just a mascot that can upset some students, it’s also the image and perceptions of Native Americans in general. During November when it’s time to celebrate Native American Heritage Month, the Thanksgiving holiday brings anxiety and confusion to some school children.
“My pre-k child was asked to make an Indian costume … I brought my concerns to the school and they said it was part of the curriculum … it’s just really discerning to me because they’re teaching kids that it’s OK to dress up as a certain race,” Lucinda Myers, Muscogee Creek, said.
Myers said teachers were also going to teach the children to sing the Ten Little Indians song, but changed their mind after she explained the song meant killing Indians. She said the school still plans on having their Thanksgiving feast dressed as Indians and pilgrims, however.
“To hear my son on Sunday say, ‘I’m not Indian’ really hurt me,” Myers said, as she unleashed her tears. “He said because on a video at school … only Indians wear feathers.”
Myers wanted to give up, but is glad she attended the listening session and learned about the U.S. Department of Education’s Office for Civil Rights (OCR). Representing that office was attorney Dan Greenspahn, who explained how to file a complaint and gave examples of cases they resolved.
“Sometimes students feel alone and parents feel alone, and we are a resource,” Greenspahn said. “We’re a neutral fact finder.”
One eighth grader spoke about school projects depicting Native Americans. She said it made her feel stressed out and embarrassed. Other students made compromises with their schools by giving a presentation about their culture, instead of the schools’ curriculum that enforced stereotypes and misinformation.
Amanda Anderson, Choctaw, toiled with what school experience she should address first – the Oklahoma Land Run reenactment she had to participate in, the Capitol Hill High School mascot that brought stereotypes and bullying, or the Columbus day play where she had to wear a gold ring in her nose because she was told, “That’s what heathen Indians wore.”
As a college student Anderson wrote about Native American mascots and submitted her paper for a peer review, only to be told it was a non-issue since Indians didn’t exist anymore, she didn’t look Indian, and she didn’t live in a tipi - not that Choctaws do, she added.
“It stings every single time,” Anderson said, about the discrimination.
The generalization and lack of education some students, teachers and administrators have about Native Americans became an overarching theme. Textbook accuracy was also mentioned when it comes to Native American history.
“The schools have lied all these years to cover up genocide … you don’t hear that in the schools. Children need to be taught the truth,” Fannie Bates, Choctaw, said.
Also discussed was the disproportionately high suspension and expulsion rates for students of color. According to the OCR, American Indian and Native-Alaskan students represent less than 1 percent of the student population, but 2 percent of out-of-school suspensions and 3 percent expulsions.
Some school districts in Oklahoma already recognize the importance of culture. Synda Yellowfish, Edmond Public Schools Indian Education director, and Susan Whitehorse Johnson, of Walters Public Schools provided testimony on positive community practices.
Yellowfish said they implemented a semester long class for Native American students that focuses on tribal cultures, music, art, history, traditions, and dances.
Johnson said, they have a great working relationship with the Comanche Nation. Native students receive CD’s, dictionaries and hymn books from the Comanche Nation Language Preservation Committee, and the Comanche Nation has helped fund computer labs for the school.
Other issues discussed were Native American children living in shelters, not having a cultural connection, and attending schools where they’re treated like criminals. Johnson O’ Malley funding and accountability from schools was also a factor.
“Funds are often spent for educational services for the entire school population, not for Native American students,” Edwina Butler-Wolfe, Absentee Shawnee Tribe of Oklahoma governor, said. “For years, tribes have been asking how Impact Aide and Title VII funds are spent. Our schools seem reluctant to share this information … the typical response is, the funds go into one pool and cannot be tracked. So the school system cannot tell us specifically the funds were spent on Native American students.”
All feedback will be considered when making decisions on how Native American students can receive a quality education.
Anyone unable to attend a listening session can still share their concerns by emailing written, recorded video and audio testimony to: