"My Culture Is not a Costume": The Influence of Stereotypes on Children in Middle Childhood

Abstract

f a l l 2 0 1 6 w i c a z o s a r e v i e w indigenous peoples of the United States have always had their own oral histories, ceremonies, languages, regalia, cultural beliefs and educational practices that continue to shape their identities. Currently, these Indigenous communities strive to protect and preserve this identity, despite mainstream society’s continuous attempt to exploit, consume, prostitute, marginalize, and appropriate their way of life. Whether demonstrated in the form of a sports mascot, depicted by “playing Indian” during holidays, or illustrated by the use of the word “costume” or “myth,” the cultural appropriation, oppression, and racism continues to fully manifest. Although multiple arguments have been made to weigh the positive and negative factors of stereotypical images and portrayals of Indigenous peoples, few have explored or addressed the social and emotional impacts on the developing child. In order to understand how critically an Indigenous child can be wounded by stereotypical portrayals, it is important to view a child’s experience through her lens. Consequently, this article will utilize the homebased and classroombased experiences of Annabelle (a nineyearold Indigenous girl from northern California) to illustrate how children can be influenced by stereotypes that manifest within the institutional paradigm of educational systems. First, this article will discuss the formation of private regard (how a child views herself) by exploring the developmental process of establishing a selfconcept, selfesteem, and identity. Second, the formation “My Culture Is not a Costume” The Influence of Stereotypes on Children in Middle Childhood