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.

摘要

美国原住民青年面临许多挑战，影响他们的学业成就和幸福感。在学校中，向美国原住民青年提供教科书，其中包括有关其人民历史的刻板印象和歪曲信息。但是，文献中存在差距，表明这些教科书是否包含微观攻击性陈述。当前的研究是对五个蒙大拿州历史的定性探究，探讨了以下问题：第一，蒙大拿州使用的历史教科书中是否存在微侵略，第二，如果存在微侵略，这些主题是什么？这项研究的结果表明，这些书包括96例无效，54例微攻击和11例微攻击。这些微观侵略性陈述的主题超出了桑切斯（2007）的原始主题。反过来，