Native American racism in the age of Donald Trump: historical and contemporary perspectives

2021 ◽  
pp. 1-3
Author(s):  
Wang Dan ◽  
Liang Chaoqun
2020 ◽  
pp. 106591292091330
Author(s):  
Gabriel R. Sanchez ◽  
Raymond Foxworth ◽  
Laura E. Evans

What did Native American women and men voters think about Donald Trump on the eve of the 2018 election? This question has important implications for understanding the gendered political attitudes of peoples adversely targeted by Trump’s politics. To examine this issue, we analyze a path-breaking, nationally representative sample of six hundred Native American voters. We find that Native Americans’ attitudes about sexual harassment are central to their attitudes about politics and policy in the Trump era. This relationship suggests that Native American voters are an informed electorate influenced by the president’s words and actions. Our work demonstrates multiple ways that gender influenced Native American politics during an election where gender and racial identities were central. In so doing, our work illuminates how race, institutions, and vulnerability affect the political attitudes of Native American voters, one of the least studied groups in American politics.


2019 ◽  
Vol 45 (1) ◽  
pp. 70-92
Author(s):  
Tao Zhang

Despite some scholarly attention, the Native-American–Chinese association is mainly studied from the White perspective. One may get the impression that connections between the two similarly marginalized groups are either imagined or promoted by Whites for their own benefit. But, as a matter of fact, American Indians, joined by their White friends, did initiate associations with the Chinese out of their own racial considerations. One case in point is Pan-Indians’ reference to the Chinese in the process of forging a united and unique identity for the Indian race at the turn of the twentieth century. With those allusions, Native Americans were constructed into a group that was exceptional and progressive, benevolent and cosmopolitan—in short, a group that Whites should accept and respect as fellow Americans. Passively involved in proving Indians’ eligibility for American nationality, the Chinese emerged as racialized but less repugnant than they had been in Whites’ racist depictions. Pan-Indians’ citation of the Chinese thus registers the caution with which they navigated the constraints imposed by American racism in the late nineteenth and early twentieth centuries.


2019 ◽  
Vol 51 (2) ◽  
pp. 25-48
Author(s):  
Saara Kekki

Dillon S. Myer (1891–1982) has been framed as the lone villain in incarcerating and dispersing the Japanese Americans during WWII (as director of the War Relocation Authority) and terminating and relocating Native American tribes in the 1950s (as Commissioner of Indian Affairs). This view is almost solely based on the 1987 biography Keeper of Concentration Camps: Dillon S. Myer and American Racism by Richard Drinnon. Little more has been written about Myer and his views, and a comprehensive comparison of the programs is yet to be published. This article compares the aims of the assimilation and relocation policies, especially through Myer’s public speeches. They paint a picture of a bureaucrat who was committed to his job, who held strongly onto the ideals of Americanization and assimilation, and who saw “mainstream” white American culture as something for all to strive after, but who was hardly an utter racist.


Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.


2002 ◽  
Author(s):  
Golda S. Ginsburg ◽  
John Walkup ◽  
Allison Barlow ◽  
Kristen Speakman

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