Date of Award
Spring 5-2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Division of Education and Counseling
First Advisor
Leslie Hass
Second Advisor
Timothy Glaude
Third Advisor
Ramona Jean-Perkins
Keywords
Native American, state-recognized tribe, social studies, standards analysis
Abstract
This qualitative study analyzes social studies standards across the 11 states that recognize Native American tribes on the state level. The researcher seeks to determine the explicit and implicit representations of state-recognized tribes in the social studies standards required by 11 states. Research on educational issues that impact state-recognized tribes is limited and creates a gap in the literature for these communities. This study is significant because it promotes awareness of the lack of representation of state-recognized tribes in the social studies standards and sub-standards of the 11 states that recognize tribes on the state level. Tribal Critical Race Theory serves as the theoretical framework utilized to analyze the issue of Native American representation in social studies standards. Data has been collected utilizing a conceptual content analysis and a coding scheme developed by the researcher and verified by trained independent raters. Throughout the 4,113 social studies standards of the 11 states covered in this study, one explicit representation and 201 implicit representations of state-recognized tribes were identified. This limited representation of state-recognized tribes contributes to negative stereotypes against Native Americans, increases the lack of awareness of state-recognized tribes, and further alienates Native American students in social studies classrooms while dismissing the historical and modern significance of Native Americans.
Recommended Citation
Darbonne, August Joseph, "Representations of State-Recognized Tribes: A Content Analysis of Social Studies Standards" (2024). Electronic Thesis and Dissertation. 174.
https://digitalcommons.xula.edu/etd/174