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  • "My Culture Is not a Costume"The Influence of Stereotypes on Children in Middle Childhood
  • Kishan Lara-Cooper (bio) and Sammy Cooper (bio)

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 home-based and classroom-based experiences of Annabelle (a nine-year-old 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 self-concept, self-esteem, and identity. Second, the formation [End Page 56] of public regard (how a society perceives an individual) will be addressed by discussing the historical roots and contemporary influences of societal portrayals of Indigenous peoples. Third, an example from Annabelle's fourth grade classroom will be utilized to explore the consequences of dissonance between private and public regards. Finally, implications will be presented for teachers, administrators, and other professionals who work with Indigenous children, families, and communities.

the formation of annabelle's private regard

A child's self-understanding and identity is primarily developed in stages from infancy to adolescence. In the stage of infancy (ages 0–2), a child develops a sense of personal agency, whereby she understands herself as distinct from others. In early childhood (ages 2–5), a child views herself concretely and often describes herself using characteristics, roles in the family, or by personal possessions. As the child progresses through this stage of development, she will begin to incorporate psychological attributes, such as attitude or emotion. From the influences of parent–child relationships and communal environmental factors, a child begins to develop a set of values, qualities, characteristics, and beliefs. This self-concept is "the manner in which one defines oneself."1 Similarly, a child's "private regard" is how she views herself and her space in society.2

In middle childhood, also referred to as school-age (ages 6–12), a child establishes self-esteem where she begins to utilize social comparisons to evaluate her self-concept, personal traits, and ultimately, her private regard. Self-esteem "refers to the extent to which one's overall evaluation of oneself is positive or negative"3 and is heavily influenced by public regard or a society's view of an individual or associated group.4 Likewise, in adolescence (ages 13–18), a child employs beliefs, values, and morals to formulate her identity. "A mature sense of identity entails a strong, coherent understanding of who one is, what one values, and one's future life course."5

Since conception, Annabelle was immersed in the worldviews and epistemologies of her family and Indigenous community. She has reverence and a deep appreciation for her relationships with the natural, human, and spiritual elements of the world, including relationships with her homeland, gathering sites, elders, community members, songs, ceremony, and regalia.6 The formation of Annabelle's private regard is multifaceted and has been heavily influenced by her parent–child relationships, as well as environmental factors within the home and the community. For the purpose of this article, the remainder of this section will specifically address the facet of regalia. [End Page 57]

Like many Indigenous cultures, Annabelle believes that regalia has its own spiritual life. She was taught at...

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