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May 16, 2001

This morning Rep Frank Boyle (D-Superior) held a press conference to announce his introduction of a Joint Resolution asking for the elimination of Indian mascots, logos and nicknames in Wisconsin schools. Along with spelling out the reasons for making the changes, the resolution also names the 42 offending schools and their nicknames. Along with Frank Boyle; Barb Munson - WIEA Indian Mascot & Logo Taskforce, Chris Munson - Youth Task Force, Aaron Bird Bear - University of Wisconsin and Tracy Benson - United Council of University of Wisconsin Students also spoke at the press conference. Although not at the press conference, John Benson, Superintendent of the Wisconsin Department of Public Instruction issued a statement in support of the resolution. This statement can be seen at: http://www.dpi.state.wi.us/dpi/dltcl/eis/pdf/dpi2001_43.pdf

Benson again urges elimination of Indian mascots, logos, and nicknames

"It is precisely because education is so critical that we have an obligation to ensure that every child feels welcome in our public schools," said State Superintendent John T. Benson this morning. "No mascot, logo, or nickname is so important that it supersedes a child's right to learn."

Benson expressed support for Rep. Frank Boyle's continued efforts to eliminate Native American mascots, logos, and nicknames from Wisconsin schools. Rep. Boyle (D-Superior) introduced a joint resolution today calling for 42 school districts to "immediately begin the process of eliminating Indian mascots, logos, and nicknames," with the opening of the 2004-05 school year as a target date for completion.

The state superintendent praised several school districts for their recent efforts to eliminate "unneeded and unwanted" symbols depicting Native American culture. "The Arcadia, Seymour, and Verona school districts are among approximately 20 districts that have changed these symbols over the last decade," he noted.

The Verona School District changed its nickname from the Indians to the Wildcats in 1992. Benson indicated that he will be sharing Verona's "Process for Studying the Indian Mascot: One School District's Experience" with the districts cited in Boyle's resolution. "I want to help districts and communities address this often-contentious subject," he said. "Seeing what another district did in a similar situation might be helpful."

To view a copy of the Verona School District's "Process for Studying the Indian Mascot: One School District's Experience" http://www.dpi.state.wi.us/dpi/dltcl/eis/pdf/logostdy.pdf

The U.S. Commission on Civil Rights calls for an end to the use of Native American images and team names by non-Native schools. The Commission deeply respects the right of all Americans to freedom of expression under the First Amendment and in no way would attempt to prescribe how people can express themselves. However, the Commission believes that the use of Native American images and nicknames in schools is insensitive and should be avoided. In addition, some Native American and civil rights advocates maintain that these mascots may violate anti-discrimination laws. These references, whether mascots and their performances, logos, or names, are disrespectful and offensive to American Indians and others who are offended by such stereotyping. They are particularly inappropriate and insensitive in light of the long history of forced assimilation that American Indian people have endured in this country.

Since the civil rights movement of the 1960s many overtly derogatory symbols and images offensive to African-Americans have been eliminated. However, many secondary schools, post-secondary institutions, and a number of professional sports teams continue to use Native American nicknames and imagery. Since the 1970s, American Indians leaders and organizations have vigorously voiced their opposition to these mascots and team names because they mock and trivialize Native American religion and culture.

It is particularly disturbing that Native American references are still to be found in educational institutions, whether elementary, secondary or post-secondary. Schools are places where diverse groups of people come together to learn not only the "Three Rs," but also how to interact respectfully with people from different cultures. The use of stereotypical images of Native Americans by educational institutions has the potential to create a racially hostile educational environment that may be intimidating to Indian students. American Indians have the lowest high school graduation rates in the nation and even lower college attendance and graduation rates. The perpetuation of harmful stereotypes may exacerbate these problems.

The stereotyping of any racial, ethnic, religious or other groups when promoted by our public educational institutions, teach all students that stereotyping of minority groups is acceptable, a dangerous lesson in a diverse society. Schools have a responsibility to educate their students; they should not use their influence to perpetuate misrepresentations of any culture or people. Children at the elementary and secondary levels usually have no choice about which school they attend. Further, the assumption that a college student may freely choose another educational institution if she feels uncomfortable around Indian-based imagery is a false one. Many factors, from educational programs to financial aid to proximity to home, limit a college student's choices. It is particularly onerous if the student must also consider whether or not the institution is maintaining a racially hostile environment for Indian students.

Schools that continue the use of Indian imagery and references claim that their use stimulates interest in Native American culture and honors Native Americans. These institutions have simply failed to listen to the Native groups, religious leaders, and civil rights organizations that oppose these symbols. These Indian-based symbols and team names are not accurate representations of Native Americans. Even those that purport to be positive are romantic stereotypes that give a distorted view of the past. These false portrayals prevent non-Native Americans from understanding the true historical and cultural experiences of American Indians. Sadly, they also encourage biases and prejudices that have a negative effect on contemporary Indian people. These references may encourage interest in mythical "Indians" created by the dominant culture, but they block genuine understanding of contemporary Native people as fellow Americans.

The Commission assumes that when Indian imagery was first adopted for sports mascots it was not to offend Native Americans. However, the use of the imagery and traditions, no matter how popular, should end when they are offensive. We applaud those who have been leading the fight to educate the public and the institutions that have voluntarily discontinued the use of insulting mascots. Dialogue and education are the roads to understanding. The use of American Indian mascots is not a trivial matter. The Commission has a firm understanding of the problems of poverty, education, housing, and health care that face many Native Americans. The fight to eliminate Indian nicknames and images in sports is only one front of the larger battle to eliminate obstacles that confront American Indians. The elimination of Native American nicknames and images as sports mascots will benefit not only Native Americans, but all Americans. The elimination of stereotypes will make room for education about real Indian people, current Native American issues, and the rich variety of American Indians in our country.

The United States Commission on Civil Rights
April 13, 2001

WASHINGTON (AP) - Saying the use of Indian names and mascots may violate anti-discrimination laws, the U.S. Commission on Civil Rights called for an end to their use by non-Indian schools, colleges and universities.

The group's recommendation Friday does not carry the weight of law, but Indian groups working to get schools to shed the names saw it as an endorsement of their effort.

"I think it's going to make a big difference," said Cyd Crue, president of the Illinois chapter of the National Coalition on Racism in Sports and the Media. "I realize it's not the end of stereotypes in sports, but I think it was really important that a federal commission get involved and make a statement to move our country toward more equality and social justice."

The commission said Indian names and mascots could be viewed as "disrespectful and offensive" by Indian groups and can create "a racially hostile educational environment that may be intimidating to Indian students."

American Indian activists and others complain the mascots are disrespectful, asking schools to get rid of the names and mascots. Though hundreds of teams still use names such as Indians and Braves, school districts, colleges and universities have changed their team names at the urging of Indian groups.

The St. John's University Redmen are now the Red Storm, while Stanford fans cheer for the Cardinal instead of the Indians. Miami of Ohio has also changed its nickname from the Redskins to the RedHawks. This week, the Afton, N.Y., school board voted unanimously to stop using an Indian mascot and logo for its sports teams, doing away with the mascot, logo and "Indians" nickname after this school year ends.

Last week, New York State Education Commissioner Richard Mills sent a letter to school districts urging them to drop Indian names, symbols and mascots.

American Indian Sports Team Mascots
http://www.geocities.com/~earnestman/1indexpage.htm

I emailed candidates for the position of State Superintendent of Public Instruction questions regarding their stance on the mascot issue, the American Indian Studies Program, and Act 31 requiring American Indian studies in the schools.. If you're interested in more info on the candidates, check out http://www.wisconsinvote.org/candidates. Use the drop-down menus to search by candidate's name or select the race you're interested in.

Two candidates will face off in the April 3 election: Madison West High Principal Elizabeth Burmaster and Hortonville teacher Linda Cross.

QUESTIONS

1. Do you support the elimination of ethnic mascots and logos from Wisconsin public schools? Explain.
2. How will you support DPI's American Indian Studies Program?
3. What will you do to support and strengthen the American Indian Studies Statutes?

ELIZABETH BURMASTER:
Hello Christine!! I have heard wonderful things about you and your mother's work and activism. Thank you for your interest in this election. As State Supt. i would work to eliminate ethnic mascots and logos from WI public schools. I support the proposal in the legislature that allows a complaint to be made directly to the State Supt. I support the dept. budget proposal to restore funding and positions.

The American Indian Studies program is important because it helps ALL children to learn about the culture, heritage, history and tribal sovereignty. In addition, I support American Indian education which should promote effective strategies, professional development for teachers of American Indian children and create liasons between school/parent/tribe regarding student achievement. We should explore opening an office in northern WI.

I support the current law that requires districts to have experiences in American Indian Studies at all levels. I would like to see schools develop this more fully and not just as a minimum requirement - to fully implement the spirit of the law. We can use the WI model academic standards to enhance American Indian studies.

Thank you so much and I hope that I will have your support... and that we will be working together on these issues. Thanks--LIBBY BURMASTER

LINDA CROSS:

1. I support local control. If a local school district found the need to eliminate an ethnic mascot and/or logo I would support that action as head of DPI.
2. I have not fully studied the program, but I believe the American Indian Studies Program is an important component of what our state's children learn in school.
3. First, I am concerned with the same amount of time afforded to educators, even though there are more and more required curriculum areas. I would support such studies, at first - to give the program full dignity, I would want to see educators afforded more classroom time - or some kind of restructuring of instructional time.