Incorporating Native American History into the Curriculum: Descriptive Representation or Campaign Contributions?*

Abstract

Objectives What explains (1) the adoption of these inclusive educational policies, and (2) the timing of the passage of these educational policies? The objective of this study is to examine two competing hypotheses: the first has to do with descriptive representation; the second has to do with Native American nations acting as interest groups. Methods We use a newly constructed data set to estimate logistic regression, difference in difference, and Cox proportional hazards survival models. Results We find evidence that both descriptive representation and campaign contributions can explain whether there is adoption, but that only the latter can account for when there is adoption. Conclusions These findings demonstrate that Native American nations are becoming increasingly mobilized within U.S. state politics, and are finding ways to influence state policies—a pattern that is not just about policies that pertain to indigenous governance and sovereignty, but about policies with broader implications for non‐Native Americans.

Beyond descriptive representation: American Indian opposition to federal legislation

“…Studies on American Indian advocacy have found that American Indians use strategies, akin to interest groups, to influence federal (Gross 1989; Witmer and Boehmke 2007; Boehmke and Witmer, 2012; Carlson, 2019 a , 2019 b ), state (Foxworth et al ., 2015; Boehmke and Witmer 2020), and local policymaking (Evans 2011). Witmer and Boehmke's modified theory of political incorporation suggests that American Indians, at least in part, employ interest group activities rather than the election or appointment of public officials to gain influence over federal policymaking (2007).…”

“…But overlooking American Indians may obscure important strategies used by disadvantaged groups to block legislation. This study builds on previous studies of interest group activity by American Indians in investigating how American Indians use interest group strategies to block federal legislation (Gross 1989; Witmer and Boehmke 2007; Boehmke and Witmer 2012; Foxworth et al ., 2015; Carlson, 2019 a , 2019 b ; Boehmke and Witmer, 2020). Using original data collected from American Indian testimony at congressional hearings on 266 bills during five Congresses, it tests interest group theories about how and when active opposition at the committee hearing stage of the legislative process affects bill enactment.…”

BIM and Sustainability Education: Incorporating Instructional Needs into Curriculum Planning in CEM Programs Accredited by ACCE

“…Numerous approaches to incorporate industrial needs into curricula planning exist [50][51][52][53][54][55]. Some of these approaches include: (a) curriculum mapping [51] to document and visualize the curriculum learning at the programmatic level; (b) grounded theories to qualitative describe learning needs; (c) the web based system Curriculum Navigator that can explore learning attitudes towards the current curriculum [53].…”

Stress and Cardiometabolic Disease Risk for Indigenous Populations throughout the Lifespan

“…Within education, several different government entities and universities have begun to enact policies to educate their students about Indigenous people to reduce bias and stereotypes. In 1998, Minnesota became the first US state to implement a requirement that AI/AN history be incorporated into the K-12 education curriculum [ 249 ]. As of 2015, there were a total of nine states with such legislation.…”

“…As of 2015, there were a total of nine states with such legislation. However, low descriptive representation and minimal campaign contributions may be limiting other states’ interest in similarly inclusive educational policies [ 249 ]. Several universities in Canada, such as the University of Winnipeg, have followed suit requiring an Indigenous studies course to graduate.…”