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A Qualitative Study of a Native American Mascot at "Public University" Michelle Lyn Brune University of Missouri-St

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A Qualitative Study of a Native American Mascot at University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 5-13-2010 A Qualitative Study of a Native American Mascot at "Public University" Michelle Lyn Brune University of Missouri-St. Louis Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Education Commons Recommended Citation Brune, Michelle Lyn, "A Qualitative Study of a Native American Mascot at "Public University"" (2010). Dissertations. 481. https://irl.umsl.edu/dissertation/481 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. 1 A QUALITATIVE STUDY OF A NATIVE AMERICAN MASCOT AT “PUBLIC UNIVERSITY” by MICHELLE LYN BRUNE M.S.A., Southeast Missouri State University, 1998 B.S., Southeast Missouri State University, 1994 A DISSERTATION Submitted to the Graduate School of the UNIVERSITY OF MISSOURI – ST. LOUIS In partial Fulfillment of the Requirements for the degree DOCTOR OF PHILOSOPHY in EDUCATION with an emphasis in Educational Leadership & Policy Studies May, 2010 Advisory Committee Shawn Woodhouse, Ph.D. Chairperson Patricia Boyer, Ph.D. Virginia Navarro, Ph.D. Paula King, Ph.D. © Copyright 2010 by Michelle Lyn Brune All Rights Reserved ii ABSTRACT At the time this study began, there were approximately 60 senior colleges and universities using Native American mascots or nicknames to represent their athletic teams (Fournier, 2003). Many Native Americans, coalitions, organizations, and researchers (Connolly, 2000; Davis, 2002; King & Springwood, 2000; NCAA, 2001) believe that these mascots are racist stereotypes of Native Americans and recommend that they be banned. In contrast, other people believe that Native American mascots signify honor and tradition. Differing meanings or opinions create an obvious conflict and each viewpoint includes a set of arguments to justify their beliefs. For example, many universities claim their alumni will stop contributing to the university if the mascot is removed. For the purpose of this study, the theory of semiotics was used to explain different meanings associated with Native American mascots and nicknames. The civil rights movement was successful in decreasing the number of offensive African-American images and caricatures (U.S. Commission on Civil Rights, 2001). However, it did not diminish the use of Native American images. Native American images and caricatures are used in everything from company logos to sports team mascots. The purpose of this study was to gain an in-depth understanding of the removal of a Native American Mascot at one university. Data for this study was gathered from public and university records, ten personal interviews with faculty, staff, alumni, and community members, and one focus group with twenty-one students. The study examined historical documentation regarding the university‟s mascot/nickname, the iii recent process that was used to change the mascot/nickname at the university, and opinions from students, faculty, alumni and the community regarding the university‟s former Native American mascot/nickname. The opinions that were gathered from the documents, interviews, and focus group and were coded using the most common themes that support and oppose Native American mascots found in literature. Overall, 153 opinions were coded in opposition of the Native American mascot and the most common theme was Code O7: Marketing and School Spirit. Overall, 543 opinions supported the use of the Native American Mascot and the most common theme was code S1: Honor, Respect, and Pride. iv ACKNOWLEDGEMENTS I would like to express my sincere gratitude to the many colleagues and friends who helped me complete this dissertation. I would especially like to thank my dissertation committee. My chairperson, Dr. Shawn Woodhouse, took me under her wing after my chairperson left the university. I could not have made it through this process without her guidance and support. I would like to thank Dr. Paula King, Dr. Patricia Boyer, and Dr. Virginia Navarro for serving on my committee. Dr. King was a constant support throughout the completion of this dissertation. Dr. Patricia Boyer and Dr. Virginia Navarro replaced two committee members after the proposal was completed. They were very supportive and kind for agreeing to serve under these circumstances. I would like to mention the two members of the committee that preceded Dr. Boyer and Dr. Navarro. Dr. Stephen Sherblom and the late Dr. Mary Cooper were very instrumental in helping me develop the dissertation proposal. I sincerely appreciate the service of all of these faculty members. I would like to thank the participants who spent time interviewing and completing the focus group with me. Their personal opinions and historical knowledge of the mascot were invaluable to my study. I would like to thank my parents, John and June Behnken, for their encouragement, support, and helping me understand the importance of a college education at a very young age. I would like to thank my son, Brady, and husband, Brian, for being patient with me as I spent time away from them to finish this dissertation. I would like to also thank Dr. Cheryl McAllister and Dr. Walt Paquin for their encouragement and support throughout my PhD program and dissertation completion. v TABLE OF CONTENTS ABSTRACT………………………………………………………………………. ii ACKNOWLEDGEMENTS………………………………………………………. iv TABLE OF CONTENTS…………………………………………………………. v LIST OF FIGURES………………………………………………………………. xiii LIST OF TABLES………………………………………………………………... xiv CHAPTER 1: INTRODUCTION……………………………………………….. 1 Purpose of the Study …………………………………………………………….. 2 Background of the Study ………………………………………………… 3 American Education and the Media ……………………………... 3 The Use of Native American Images ……………………………. 5 Beer, Butter, and Bikes ………………………………….. 5 Native American Mascots ……………………………….. 7 The Removal of Native American Mascots ……………………… 8 Significance of the Study ………………………………………………… 9 Overview of the Methodology …………………………………………… 10 Limitations of the Study …………………………………………………. 13 Definition of Terms ………………………………………………………. 13 Organization of the Study ………………………………………………... 14 CHAPTER 2: REVIEW OF LITERATURE…………………………………….. 16 Finding Meaning in Signs ...……………………………………………… 16 Communication Theory and Semiotics …………………………... 17 Ferdinand de Saussure……………………………………………. 20 vi Charles Pierce ……………………………………………………. 22 Roland Barthes....…………………………………………………. 23 Semiotics and Native American Mascots………………………… 25 Meaning of Native American Mascots…………………………………… 25 Cultural Influences ……………………………………………….. 27 Myths and Stereotypes …………………………………… 27 The Indian Stereotype ……………………………. 28 The Redskin Stereotype ………………………….. 28 The Red Savage and Noble Redman Stereotypes ... 29 The Squaw Stereotype …………………………… 30 Formal Education ………………………………………… 30 Informal Education – The Media ………………………… 31 Meanings Found in Literature ……………………………………. 31 Meanings Opposed to Native American Mascots ………... 32 Meanings Supporting Native American Mascots ………... 34 Controversies Regarding Native American Mascots …….. 35 The University of Illinois Urbana-Champaign...…. 35 Florida State University…………………………... 37 Arkansas State University………………………… 38 The University of North Dakota …………………. 39 Efforts to Remove Native American Mascots……………. 40 The National Collegiate Athletic Association……. 41 U.S. Commission on Civil Rights………………… 43 vii Organizations……………………………………... 43 Summary………………………………………………….. 44 CHAPTER 3: METHODOLOGY...……………………………………………… 45 Inquiry ……………………………………………………………………. 45 Design of the Study ………………………………………………………. 46 Sample ……………………………………………………………………. 47 Procedure……..…..………………………………………………………. 47 Document Review ………………………………………………... 48 Interviews ………………………………………………………… 48 Focus Groups …………………………………………………….. 49 Data Analysis ……………………………………………………. 50 Testing and Confirming Data …………………………….. 51 CHAPTER 4: DOCUMENT REVIEW...………………………………………… 52 Part I ……………………………………………………………………… 52 Public University Files.…………………………………………… 52 Center for Regional History Files ………………………… 52 University Relations Department Files……………………. 53 Public University Yearbook and Student Newspaper…….. 53 Other Publications and Websites………………………….. 53 Findings……………………………………………………………………. 54 History of the Mascot at Public University………………………. 54 Native Americans in the Region...………………………… 54 Mound builders……………………………………. 54 viii Trail of Tears………………………………………. 55 Origin of the Mascot………………………………………. 56 Public University Mascots: 1914-1980...………………….. 56 Mascot Committees………………………………………... 58 Mascot Committees: 1981-1987…...……………… 58 Mascot Committees: 1988-1995…………………... 60 Mascot Committees: 1996-2002…………………... 66 Part II……………………………………………………………………… 68 Newspapers ………………………………………………………. 68 Local Daily Newspaper …………………………………... 68 Public University Student Newspaper ………………….… 72 Other Newspapers…………………………………………. 72 Public University Communication ……………………………….. 72 University Relations Department Files.…………………… 72 Newsletters and Press Releases..…………………………... 73 Letters, Email, and Flyers…………………………………. 74 Public University Websites………………………………………. 74 The Rumor Mill Website..………………………………… 74 Nickname/Mascot Committee Website…………………… 75 Findings…………………………………………………………………..... 76 Changing Public University‟s Mascot: 2003-2005………………... 76 Opinions of Faculty, Staff, Students, and Community Members..... 89 Start Codes……………………………………………….... 90 ix Local Daily Newspaper…………………………………….
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