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

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  • Raymond Foxworth
  • Amy H. Liu
  • Anand Edward Sokhey

Abstract

type="main"> 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. We use a newly constructed data set to estimate logistic regression, difference in difference, and Cox proportional hazards survival models. 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. 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.

Suggested Citation

  • Raymond Foxworth & Amy H. Liu & Anand Edward Sokhey, 2015. "Incorporating Native American History into the Curriculum: Descriptive Representation or Campaign Contributions?," Social Science Quarterly, Southwestern Social Science Association, vol. 96(4), pages 955-969, December.
    • Handle: RePEc:bla:socsci:v:96:y:2015:i:4:p:955-969
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    File URL: http://hdl.handle.net/10.1111/ssqu.12177
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    References listed on IDEAS

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    1. Layman, Geoffrey C. & Carsey, Thomas M. & Green, John C. & Herrera, Richard & Cooperman, Rosalyn, 2010. "Activists and Conflict Extension in American Party Politics," American Political Science Review, Cambridge University Press, vol. 104(2), pages 324-346, May.
    2. Richard C. Witmer & Joshua Johnson & Frederick J. Boehmke, 2014. "American Indian Policy in the States," Social Science Quarterly, Southwestern Social Science Association, vol. 95(4), pages 1043-1063, December.
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    Cited by:

    1. Melissa E. Lewis & Hannah I. Volpert-Esmond & Jason F. Deen & Elizabeth Modde & Donald Warne, 2021. "Stress and Cardiometabolic Disease Risk for Indigenous Populations throughout the Lifespan," IJERPH, MDPI, vol. 18(4), pages 1-24, February.
    2. Jingxiao Zhang & Klaus Schmidt & Hui Li, 2016. "BIM and Sustainability Education: Incorporating Instructional Needs into Curriculum Planning in CEM Programs Accredited by ACCE," Sustainability, MDPI, vol. 8(6), pages 1-32, May.

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