The purpose of this study has been to determine prevalent images of Native American female protagonists in Children's Literature from 1928-88, and to note trends in images during the past 60 years. A content analysis of 60 picture books and chapter books has been completed and presented in a descriptive and interpretative format. The most prevalent image of Native American female protagonists in children's literature is a traditional one. This image is consistent throughout the literature from 1928-88, and appears to be represented by both Native American and non-Native American authors and illustrators. Traditional-transitional images appeared between 1957 and 1967, while contemporary images first appeared in the 1970s. In general, the Native American female protagonists in this population of books are presented as strong and positive characters expressing a wide range of emotions. They are named, identified by tribe, and depicted as having multiple skills and interests. They are active and most often appear in rural and outdoor settings within the context of the extended family. Many protagonists are of Southwestern heritage, often depicted as Navajo or Pueblo girls of ages 4-13. Although female protagonists in this population of books are generally characterized as strong and positive, there are still too few books representing strong female Native American images in the whole of children's literature. This research confirms previous findings that Native American male protagonists outnumber female protagonists approximately 10 to 1. Native American authors and illustrators have created approximately one-third of the books in this population. There are 19 Native American authors and 21 Native American illustrators. The earliest books were published by large press; Native press has increased publication since 1975. This research confirms the need for more books featuring Native American female protagonists; more books depicting protagonists from diverse tribal backgrounds, in contemporary settings, urban environments and literate contexts; more books building on the oral tradition and legends of the Southwestern tribes; more involvement of Native American authors, illustrators and publishers in children's literature; and more mentoring of Native American developing authors.

By examining southwestern masculinity from three separate lenses of cultural experience, Mexican American, Native American and female, this thesis aims to acknowledge the blending of masculinities that is taking place in both the fictitious and factual southwest. Long gone are the days when the cowboys chased down the savage Indians or the Mexican bandits. Southwestern literature now focuses on how these different cultures and traditions can re-construct their masculinities in a way that will be beneficial to all. The southwest is a land of borders and liminal spaces between the United States and Mexico, between brown and white, legal and illegal. All of these borders converge here to create the last American frontier. These converging borders also encompass converging traditions, cultures, and genders. By blending the cowboy, the macho, and the warrior, perhaps these Southwestern writers can construct a liminal masculinity more representative of the southwest itself.

Thesis (Ph. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 323-331).

No description available.

The purpose of the study is to investigate the picture book preferences of grade four Aboriginal students, to discover what books have the greatest appeal and to determine which specific factors influence their choices. The study took place at an inner city elementary school with a high population of Aboriginal students located in the heart of the Canadian prairies. Experienced educators know that the majority of Aboriginal chidlren come to school with little or no exposure to books. Studies have shown that the ability or lack of ability to read at grade level is a strong indicator of future academic success. Teachers and librarians have little information available to assist them in choosing literature that will be of interest to Aboriginal students and motivate them to read and through practice improve their reading skills. Provincial governments are looking for research that addresses the needs of this growing population. Twelve grade four Aboriginal students participated in the study, seven boys and five girls. The students viewed forty-five books that were divided into three sets of fifteen and chose one book from each set to read and respond to through writing and/or drawing. After the book selection and response sessions were complete, the researcher interviewed each child to determine the one book they would most want to take home. The study concludes that: 1) Students preferred to read picture books portraying Aboriginal characters that reflected their own image; 2) Students transposed the urban and rural settings in the Aboriginal books to make relevant connections with their lives; 3) Aboriginal books portraying Aboriginal characters was the genre with the greatest appeal; 4) Students preferred vivid realistic illustrations; 5) Students background experience frequently determined their preferences in books and also increased their motivation to read; 5) Realistic pictures with minimal amounts of text held great appeal for boys selecting information books. It is hoped that the study will assist teachers and librarians in selecting literature that will be of interest to Aboriginal students encouraging them to read more and by improving their reading skills raise the level of their general academic achievement.

The main purpose of this study is to prove that the view on the American Indians, as it is presented in the plays, is determined by two dissimilar sets of values: those related to Christianity and those associated with democracy. The Christian ideals of mercy and benevolence are counterbalanced by the democratic values of freedom and patriotism in such a way that secular ideals in many cases supersede the religious ones. To achieve the purpose of the dissertation, I sifted the plays for a list of notions related to Christianity and, using textual evidence, demonstrated that these notions were not confined to particular pieces but systematically appeared in a significant number of plays. This method allowed me to make a claim that the motif of Christianity was one of the leading ones, yet it was systematically set against another major recurrent subject—the values of democracy. I also established the types of clerical characters in the plays and discovered their common characteristic—the ultimate bankruptcy of their ideals. This finding supported the main conclusion of this study: in the plays under discussion, Christianity was presented as no longer the only valid system of beliefs and was strongly contested by the outlook of democracy.I discovered that the motif of Christianity in the American Indian plays reveals itself in three ways: in the superiority of Christian civilization over Indian lifestyle, in the characterization of Indians within the framework of Christian morality, and in the importance of Christian clergy in the plays. None of these three topics, however, gets an unequivocal interpretation. First, the notion of Christian corruption is distinctly manifest. Second, the Indian heroes and heroines demonstrate important civic virtues: desire for freedom and willingness to sacrifice themselves for their land. Third, since the representation of the clerics varies from saintliness to villainy, the only thing they have in common is the impracticability and incredulity of the ideas they preach. More fundamental truths, it is suggested, should be sought outside of Christianity, and the newly found values should be not so much of a "Christian" as of "democratic" quality. / Department of English

Thesis (M.A. in English)--Vanderbilt University, Aug. 2008. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--Yale University, 1923.

Thesis (M.A.)--Baylor University, 2008. / Includes bibliographical references (p. 89-94)

Thesis (Ph. D.)--University of California, San Diego, 1999. / Vita. Includes bibliographical references (leaves 551-584).