Stereotypes of Indian Students

1.0 Introduction

Living in a world without your parents or familiar faces is hard. Exchange students in some international schools experience the longing and the isolation from the other races. They might feel unwelcome gesture from the people that did not understand the differences of their culture, and sometimes it is created through the misunderstanding.

1.1 Background of the Study and Problem Statement

Every individuals and groups of people are perceived based on their characteristics is called stereotyping. An individual’s views or perception toward one person influences the understanding for others. Still, part of the natural right is to respect the diversity of the cultures. One great example of stereotyping is through the racial or ethnic group differences. Stereotyping is popular in international schools. A foreign student is considered as a new face in the school ground especially when he or she is new to the place and the native people dominated the school. Taking for example is the differences of the British nationals to the Indian students. Determining to what extent are British views of Indian Students stereotypical (OPI, 200).

1.2 Research Objectives

The research is aiming:

(a) To recognize and also cite some examples of stereotypes in school, community and in literature.

(b) To recognize the presence and the effects of stereotypes

(c) To recognize and understand the cross-cultural understanding

1.3 Research Problems

The study is guided by the research problems to achieve the goals. The question is guided by the following questions:

1) How can bias for stereotype be identified?

2) Can a stereotype be positive?

3) How do stereotypes affect accross-cultural understanding?

4) Are the images and icons can be used as a tool for stereotyping?

2.0 Literature Review

The images and icons that is accurately used and respectful neutral can be considered as disrespectful even if there is a permission given to it. It is for the reason that images or photographs are powerful messengers in any medium. The example of disrespectful images are Chief Wahoo and other caricatures, animals dressed up “like Indians”, stereotypes of material culture, and photographs of people, such as the children, are being used without permission. Hundreds of images of savage, noble, lazy, or nonhuman Indians misrepresented the rich cultures of the Native American’s cultures and their histories as well (Hirschfelder, 1982).

However, there is negative and positive side of stereotyping. The negative stereotypes for Indians are used to rationalize the non-native treatments for the Natives. The Noble Savage, the Savage, Vanishing Race, and the Living Fossils are the four main stereotypes. The positive stereotypes are the characteristics that reflect on the natural side of the Indians. They are categorized as the good trackers and hunters, conservationists, spiritual, adaptable, resourceful, and respectful. Other than that, Indians are also knowledgeable in animals and excellent in handcrafts and storytelling (Sky-McIlvain, 2006). The most crucial point of part in understanding the differences of cultures is through the adjustment. One must learn to speak the other language, and the other should change his habit or change the way he thinks about the new student. With these adjustments are created. Then, the next phase is realization. The role of the culture plays an important part to answer all the questions about stereotyping (Starnes, 2006).

3.0 Methodology

To have a deep understanding about the cultural differences or diversity within the school, one must be open to accept any criticism. Through proper observing about a group of students, there is more possibility to recognize the needed result. Furthermore, in the group activity that an educator will provide, they will find out if the Indian is participating or not; or experiencing conflicts from the other students.

Conclusion

Stereotyping is popular mostly in youths. They often play or create the names for the individuals that belong to the other culture. Their understanding about the differences is not enough to establish a good friendship and this conflict is the main concern of the educators. The learning outcome of an Indian inside the British school is somewhat low because they are lacking of confidence and being pressured with the eyes that are always on their backs. With appropriate understanding of the class or school diversion, the educators can help the students to build their strong foundation of education.

References:

Hirschfelder, A., 1982. American Indian Stereotypes in the World of Children: A Reader and Bibliography. Metuchen, NJ: Scarecrow Press.

OPI, 2006. Identifying Stereotypes and Countering Them. Office of Public Instruction. [Online] Available at: http://www.opi.state.mt.us/pdf/IndianEd/Curric/LessonPlans/Grade4/Topic5IdStereotypes.pdf. [Accessed 18 Jan 2010].

Sky-McIlvain, E., 2006. Indian Stereotypes. [Online] Available at: http://www.leasttern.com/Wabanaki/WabanakiStereotype/StereotypeLessons/NegativeIndianStereotypes.pdf. [Accessed 18 Jan 2010].

Starnes, B., 2006. What We Don’t Know Can Hurt Them: White Teachers, Indian Children: white Teachers in Indian Schools Often Find Themselves Unprepared for Their Task-They Don't Understand the History, Culture, Communities, and Learning Needs of Their Students. Ms. Starnes Challenges These Educators to Become Better Teachers of Indian Children and Gives Them Some Sage Advice. Phi Delta Kappan, Vol. 87, No. 5.