The debate surrounding Native American mascots in Oregon public schools reached a definitive point this week, as the Oregon State Board of Education reaffirmed its stance against their use, setting a deadline of 2017 for fourteen schools to adopt new names and imagery. This decision marks the culmination of years of discussion, studies, and legislative maneuvering, ultimately solidifying the board’s position that these mascots are detrimental to Native American students and perpetuate harmful stereotypes.
The ruling came after a unanimous vote against an amendment that sought to allow schools to retain their Native American-themed nicknames, such as Warriors, Braves, Indians, and Chieftains. This amendment represented a last-ditch effort by some schools and legislators to preserve traditions deeply rooted in their communities. However, the Board of Education, after careful consideration of the issue, stood firm in its commitment to creating a more equitable and inclusive learning environment for all students.
A Long-Standing Controversy
The push to eliminate Native American mascots in Oregon schools is not a recent development. In fact, Native American tribes and advocacy groups have been urging state leaders to address this issue since 2006. They argue that these mascots, regardless of intent, contribute to the misrepresentation and trivialization of Native American cultures, leading to discrimination, harassment, and the reinforcement of harmful stereotypes.
By 2012, the Oregon State Board of Education had formally agreed to address the issue, issuing an order mandating that all schools with Native American mascots select new ones. The consequence for non-compliance was the potential loss of state funding, a significant deterrent for schools heavily reliant on state support.
The Schools Affected
At the time of the 2012 order, several schools across Oregon still proudly displayed their Native American-themed mascots. Communities in Banks, Molalla, and Roseburg were among those with schools utilizing such imagery. Furthermore, seven schools identified themselves as the "Warriors," a common nickname often associated with Native American cultures. An exception was made for Aloha High School, which successfully demonstrated that its "Warrior" mascot was Hawaiian in origin and not related to Native American tribes.
Legislative Pushback and Compromise Attempts
The Board of Education’s decision to ban Native American mascots was not without its detractors. Republican legislators, particularly State Senator Jeff Kruse (R-Roseburg) and Representative Sherrie Sprenger (R-Scio), actively opposed the ban, introducing bills aimed at allowing some schools to maintain their chosen names.
In 2013, Governor John Kitzhaber vetoed a proposed bill that would have undermined the Board of Education’s ruling. However, a year later, a compromise was reached, allowing schools to use a mascot with tribal significance, provided they obtained the express approval of an Oregon tribe. This 2014 bill also tasked the State Board of Education with developing the specific rules and procedures for this agreement process.
Developing the Agreement Process
Following the 2014 bill, state officials established workgroups to create the necessary guidelines for schools seeking tribal approval for their mascots. These workgroups engaged in extensive consultations with members of nine federally recognized tribes in Oregon, seeking their input and perspectives on the issue. While some tribes, such as the Siletz, expressed a willingness to consider allowing local high schools to use a tribal mascot, the overall process proved complex and challenging.
One of the key issues debated by the workgroup was whether schools should be allowed to seek approval from multiple tribes, or if the agreement should be limited to a single tribe with specific ties to the school’s region. The timeframe for obtaining tribal approval also proved to be a point of contention, as some feared that lengthy delays could disrupt the school’s operations and create uncertainty for students and staff.
Data-Driven Decision Making
In addition to engaging with tribes and stakeholders, the Oregon State Board of Education conducted a thorough review of research and data related to the impact of Native American mascots on students. Board members examined studies that indicated a correlation between these mascots and increased instances of discrimination, pupil harassment, and the perpetuation of negative stereotypes.
The Board also analyzed dropout rates and discipline data for Native American students in Oregon, finding a concerning trend. In the year prior to the vote, approximately 3,130 Native American students were enrolled in Oregon high schools, with around 200 of them attending schools with Native American mascots. While Native American students represented only about 2 percent of the total student population, they accounted for 4 percent of all dropouts. Furthermore, they were disproportionately subjected to suspensions, suggesting a potential link between the school environment and disciplinary outcomes.
These data points, combined with the concerns raised by Native American tribes and advocacy groups, ultimately swayed the Board of Education to reaffirm its 2012 decision to ban Native American mascots.
A Civil Rights Issue
Crystal Greene, a spokeswoman for the Oregon Department of Education, emphasized that the Board’s decision was rooted in a commitment to civil rights and equity. In her view, the presence of Native American mascots in schools is not merely a matter of tradition or local pride, but rather a systemic issue that negatively impacts Native American students and perpetuates harmful stereotypes. The board believed that the action taken in 2012 was important, and that the reaffirmation of that decision was in the best interest of all students in Oregon.
Community Resistance
Despite the Board of Education’s ruling, some communities have expressed strong resistance to the mascot ban. In February, the Banks School District conducted a survey of over 1,000 community members to gauge their opinions on the proposed mascot change. The results revealed that nearly 95 percent of respondents favored retaining the school’s "Braves" mascot. This overwhelming support highlights the deep attachment that some communities have to their mascots and the challenges involved in implementing such a significant change.
Progress and Ongoing Efforts
While the debate over Native American mascots continues, some schools have already taken steps to comply with the Board of Education’s directive. Last year, The Dalles High School officially retired its "Eagle Indian" mascot and began competing as the "Riverhawks." Similarly, in Lebanon, crews have begun the process of removing a Native American logo from the school’s gym floor. However, a Native American "warrior" image still appears on the school’s website and in its hallways, highlighting the ongoing work needed to fully implement the mascot ban.
The Oregon State Board of Education rules Indian Mascots have to go decision represents a significant step towards creating a more inclusive and equitable learning environment for Native American students in Oregon. While challenges remain, the Board’s commitment to this issue is clear, and the deadline of 2017 serves as a concrete timeline for schools to embrace new names and imagery that respect and honor Native American cultures.
The implications of the Oregon State Board of Education rules Indian Mascots have to go will have far reaching effects.
Ultimately, the Oregon State Board of Education rules Indian Mascots have to go decision is a testament to the power of advocacy, the importance of data-driven decision-making, and the ongoing need to address systemic inequities in education.