The teaching of American history is not neutral; teachers and textbooks often define what is important and what is not. It is through this historical subjectivity that stereotypes and biases emerge and ultimately persist. With relevance to African Americans and American Indians, such stereotypes can be culturally, politically and economically crippling. By promoting Critical Race Theory, which seeks to reduce marginalization through the recognition and promotion of historically disenfranchised peoples, American history teachers can redress stereotyping and enhance plurality in their classrooms. This descriptive article discusses the roots of historical stereotyping and offers ways in which such perceptions can be changed.
The issue of bias continues to haunt the school history curriculum. It stalks both teacher and pupil, leaving them confused and frustrated (DeMarco, 1995, p.6).
American Indians and other cultural groups are frequently either stereotyped, distorted or forgotten altogether (McCluskey, 1997. p. 3).
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