NCAA Institutional Self-Evaluation
NCAA Institutional Self Evaluation Examining the Use of
American Indian Mascots, Nicknames and Logos
College of William and Mary
Institutional Information
Name of Institution: The College of William and Mary in Virginia
Mascot Nickname and Logo for the Institution
1. List all current mascots, nicknames and logos for your institution.
Mascots: none
Nickname: Tribe
Logos:
2. Describe how your institution uses its nickname and logo.
The nickname is a means of building fan support for teams as well as to create a broader sense of belonging to our community among students, staff, alumni, and friends. The College of William and Mary, as a predominantly residential liberal arts campus, deeply values the sense of community. The nickname “Tribe” captures that sense of belonging, of membership in an organization dedicated to common values of achievement, a community which values inclusiveness and integrity. “Go Tribe” is a common cheer and exhortation to excellence not only in athletics but elsewhere as well. “Tribe Pride” is a common expression of affection for and affiliation with the institution and the values it represents.
The nickname and logo appear on athletic uniforms, tickets, and programs; adorn stadiums and banners at sites of athletic competition; and appear on everything from our website to stationary to t-shirts, coffee mugs, decals, and other booster-oriented paraphernalia as a tangible representation of the feelings and commitment members of this community have toward the College.
Institutional Self Evaluation Information
1. Steering committee chair (name and title): P. Geoffrey Feiss, Provost
2. Chief report writer/editor of institutional self evaluation (name and title): P. Geoffrey Feiss, Provost
3. Describe the extent of broad-based participation of campus constituencies in the self evaluation. Specifically report on the opportunities that actually were provided to various individuals or groups within the campus community to: (a) offer input into the self evaluation report before its findings and possible plans for improvement were formulated, and (b) review the self evaluation report after it was drafted.
(a) Prior to the preparation of this report, the following constituencies were approached for input:
- Board of Visitors – the statutory governing board
- Alumni through the meetings with leadership boards
- Students through conversation with student government leadership, the Student Assembly, and the officers of the multicultural organizations on campus.
- Faculty through meetings with the Faculty Assembly and various faculties.
- Athletes and supporters through meetings with the Tribe Club, the Athletic Campaign Committee, and the Student Athletic Advisory Committee
- The Virginia Native American community by individual meetings with the leadership of the tribes and by soliciting views from current students and graduates who are Native American
The following notice was placed in the October 6, 2005 edition of “W&M News” which goes to all faculty, staff, and students and is prominently available for pick-up at sites throughout the campus:
Input on Indian mascots requested by committee A steering committee charged with reviewing the use of American Indian mascots, nicknames and logos is soliciting concerns from the campus community. Input will be considered in preparing the self-evaluation about the matter that has been requested form the NCAA.
Chaired by Provost Geoffrey Feiss, the steering committee includes Vice-President for Public Affairs Stewart Gamage, Assistant to the President for Diversity and Multicultural Affairs Chon Glover, Director of Athletics Terry Driscoll, Executive Vice President of the Alumni Association Karen Cottrell, Faculty Representative to the Board of Visitors Bob Archibald, and President of the Student Assembly Ryan Scofield.
Those wishing to offer their views on the matter should address an e-mail message to the provost at provost@wm.edu.
(b) The self-evaluation was reviewed by the Steering committee and the President and his staff prior to being posted on the College’s website at http://www.wm.edu/NCAA.
Governance
1. Based on the institution’s experience in the last ten years, list the decisions related to the use of an American Indian mascot, nickname or logo in which the institution’s governing board, chief executive officer, athletics council, faculty senate or department of intercollegiate athletics has been significantly involved. Please provide the dates, the nature of the issues, the ultimate outcome or resolution and the nature of involvement from the various constituencies.
During the past ten years, the College has made no decisions regarding the use of its nickname or logo.
2. Describe the process by which the institution makes major policy decisions related to intercollegiate athletics. In so doing, describe the role and authority of the institution’s governing board, chief executive officer, the athletics board or committee (if one exists), the faculty athletics representative(s), the director of athletics, and any other appropriate campus constituencies (e.g. faculty, students, student-athletes) in this process.
All relevant issues of governance and delegated responsibility with respect to intercollegiate athletics are thoroughly reported in the Governance and Commitment to Rules Compliance section (§1.2.7, pages 14-15) of the College’s 2003-2004 Division I Athletics Certification Self-Study. This document was provided to the NCAA in Spring 2005 and can be seen at http://www.wm.edu/NCAAselfstudy/PDF/FinalReport.pdf.
3. Explain the institution’s philosophy as it relates to the use of American Indian mascots, nicknames and logos.
All that we do as an institution is guided and informed by our core belief in and dedication to diversity and respect for the individual. This is reflected by the College’s Diversity Statement approved by the Ad Hoc Presidential Committee on Diversity in May 2005:
The College of William and Mary in Virginia is a community of teachers, students, and staff who share our national ideals of human equality, democracy, pluralism, and advancement based on merit. We give life to these principles—and prepare young women and men to be citizens of the wider world—when we value diverse backgrounds, talents, and points of view.
As a community, William and Mary believes that cultural pluralism and intellectual diversity introduce us to new experiences, stimulate original ideas, enrich critical thinking, and give our work a broader reach. We cannot accomplish our mission of teaching, learning, discovery, and service without such diversity.
William and Mary belongs to all Virginians, to the nation, and to the world. Yet our College, like our county, failed for many years to open the door of opportunity to all people. In recent decades, William and Mary has made itself a more diverse community, and thus a better one. Structures and habits that create injustices, however, have yet to be fully banished from American society. We are committed to eliminate those injustices at the College and beyond.
The College of William and Mary, a university on a human scale, strives to be a place where people of all backgrounds feel at home, where diversity is actively embraced, and where each individual takes responsibility for upholding the dignity of all members of the community.
In the early 20th century, the College went by the nickname “the Fighting Virginians.” For reasons uncertain, just prior to end of the Second Word War, this was changed to the “Indians” and, at that time and for several decades thereafter, the college had a mascot who dressed in Indian costume and performed at sporting events. The logic for this connection to Native Americans is readily understood given the history of the College. Educating the native peoples of the Colony of Virginia was part of the College’s original mission as promulgated in our royal charter of 1693. Four years after the receipt of that charter from King William III and Queen Mary II of England, the College began educating the indigenous people of Virginia. This goal was realized by the establishment in 1697 of the Indian School funded by an endowment from the estate of Sir Robert Boyle. The Brafferton School, as it was later called, enrolled young Indian men from tribes throughout the eastern colonies. To this day, the Offices of the President and Provost are in the Brafferton, built in 1723 to house the Indian School.
The photograph below is of the Virginia Historical marker beside the Brafferton. It reads:
INDIAN SCHOOL AT THE COLLEGE OF WILLIAM AND MARY: Using funds from the estate of Sir Robert Boyle, the College of William and Mary established a school to educate young Indian men in 1697, just four years after the College’s founding. To encourage enrollment, in 1711 Lt. Governor Alexander Spotswood began remitting tributes for area tribes who sent students. Students from tribes outside Virginia also enrolled. The Brafferton was constructed in 1723 to house the school which provided instruction in reading and writing English, arithmetic and religion. The American Revolution caused British financial support to cease in 1776, and soon the school closed.
Hence, the Indian connection is grounded in the historical roots of the College.
However, during the 1980s, the institution on its own volition determined that the use of the nickname “Indian” was inappropriate. The change at that time was made to the non-pejorative and inclusive nickname “Tribe.” The term was intentionally and purposefully selected because it carries strong connotations of community, family, shared values. At that time, the Virginia tribes were consulted and expressed no opposition to the continued association of our nickname and logo with the College’s Native American past. As they said at that time, “[We] believe that the Indians have a great respect for William & Mary. While Indians remember the College, [we] think the College should remember the Indians because we were there at the beginning [quote from Richmond Times Dispatch, January 31, 1989].” Since that time, students and alumni have come to see the nickname “Tribe” as inclusive, creating a sense of belonging to a group with strong common purpose with respect for community and engagement with others. In the late 1970s, the College determined that it would no longer have a mascot, but would continue to honor our Indian heritage with the use of the two feathers in our logo.
NCAA Constitution 2.2.2
NCAA Constitution 2.2.2 states that it is the responsibility of each member institution to establish and maintain an environment that values cultural diversity and general equity among its student-athletes and intercollegiate athletics department staff.
1. Explain how the institution is organized to monitor, evaluate and address activities that
promote valuing diversity and general equity among its student-athletes and intercollegiate athletics department staff.
All relevant issues related to diversity and equity with respect to intercollegiate athletics are thoroughly reported in the Equity, Welfare, and Sportsmanship section (§4.2.5, pages 86-87) of the College’s 2003-2004 Division I Athletics Certification Self-Study. This document was provided to the NCAA in Spring 2005 and can be seen at http://www.wm.edu/NCAAselfstudy/PDF/FinalReport.pdf.
2. Explain how the institution’s use of an American Indian mascot, nickname and/or logo is consistent or inconsistent with the aforementioned NCAA Principle. In instances in which the use or depiction appears inconsistent, the institution should include a detailed plan that outlines how the institution has modified or will consider modifying its use of American Indian mascots, nicknames and logos to ensure that it is consistent with NCAA Constitution 2.2.2.
The use of our nickname and logo is consistent with the aforementioned polices because it is used to foster a sense of a strong, inclusive community.
3. Provide a copy of the institution’s policy on nondiscrimination. Explain how the institution’s use of an American Indian mascot, nickname and/or logo is consistent with this policy.
The William and Mary Statement of Rights and Responsibilities gives each member of the College community the right in dealings with the Institution, and with members of the College community in the performance of their official duties, to be free from discriminatory treatment with regard to race, sex/gender, religion, national origin, sexual orientation, political belief, disability, Vietnam veteran status, age, and all other categories protected by the Commonwealth and by federal law. See also response to Question #3 in the Governance Section above.
Our nickname and logo are consistent with the aforementioned policies, given the history and character of the College and the long-standing support of the Native American community in the region.
Educational and Outreach Initiatives
1. Describe you institution’s educational programs and initiatives as related to American Indian history and culture.
The College has a long and distinguished history of involvement with the Indian community of Virginia and beyond. Below, we will outline recent and current activities by our faculty and students in research and educational programs about and with the American Indian community. As previously noted, this engagement dates to 1697 with the founding of the Brafferton Indian School, the first such institution in the colonies.
Today we offer an interdisciplinary opportunity for our students to learn about American Indian culture, history, and traditions as well as supporting a wide variety of continuing services to the Virginia Indian community. Reflecting this engagement are the many faculty whose research and teaching focuses on the indigenous peoples of the Americas. Most prominent among these faculty scholars are:
James Axtell, Kenan Professor of History. Professor Axtell is an internationally known scholar much of whose work has focused on ethnohistory of the Colonial period, particularly the European/Indian contact experience. Among his books are The Rise and Fall of the Powhatan Empire, Indians in Seventeenth Century Virginia (Colonial Williamsburg Foundation), The Indians' New South: Cultural Change in the Colonial Southeast (LSU Press) and Natives and Newcomers: The Cultural Origins of North America (Oxford University Press).
Kathleen J. Bragdon, Associate Professor of Anthropology. Professor Bragdon’s research is centered on the ethnohistory, linguistics and historical anthropology of the Algonquian-speaking people of the Northeast. Among her relevant research publications are three books, Native Writings in Massachusetts (American Philosophical Society)co-edited with Dr. Ives Goddard, The Native People of Southern New England 1500-1600 (University of Oklahoma Press), and The Columbia Guide to American Indians of the Northeast (Columbia University Press).
Andrew Fisher, Assistant Professor of History, whose work in modern Native American and environmental history, is the subject of his first book manuscript which examines off-reservation communities and processes of tribal ethnogenesis in the Columbia River Basin of the Pacific Northwest.
Martin Gallavan, Associate Professor of Anthropology, whose research centers on the archaeology and ethnohistory of Native American societies in North America with a focus on Native communities in the Chesapeake region during the late precontact and early colonial eras. He publishes extensively and his book, James River Chiefdoms: The Rise of Social Inequality in the Chesapeake was published by the University of Nebraska Press in 2003. Professor Gallivan is also the director of the Werowocomoco Project, a major archeological excavation on the northern banks of the York River which is being conducted in collaboration with several Virginia tribes on the site of the Powhatan confederacy’s capital in the late sixteenth century.
Jack B. Martin, Associate Professor of English. Professor Martin is a linguist whose work on the syntax, phonology, typology, language documentation and maintenance of the Creek (Muskogee) language and other native languages of American South is internationally recognized. Among his major publications are: Totkv Mocvse /New Fire: Creek Folktales, edited and translated with Margaret McKane Mauldin and Juanita McGirt (Univ. of Oklahoma Press); a DVD entitled Creek Folktales, edited and translated with Margaret McKane Mauldin and Juanita McGirt); and A Dictionary of Creek /Muskogee, with Notes on the Florida and Oklahoma Seminole Dialects of Creek with Margaret McKane Mauldin (Univ. of Nebraska Press).
Danielle Moretti-Langholz, Visiting Associate Professor of Anthropology, who studies the political resurgence of Virginia Indians during the twentieth century. She is actively engaged in gathering oral histories of Virginia Indian tribal leaders and elders, and working to establish an archive to preserve documents from the state-recognized tribes (see http://www.wm.edu/airc/). Notable among her research projects is the award-winning video documentary, In their Own Words: Voices of Virginia Indians. In addition, she has recently been asked by the U.S. Marine Corps to assist in planning the dedication ceremony of the Corps' Code Talkers Hall in honor of all indigenous languages used by Native servicemen and women in service to the U.S. Marine Corps in times of combat, etc.
In keeping with the College’s emphasis on teacher/scholars, all of these faculty teach multiple courses with emphasis on native American experiences, languages, and ethnography from the precontact period to the present.
In addition, a number of centers and institutes sponsored and hosted by the College focus on scholarly research that relates to the Native American experience. These include:
The William and Mary Center for Archeological Research (http://www.wm.edu/wmcar/) which has worked on many Native American sites including, most recently, the Potomac Creek Site, a Patawomeke site with habitation dating from c1300 to the European contact period, and a number of sites on the grounds of the Naval Weapons Station in Yorktown, Virginia.
The Omohundro Institute of Early American History and Culture which is the preeminent research center in the country for the study of the colonial period in America. They are particularly noted for their scholarly publications, including the preeminent journal, The William and Mary Quarterly. Among their recent books with a focus on American Indian history are: Jane T. Merritt’s At the Crossroads: Indians and Empires on a Mid-Atlantic Frontier, 1700-1763 and Forced Founders: Indians, Debtors, Slaves and the Making of the American Revolution in Virginiaby Woody Holton.
The American Indian Resource Center whose goal is to serve Virginia Indians by providing resources and services to the tribes and their members. Currently this includes educational resources such as oral history projects, CD’s, and DVD’s for use in Virginia public schools on the history of the Virginia tribes. This center is active as well in assisting the Virginia tribes in preparing and documenting their case for federal recognition.
The Werowocomoco Project is an on-going archeological investigations of the capital of the Powhatan chiefdom at the end of the Woodland period. This chiefdom represented one of the most complex Indian societies in eastern North America at that time, having a population of approximately 15,000 persons by A.D. 1607 and encompassing over 6,000 square miles. Its capital, and the principal residence of the paramount chief Powhatan, was at Werowocomoco on the York River where for two summers the College of William and Mary has led archeological investigations. Two archeological field schools have been held, which have included members of the Virginia tribes as workers and members of the project’s advisory board (see http://powhatan.wm.edu/ ).
In 2006, the College of William and Mary will host the annual meeting of the American Society for Ethnohistory which was founded in 1954 to promote the interdisciplinary investigation of the histories of the Native Peoples of the Americas. As part of that project, we will host and assist the Virginia tribal leadership in making presentations to the attendees on the history and culture of the Virginia tribes.
2. Describe your institution’s efforts to build relationships and provide support to the American Indian community.
The vast majority of the scholarly and educational activities described in the previous section also serve to build these relationships, since, as a public university, outreach is central to all we do. For example, the American Indian Resource Center was founded in 1998 to assist area tribes in preparing and preserving the documentation needed by them to obtain federal recognition. Professor Moretti-Langholz is the Citizen Member of the body assisting in this effort.
3. Describe efforts to educate the institutional community on American Indian history and culture.
The College of William and Mary is an educational community in which scholarship, service, and leaning are deeply intertwined. The most obvious means to educate this community is via the curriculum, formal courses, topical seminars, and student/faculty research. The project does not end there. Whether it be through our Office of Multi-Cultural Affairs, the many multi-cultural student organizations, academic endeavors like curricular offerings, research efforts of our faculty, conferences, speakers, service learning projects, or musical and other cultural events, we are constantly engaging the members of this community with experiences and information on Native Americans as we do, indeed, with an expansive variety of ethnic, racial, and cultural groups.
A concrete example of how we as an institution work to acquaint our community with the importance of the Native American experience is demonstrated by our awarding an honorary doctoral degree to Margaret McKane Mauldin in 2005. Ms. Mauldin is a major force in the preservation and revival of Native American languages, most specifically the Creek language which, until her work, was spoken by only a very few tribal elders and was threatened with complete disappearance. She was honored at our Commencement ceremonies for her life’s work in preservation of indigenous languages.
4. Describe efforts to educate the athletics staff, student-athletes and athletics supporters on American Indian history and culture.
Our athletics staff and student-athletes are part of the academic community at the College. They have available and partake of the same opportunities as all other staff and students enrolled. Except as it may pertain to matters directly related to their participation in intercollegiate athletics, we do not have separate programming for student-athletes, coaches, or athletics department staff.
5. Describe how your institution ensure[s] a safe environment for all fans, including American Indians during athletics contests and other events that the institution’s American Indian mascot, nickname or logo is being used and on display.
The College of William and Mary willingly complies in all its athletic activities with NCAA Bylaw 2.4 Principles of Sportsmanship and Ethical Conduct. Student-athletes and boosters are routinely made aware of theses principles and they are encouraged and enforced by coaches and athletic department staff at all times. Our basic standards and principles are articulated in the Equity, Welfare, and Sportsmanship section (Attachment V entitled William and Mary Athletic Department Personal Conduct and Leadership Points of Emphasis) of the College’s 2003-2004 Division I Athletics Certification Self-Study. This document was provided to the NCAA in spring 2005 and can be seen at http://www.wm.edu/NCAAselfstudy/PDF/Section%201,%20Attachment%20V.pdf. In addition, all contracts with Athletic Department personnel make, as a condition of continuing employment, prior agreement to comply fully with all NCAA rules and regulations.
In addition, the following Sportsmanship Code is read aloud to all athletes and spectators prior to William and Mary athletics events:
In welcoming you today, the William and Mary Athletic Department would like to acquaint you with the guidelines for conduct established by the NCAA.
The NCAA promotes good sportsmanship by student athletes, coaches, and spectators. We request your cooperation by supporting the participants and officials in a positive manner. Profanity, racial or sexual comments, or other intimidating actions directed at officials, student athletes, coaches or team representatives will not be tolerated and are grounds for removal from the site of competition. Also, consumption of alcoholic beverages is prohibited.
Assessment
1. Describe the institution’s efforts to assess the feelings of its constituent groups as to whether the institution should continue or discontinue the use of an American Indian mascot, nicknames or logos. If some assessment has been completed, please provide the dates of the assessment and its conclusions.
See Institutional Self Evaluation Information section, question 3a.
2. Describe the institution’s efforts to assess whether its use of an American Indian mascot, nickname or logo is offensive to American Indians. If some assessment has been completed, please provide the dates of the assessment and its conclusions.
Our nickname, “Tribe,” was selected twenty years ago because it is inclusive and in no way hostile, abusive, offensive or expropriates the identity of native peoples. Hence, unlike those institutions who have used tribal names and who may be able to obtain consent from the leadership of the namesake tribe while still having the use of that name lead to a hostile or abusive environment for some members of that or other tribes, our intentional selection of a non-hostile name which celebrates community and inclusivity prevents us from obtaining consent from a specific Native American tribe. In a very real sense, we are asked to meet a higher standard of proof because we have, on our own volition, chosen to avoid nicknames that could be reasonably seen as pejorative.
Since there is no namesake tribe with whom we can discuss our use of the nickname "Tribe," we have spoken to and met with the chiefs and leaders of four Virginia Indian tribes historically located near the William and Mary campus. The four chiefs with whom these matters were discussed are Chief Steve Adkins, Chickahominy; Chief Marvin Bradby, Eastern Chickahominy; Chief William Miles, Pamunkey, and Chief Carl Custalow, Mattaponi. Chief Bradby indicated that the use of the term "Tribe", as opposed to derogatory characterizations such as "Redskins", was acceptable. President Nichol met with Chief Adkins, who expressed the view that the use of the term "Tribe"
was inoffensive. Chief Miles, with whom President Nichol also spoke, indicated, "I speak for my tribe in saying that there is no perception whatsoever that William & Mary uses the term Tribe in a negative way. We're worried about poverty, homelessness, health care and the like for our people. Not the use of the name Tribe." Chief Custalow reported similar sentiments. President Nichol also met with the Leadership Council of the Chickahominy tribe. Three members indicated that they believed the use of "Tribe" was inoffensive and appropriate - including one, a William & Mary alumnus, who expressed "pride" in the use of the nickname. One member of the Council opposed the term.
In addition, we asked a graduate student in Anthropology, who is himself an Indian, to interview current or past American Indian students at the College. The response included the following:
Personally, I don't have a problem with a school referring to themselves as a "Tribe". I actually consider it a compliment that they would want to characterize themselves as a tribe. … I think all of the logos with the feathers are tastefully done. So, in closing, my opinion is that they should not change the name from "Tribe". - Chickahominy tribal member, Charles City County, Virginia
"While in graduate school at W&M, I actually appreciated that the name tribe was used, as "tribe" is defined as a community of people. Of course in the case of W&M it does invoke Native American tribes more so then others but I never felt the term offensive while on campus. I even had several request from members of my tribe for a t-shirt saying, "the tribe." …. I do not believe there is a strong need to change the name. I think the vagueness of "the tribe" eliminates specific stereotyping that could occur with a specific tribe's name (an issue that is best left up to that tribe) or the overt racial slurs such as Redskins.” - Eastern Band of Cherokee tribal member, Cherokee, North Carolina
"The 'Tribe' is just so generic; I was not offended at all. They aren’t using a cartoon figure or having somebody dress up in fake regalia - that would really bother me. I know the school's history, and I did not have a problem. …” - Mattaponi tribal descendant, King William Co., Virginia
[I do] not find the use of the word "tribe" at W&M offensive and do not want it changed.” - St. Francis/Sokoki Band of the Abenaki, Swanton, Vermont.
No negative responses were received as a result of this survey.
3. Please provide (and describe the nature) a full description of any formal complaints filed within the past thirty-six months that have been made against the institution for its use of an American Indian mascot, nickname or logo.
No one currently in the William and Mary administration can recall receiving a formal complaint. This covers at least a ten-year period. Even since the NCAA self-study began with its attendant publicity, we have received no formal complaints.
Conclusions
1. After reviewing the answers to the institutional self evaluation items noted above, how would the institution describe the reasoning behind the use of American Indian mascots, nicknames and/or logos?
We find the use of our nickname and logo to be consistent with our long and venerable history as an institution that has educated and honored Native American peoples. Both the contemporary and historic view of the Native American community in our region has been supportive of our use of the nickname and logo. Our actions are fully in keeping with our deep commitment to build an inclusive community characterized by human equality, pluralism, and mutual respect.
2. In light of the information set forth above, will the institution continue to use its current mascot, nickname or logo? Why or Why not?
Yes, for the reasons articulated in this self-evaluation.
3. In light of the information set forth above, will the institution make any modifications to the manner that it uses its current mascot, nickname or logo?
No.
