Browsing School of Education by Subject "Native American studies"
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Barriers To Ahtna Athabascans Becoming Public School EducatorsUsing a mixed-method phenomenological approach, this cross-cultural study utilizes a non-formalized survey and interviews. Data was gathered and presented in a manner consistent with Ahtna cultural norms and values. Survey data set was analyzed by statistical description. Interview transcripts were analyzed thematically through axial coding. The review of literature and data gathered from Ahtna Athabascan participants identified barriers common to other minorities groups evidenced in Ahtna-specific ways. Through a thematic analysis, the data showed barriers, consequences, benefits, and solutions to Ahtna Athabascans becoming public school educators. Through this study, Ahtna Athabascans expressed an overwhelming desire to see more Ahtna Athabascans teachers in public schools. Among the policy and practical implications identified in the study are the need to improve the quality of K-12 educational experiences for Ahtna youth and improved guidance counseling services. The analysis of the data set provides pathways for future Ahtna-specific research and Ahtna-specific solutions for increasing the number of Ahtna Athabascan teachers in local public schools.
Differences Between Frequency Of Diagnosis, Diagnosis Extremity, And Global Assessment Of Functioning Score In A Euro-American And Alaskan Native ClientThis research answers the question, given identical client information, history, and presenting issues, but variation in ethnicity, does diagnosis frequency, diagnosis extremity, or Global Assessment of Functioning score differ for an Euro-American male versus an Alaska Native male mental health client. Graduate counseling students, six males and six females, ranging in age from 22--59, currently enrolled at either the University of Alaska Fairbanks, the University of Alaska Anchorage, or Alaska Pacific University, volunteered to participate in the present study. Participants were randomly assigned to view either a Euro-American or Alaska Native client's mock intake session. The mock videos were identical in script and environment; the only difference in the videos is that one male actor is Euro-American and the other actor is Alaska Native. Completed mental health intake forms were compared and evaluated through both quantitative and qualitative methods. Qualitatively, Strauss and Corbin's (1990) three step analytic process, grounded theory, was used to analyze the descriptive part of the intake form. Axis I, II, III, IV and V, of the DSM-IV-TR (APA, 2000), multi-axial system, were quantitatively, assessed to determine diagnosis differences between the Euro-American and Alaska Native client. Results identify that counseling students in training view the Alaska Native client as overall more maladaptive versus the Euro-American client. Counselors-in-training expressed this tendency through more frequent diagnosis and lower Global Assessment of Functioning scores for the Alaska Native client. These results support the need for future research and counselor training programs to be aware of these tendencies of counselors-in-training.
Kuiggluk Speech CommunityThis thesis explores language shift in the Kuiggluk speech community through interviews, observation, and surveys. Kuiggluk is a Yup'ik community in Southwestern, Alaska that is undergoing language shift from the indigenous language, Yugtun, to English. The interviews examine four mothers and their daughters' speech patterns and their schooling and cultural history. The observations reflect the four girls' speech patterns and their daily conversations. The surveys examine the Kuiggluk youth's speech patterns and goals for Yugtun more broadly.