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    Barriers To Ahtna Athabascans Becoming Public School Educators

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    Author
    Johnson, Michael A.
    Chair
    Jacobsen, Gary
    Committee
    Barnhardt, Ray
    Elliott, James W.
    Richey, Jean A.
    Keyword
    Educational leadership
    Native American studies
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/11122/9114
    Abstract
    Using 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.
    Description
    Dissertation (Ph.D.) University of Alaska Fairbanks, 2012
    Date
    2012
    Type
    Dissertation
    Collections
    Education

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