This dissertation is a detailed study of Chickasaw removal, based on correspondence and other documents from the period 1794-1844. In addition to National Archives microfilm, information has been gathered from correspondence sent by the Office of Indian Affairs and miscellaneous Chickasaw records of the period, both collections located at the National Archives. A thorough investigation has been conducted into the communications between the Chickasaw Nation and the United States Department of War. An attempt was made to include the opinions expressed by Chickasaw leaders, American field personnel, and Department of War officials involved during this period. Thus, the major sources consulted include the letters of the Office of Indian Affairs which were either to, from, or about the Chickasaw.

Thesis (Ph.D.)--Oklahoma State University, 2003. / Includes bibliographical references (leaves 181-191).

Thesis (Ph. D.)--University of Oklahoma, 1999. / Includes bibliographical references (leaves 240-247).

The purposes of this research were to explore the effectiveness of the Chickasaw Nation early care and education program in promoting school readiness while infusing tribally relevant values in children from birth through age five; engaging parents in all aspects of their children’s learning; and supporting children and families through the transitioning to kindergarten. The study used qualitative methods to examine the experiences and perceptions of ten parents, ten teachers, and five administrators within Chickasaw Nation’s early care and education system regarding the four basic areas of school readiness, parent engagement, transition, and culturally relevant pedagogy. Four primary themes emerged from the semi-structured interviews: 1) socialization, school readiness, and transition, 2) learning, curriculum, and assessment, 3) the role of parents, and 4) cultural integrity. Data were collected through semi-structured interviews, transcribed, and analyzed based on four research questions. Findings indicated parents, teachers, and administrators were satisfied that the program was successful with assisting children in making progress toward achieving developmental and school readiness goals and that the children were physically, socially, emotionally, and cognitively prepared to enter kindergarten. The program provided activities to encourage and promote parental involvement; however, parents did not indicate active involvement or participation in the activities. There was little evidence to support culturally relevant pedagogy alignment with curriculum and practices. Implications for additional research focusing on American Indian children in preschool programs and the importance of instilling pride and culture are recommended.

Thesis (Ph. D.)--University of Oklahoma, 1997. / Includes bibliographical references (leaves 190-201).

Randomly selected Native American families eligible to receive commodity foods were provided cameras to take pictures of visual responses in the areas of: 1) primary food purchases, 2) family use of food, 3) family activities and information access, and 4) future goals of the family. Using a focus-group format, participants chose five pictures that represented the group’s consensual responses. Selected pictures and meaning were analyzed using thematic analysis procedures. Twelve families completed the project. There were four major themes: 1) the importance of family and the Native-American community, 2) health of individual and family including extended family as it pertains to physical, social, emotional and economic stability, 3) spiritual beliefs and its impact on family’s morals and values, and 4) economic constraints of daily living activities. Aspects of the social-marketing campaign should address the entire family including extended family and must be culturally and economically specific to limited-resource families.

Doctor of Philosophy / Department of Family Studies and Human Services / Joyce A. Baptist / The Chickasaw represent one non-reservation bound American Indian tribe whose experiences of family life, historical trauma and resilience has not been fully understood. Therefore, this study sought to identify the qualities common to Chickasaw families, Chickasaw families' experiences of historical trauma and the factors that contribute to Chickasaw families' ability to persevere under adversarial circumstances. Using in-depth phenomenological interviews with nine (N = 9) three-generation minimum Chickasaw families, four central themes emerged that answered the four research questions. The first theme, "Chokka-chaffa' Nanna Mó̲́đma Ímmayya/The Family Is Everything" indicated that Chickasaw families were a heterogeneously complex system with a natural orientation toward the family unit itself, whereby the families valued emotional closeness, warmth and affection, quality time together, praise, respect and openness. Families were involved with one another and were active participants in strengthening their own families and communities. Families were prideful of family members' accomplishments and valued extended kin and spirituality. Further, families were confronted with challenges, but showed an ability to "bend, but not break," often citing the very same qualities, such as involvement, pride and an orientation toward family, as contributing to their ability to solve problems and keep the family unit intact. The second theme, "Impalahá̲mmi Bíyyi'ka/They Have It Really Bad," indicated the families experienced historical trauma by mourning the loss of land, language, culture and identity and that losses went unacknowledged by their non-Native counterparts and were ongoing, thus expecting to affect younger and future generations. The third theme, "Chikashsha Poyacha Ilaa-áyya'shakatí̲'ma/We Are Chickasaw, and We Are Still Here" indicated that despite hardships, families saw resilience as a trait found within their Chickasaw heritage. Maintaining a positive outlook, a spirit of determination, a fierce loyalty toward family members and a close connection to the Chickasaw Nation further contributed to families' resilience. The fourth theme, "Hooittapila/They Help One Another" indicated that resilient qualities were passed in a multidirectional pattern throughout all generations of family members, whereby family members from all generations supported and uplifted one another. Also discussed are the study's strengths and limitations and the clinical and research implications for Chickasaw families.

This dissertation is grounded in stories of how Chickasaw people have restructured and dedicated their lives to ensuring the continuance of Chikashshanompa', their Indigenous heritage language. Building on an earlier study of what motivates Chickasaw people-across generations-to engage in language reclamation, these pages explore how: 1) Chickasaw young adult professionals who have established careers with the Chickasaw Nation Department of Language have made language reclamation their life's pursuit; 2) Chickasaw citizens-at-large, who reside outside of the Chickasaw Nation, engage in language reclamation, and 3) the study of Chikashshanompa' in school has impacted Chickasaw high school and university students' conceptualizations of their personal and social identities. Together, the perspectives of these groups of language learners comprise a case study of Chickasaw people's resilient and tireless efforts to ensure that Chikashshanompa' ilanompohóli bí­yyi'ka'chi¹ [we will always speak the Chickasaw language]. As a Chickasaw person and language learner myself, I worked from culturally-grounded research methodology which embraced my cultural identity and personal relationships with other Chickasaws involved in language reclamation. One key feature of this methodology was my reconstruction of in-depth, phenomenological interviews as participant profiles-or stories-as a means to present and analyze data. Individually, these stories tell of the nuanced and diverse experiences of Chickasaw language learners representing distinct generational categories and demographics. Collectively, they reflect three key themes enabling the vitality and efficacy of Chickasaw language reclamation: 1) a raised critical Chickasaw consciousness, 2) the conception of Chikashshanompa' as cultural practice, and 3) the (re)valuing of language learners.

Little information beyond generalities exists regarding the cultural landscape of the Chickasaw Indians in their ancestral homelands prior to Removal in the late 1830s. This dissertation evaluates one possible archival source for specifics of Chickasaw land use, the field notes and survey plats compiled as part of the Public Land Survey System (PLSS). The process of original survey following land cession treaty divided the ceded area up into the familiar square-mile rectangular system of townships and ranges that extends from the Mississippi Territory westwards, in the so-called public land states. The research compiles all cultural observations made by the surveyors within a fourteen township area (totaling 504 square miles). This study area, generally located on the west bank of Town Creek between present-day Tupelo and Pontotoc MS, was chosen to cover the traditional center of Chickasaw settlement and elements of important roads such as the Natchez Trace. The resulting catalog of observations was compared to similar features on the township plats and to other cultural resource inventories to identify patterns of inscription and possible erasure of Native American cultural activities. Geographic Information Systems (GIS) technology was used to consolidate and compare these data resources. The PLSS survey documents provide a useful but not complete resource for identifying Chickasaw cultural presence within the study area. No consistent pattern of omission or erasure of Chickasaw activities was identified. The analysis identifies several opportunities and caveats for future researchers who might extend this analysis, including technical challenges in applying GIS technology to this data.

Thesis (D.A.)--Illinois State University, 2000. / Title from title page screen, viewed May 4, 2006. Dissertation Committee: Frederick D. Drake (chair), Lawrence W. McBride, M. Paul Holsinger, L. Moody Simms. Includes bibliographical references (leaves 245-254) and abstract. Also available in print.