Thesis (D.P.H.)--University of Michigan, 1991. / Includes bibliographical references (p. 62).

The purpose of this investigation was to determine whether Indian children differ significantly from white children, and whether urban Indian children differ significantly from rural Indian children in their mental abilities; and to identify possible differences with implications for Indian education. The study was motivated by a concern over the pattern of poor school achievement and early drop-out which became more obvious among Indians in the late 1960's when integration into British Columbia public schools was rapidly accelerated. A sample of 62 Indian pupils (CA range, 76 months to 108 months), including 27 urban children from Vancouver School District and 35 rural children from Merritt School District were administered the Stanford-Binet Intelligence Scale Form L-M. Results were obtained for the sample and for each sub-group in the form of mean IQ scores and mean scores on 14 of Guilford1s Structure of Intellect (S. O. I.) ability categories. In the latter case, an adaptation of Meeker's:procedure for S. O. I. analysis of Binet responses was used. Urban results were compared with rural results and Indian results were compared with white population norms. The latter were derived on the basis of the Binet standardization. 1. Hypothesis number one was that there would be significant differences between Indian children and white children on all S. O. I. ability categories and on IQ. The differences between mean scores were statistically significant on all ability categories (p< .05). Indian scores were lower but not uniformly lower. The Indian mean IQ was 87.47. The difference between this and IQ=100.00 was statistically significant (p< .001). 2. Hypothesis number 2 was that there would be no significant difference between urban and rural Indian children on any S. O. I. ability category or on IQ. The difference between mean scores was not statistically significant on any category. The urban mean IQ was 87.37 and the rural was 87.54. The difference was not statistically significant. 3. Hypothesis number 3 was that there would be significant differences between both urban and rural Indian children, and white children, on their profiles of mean scores on S. O. I. ability categories. Differences were statistically significant, Indian groups being lower (p< .01). 4. Hypothesis number 4 was that there would be no significant difference between urban and rural Indian children on their profiles of mean scores on S. O. I. ability categories. No statistically significant difference was found. The results suggest that Indian children are less well equipped with abilities which are important to do well in school than white children. However, it appears that they are not uniformly lower in these abilities. Further research might determine whether remedial practice for Indians fitted to the differential pattern of S. O. I. abilities indicated in this investigation, would help close the gap between Indian and white level of achievement. The results imply that such remedial practice would be equally suitable for urban and rural Indians. / Education, Faculty of / Graduate

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Thesis (M. Ed.)--York University, 2001. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 93-98). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ67769.

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In the past, the Ministry of Social Services and Housing has placed many native children from the Seabird Island Band, a Salish band in the Sta’lo Nation, in permanent placement or adoption off the reserve. Government agencies imposed a system of child welfare that superseded Seabird Island adoption practices. The Seabird Island Band members would prefer to see these children placed within the band through ‘custom’ adoption. In apprehension and placement court cases, the band social worker has needed documented information defining ‘custom’ adoption, and data regarding the benefits of this Seabird Island process. This thesis investigates and documents the process and results of adoption on the Seabird Island Indian Reserve. This thesis begins with a brief history of Canadian adoption policy as it applies to First Nations people. The thesis is based on detailed taped interviews with Seabird Island Band members who had experienced foster care and/or adoption. This fieldwork was the result of negotiation with the Seabird Island Band to discover the type of research that they needed. The thesis documents four kinds of adoption experience of the Seabird Island members: foster care, closed legal adoption, open adoption, and ‘custom’ adoption. In my analysis of these adoption experiences, three main themes occur: (1) issues of ethnic identity, (2) power and the child welfare system, and (3) the definition and functions of ‘custom’ adoption. The thesis concludes that the imposed system of child welfare based on Euro-western ideas of appropriate child care may have destroyed or seriously damaged some Seabird Island Band members’ sense of ethnic identity. As well, it may be a factor in the break-up of the extended family. ‘Custom’ adoption, as defined by Seabird Island Band members, offers an alternate model for keeping apprehended Seabird Island children within the band. Open adoption, as defined by the pilot project documented, is an alternative for those children who cannot be returned to the band. I have made several recommendations in the conclusion for the Seabird Island Band’s consideration.

The purpose of the study is to investigate the picture book preferences of grade four Aboriginal students, to discover what books have the greatest appeal and to determine which specific factors influence their choices. The study took place at an inner city elementary school with a high population of Aboriginal students located in the heart of the Canadian prairies. Experienced educators know that the majority of Aboriginal chidlren come to school with little or no exposure to books. Studies have shown that the ability or lack of ability to read at grade level is a strong indicator of future academic success. Teachers and librarians have little information available to assist them in choosing literature that will be of interest to Aboriginal students and motivate them to read and through practice improve their reading skills. Provincial governments are looking for research that addresses the needs of this growing population. Twelve grade four Aboriginal students participated in the study, seven boys and five girls. The students viewed forty-five books that were divided into three sets of fifteen and chose one book from each set to read and respond to through writing and/or drawing. After the book selection and response sessions were complete, the researcher interviewed each child to determine the one book they would most want to take home. The study concludes that: 1) Students preferred to read picture books portraying Aboriginal characters that reflected their own image; 2) Students transposed the urban and rural settings in the Aboriginal books to make relevant connections with their lives; 3) Aboriginal books portraying Aboriginal characters was the genre with the greatest appeal; 4) Students preferred vivid realistic illustrations; 5) Students background experience frequently determined their preferences in books and also increased their motivation to read; 5) Realistic pictures with minimal amounts of text held great appeal for boys selecting information books. It is hoped that the study will assist teachers and librarians in selecting literature that will be of interest to Aboriginal students encouraging them to read more and by improving their reading skills raise the level of their general academic achievement.

The Canadian child welfare system has increasingly found itself under attack for its treatment of First Nations children. The charge is made that it imposes a colonial regime on First Nations families which negates the importance of their cultural identity, and devalues their cultural practices and traditions. Self-government is consistently advanced as the only appropriate response. The question this thesis addresses is whether too much faith is placed in self-government, without sufficient protections for children in the communities. The issue of First Nations child welfare is placed within the wider debates over the need for decolonisation in Canada. It is a premise of this thesis that First Nations hold an inherent right to self-government which demands respect for their sovereign authority in core areas such as child welfare. However, self-government is not a panacea for First Nations communities. The legacy of colonialism continues to manifest itself in the socioeconomic problems prevalent on many reserves/These problems pose a direct challenge to self-governing child welfare agencies and to the safety of the children in their care. This raises the dilemma of how to ensure the fundamental rights of First Nations children are effectively protected, whilst also respecting the 'sovereign' jurisdiction of First Nations communities. The attempts of non-native society to impose controls on First Nations governments, principally through the imposition of the Canadian Charter, are rejected on the basis they continue to perpetuate a colonial philosophy. However, adopting a theory of 'rejuvenated universalism,' and on the basis of a dialogue with three native controlled child welfare agencies in British Columbia, it is argued that agreement on fundamental standards of child welfare could be forged across native and non-native cultures. It is suggested these standards should be guaranteed in a Children's Charter binding all governments in Canada. A Children's Charter which has been developed through fully inclusive cross-cultural dialogue, and which consequently reflects the values of all the various cultures, would provide an essential mechanism for the external evaluation and review of child welfare agencies in Canada, whether native or non-native, according to their own freely accepted values and principles.

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [385]-394).