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The purpose of this study was to describe and compare the post-school adjustment of Native American youth who received special education or regular education services on White Mountain Apache Indian reservation in Arizona. This study reflects what the students have been doing since they left school, whether their school experiences have prepared them for life in general, and how their personal history helps identify their values, outlooks, and current community standing. In an effort to assess the transition status of these former students, a 38 item survey instrument was developed. A total of 132 students were identified from the Alchesay high school records. Of this number, face-to-face interviews were conducted with 106 former (80%) students. Students were compared in five areas which have been identified as important to successful transition from school to adult life. Comparisons were made on the respondents opinions of their secondary school education, employment status, independent living, maladjustment, and culture/traditionality. SES stated that mathematics, resource programs, and English prepared them for the job market whereas mathematics, office skills, science, and business education were selected by the RES. All the respondents wished for computer education. Only 31% of the total sample was employed up to five years after leaving school. Seventy-four percent of the students still live with their parents. Forty-four percent of both groups had arrest records, and 68% of both groups had a history of substance abuse. Sixty-four percent of the respondents use and speak the Apache language most of the time. Parents and the extended family provide the majority of guidance and support as these young adults seek employment, community integration and social adjustment. There is a pressing need for transitional programs, better job programs, and substance abuse preventive programs for both groups of Apache post-high school students.

The modern Stó:lō wedding ceremony is the vehicle used to discuss the complex issues of identity, cultural revival, and self-determinism of the Stó:lō. I began my research in the Fraser River Valley, B.C. with the intent to document Stó:lō wedding ceremonies through time. Through the interview process I realized that what was most important to the Stó:lō with whom I spoke were the three themes of Stó:lō-ness (identity), cultural revival, and choice (self-determinism). In this thesis I examine these three themes as they were discussed with me throughout the interviews and as demonstrated in a wedding ceremony I attended. The Stó:lō are striving to achieve self-deteminism and the following work describes and documents some of the thoughts and actions the Stó:lō have and use to control their own lives. By highlighting the words of those Stó:lō with whom I spoke priority is given to their ideas as expressed in the interviews. Through the framing of those ideas, or themes, a picture is constructed of the Stó:lō voice for Stó:lō selfdeterminism.

No description available.

Thesis (Ph. D.)--University of Washington, 1985. / Vita. Bibliography: leaves [532]-592.

Thesis (Ph. D.)--University of Florida, 2009. / Title from title page of source document. Document formatted into pages; contains 507 pages. Includes vita. Includes bibliographical references.

Thesis (Ph.D.) - Simon Fraser University, 2006. / Theses (Dept. of Archaeology) / Simon Fraser University. Includes bibliographical references (leaves 236-263). Also issued in digital format and available on the World Wide Web.

Thesis (M.A.) - Simon Fraser University, 2006. / Theses (Faculty of Education) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 239-246). Available also in a digital version from Dissertation Abstracts.