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Dissertations / Theses on the topic 'Jesuits Jesuits Indians of North America Indians of North America Indians of North America Indians of North America United States'

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1

Witgen, Michael J. "An infinity of nations : how Indians, empires, and western migration shaped national identity in North America /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/10402.

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2

Dudas, Jeffrey R. "Rights, resentment, and social change : treaty rights in contemporary America /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/10719.

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3

Genetin-Pilawa, C. Joseph. "Confining Indians power, authority, and the colonialist ideologies of nineteenth-century reformers /." Diss., Connect to online resource - MSU authorized users, 2008.

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4

Smith, William Hoyt. "Trade in molluskan religiofauna between the southwestern United States and southern California /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055713.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 391-421). Also available for download via the World Wide Web; free to University of Oregon users.
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5

Wilkinson, Mitchel. "Season of words : the influence of indigenous voice on educational policy and curriculum in Lane County, Oregon, United States of America /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?index=0&did=1192179621&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176138248&clientId=11238.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 232-237). Also available for download via the World Wide Web; free to University of Oregon users.
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6

Ragan, Edward DuBois. "Where the water ebbs and flows : place and self among the Rappahannock people, from the emergence of their community to its seclusion in 1706 /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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7

Todd, Brenda Kaye. "The disconnection between anthropological theories of ethnicity and identity and the definition of 'cultural affiliation' under NAGPRA." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1430187.

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8

Clarkin, Thomas. "The new trail and the great society : federal Indian policy during the Kennedy-Johnson administration /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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9

SIMON, MICHAEL PAUL PATRICK. "INDIGENOUS PEOPLES IN DEVELOPED FRAGMENT SOCIETIES: A COMPARATIVE ANALYSIS OF INTERNAL COLONIALISM IN THE UNITED STATES, CANADA AND NORTHERN IRELAND." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183996.

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The purpose of this dissertation was to compare British policy towards Ireland/Northern Ireland and United States and Canadian Indian policies. Despite apparent differences, it was hypothesized that closer examination would reveal significant similarities. A conceptual framework was provided by the utilization of Hartzian fragment theory and the theory of internal colonialism. Eighteen research questions and a series of questions concerned with the applicability of the theoretical constructs were tested using largely historical data and statistical indices of social and economic development. The research demonstrated that Gaelic-Irish and North American Indian societies came under pressure from, and were ultimately subjugated by colonizing fragments marked by their high level of ideological cohesiveness. In the Irish case the decisive moment was the Ulster fragmentation of the seventeenth century which set in juxtaposition a defiant, uncompromising, zealously Protestant, "Planter" community and an equally defiant, recalcitrant, native Gaelic-Catholic population. In the United States traditional Indian society was confronted by a largely British-derived, single-fragment regime which was characterized by a profound sense of mission and an Indian policy rooted in its liberal ideology. In Canada the clash between two competing settler fragments led to the victory of the British over the French, and the pursuit of Indian policies based on many of the same premises that underlay United States policies. The indigenous populations in each of the cases under consideration suffered enormous loss of land, physical and cultural destruction, racial discrimination, economic exploitation and were stripped of their political independence. They responded through collective violence, by the formation of cultural revitalization movements, and by intense domestic and international lobbying. They continue to exist today as internal colonies of the developed fragment states within which they are subsumed.
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10

Huckell, Bruce Benjamin. "Late preceramic farmer-foragers in southeastern Arizona : a cultural and ecological consideration of the spread of agriculture into the arid southwestern United States." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/191162.

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This study investigates the transition from hunting and gathering economies to mixed economies involving both agriculture and hunting and gathering. Specifically, the problem of when, why, and how the transition to agriculture occurred in the arid-semiarid river basins of southeastern Arizona is explored. Modern environmental conditions are described, and the nature and sources of climatic, biotic, and fluvial systemic variability are considered. Anthropological and ecological models of hunter-gatherer adaptations to arid environments are used to reconstruct the general subsistence economy of preagricultural societies in the region, and to portray the process of the spread of agricultural production strategies. Two models of the transition are presented, one involving the adoption of agriculture by indigenous hunting-gathering societies, and the other involving the arrival of immigrant societies already practicing agriculture to a significant degree. Previous studies of the transition to agriculture in the American Southwest are reviewed, and new data are presented from excavated Late Archaic (ca. 3000-2000 BP) sites in southeastern Arizona. These data show that agriculture appeared by at least 2800 BP in this area, and that it spread rapidly across the American Southwest. It was already an important subsistence strategy and was associated with semisedentary village sites that have no known predecessors in the archaeological record. It is concluded that the adoption of agriculture, with its associated storage technology, is an important strategy by which human populations can mitigate some of the risks associated with foraging in an environment characterized by predictable seasonal variation in resource availability and unpredictable, climatically-induced fluctuations in the productivity of wild resources over time.
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11

Maul, Daniel Abram. "Saints and sinners among the French Jesuit missionaries of New France missionaries of their time, prophets for the future /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p033-0860.

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12

Guilfoyle, Michael Hoag 1946. "Indians and criminal justice administration: The failure of the criminal justice system for the American Indian." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291683.

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The criminal justice administration has failed the American Indian. Since the usurpation of traditional tribal criminal justice management by the local, state, and federal criminal justice systems, the impacts of Indian crime have become epidemic. The American Indian has the highest arrest rates, alcohol-related crime, violent-related crime, and conviction rates of any group in the United States. Indians are 15% less likely to receive deferred sentences, and 15% less likely to receive parole. In addition, the Indian offender has the highest recidivism rate of any ethnic group in the United State. This paper discusses the problems of Indians in the criminal justice system at the adult and juvenile level. As recommendations it stresses the empowering of the Indian community, the greater autonomy of tribal courts, the concepts of alternative sentencing programs for Indian offenders, treatment as justice, and the idea that Indian people can take charge of this problem and do a better job in addressing their relatives.
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13

Ziegelman, Karen 1960. "GENERATIONAL POLITICS AND AMERICAN INDIAN YOUTH MOVEMENTS OF THE 1960S AND 1970S (FISH-INS, WOUNDED KNEE, ALCATRAZ)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275334.

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14

Cooperkline, Kristen J. "Misconceptions crumble the potential of Native-controlled theatre to deconstruct non-Native Americans' perception of Native peoples in the United States /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1240582844.

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15

Piecuch, Jim. "Three peoples, one king loyalists, Indians, and slaves in the revolutionary South, 1775-1782 /." Ann Arbor, Mich. : UMI, 2006. http://proquest.umi.com/pqdweb?index=0&did=1068215981&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1154537046&clientId=2281.

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Thesis (Ph.D.)--College of William and Mary, Dept. of History, 2005.
Microfiche of typescript. UMI Number: 32-01118. Includes bibliographical references. Also available via the World Wide Web to subscribers to Proquest dissertations and theses, full text.
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16

Soroosh, Wilma Jean. "Retention of Native Americans in higher education." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187325.

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This dissertation was written with the intent to determine the effectiveness of a community college program for Native American students. The procedure consisted of the following steps: (1) design of a survey instrument, (2) collect and collate the survey, (3) review literature with specific emphasis in programs designed for minorities and programs designed for Native American students in higher education, and (4) summarize the findings, and make recommendation to integrate into a reconstructed program that will improve and revitalize Native American students' recruiting, retention and graduation rates at the community college level, and prepare Native American students for university transfer. The major findings in this study are: (1) 95% of all the students enrolled at this particular college had a clear vision of their educational goals, (2) 80.2% of all the students enrolled in college were planning to prepare for a career, (3) most Native American students depend on financial assistance from several sources, (4) approximately half of all Native American students were underprepared for college, (5) less than 50% of the students surveyed actually got involved in special programs to aid them in college, and (6) the demographics of these students were quite similar to the non-Native American counterpart. Recommendations for these students include: (1) strengthen the educational foundation of these students while they are in K-12th grades, (2) in addition to providing financial assistance to these students, colleges need to set up a better support system in terms of transportation, work-study/jobs and housing, (3) when recruiting students, the student should be able to prove through assessment scores that they are able to benefit from a college education, and (4) transfer strategies must be part of the Native American program.
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17

Strong, Brooklynn. "Understanding Native American education a qualitative literature review examining Native American values, boarding schools, and multicultural education and counseling /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006strongb.pdf.

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18

Freeman, Jeffrey B. "The Potential for religious conflict in the United States Military Jeffrey B. Freeman." Thesis, Monterey, California. Naval Postgraduate School, 2005. http://hdl.handle.net/10945/1793.

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The 2004 presidential election seemed to signal growing religious fervor across the political spectrum. Members of the media and pollsters alike were left wondering what went on inside the voting booth. Religion has long played a role in American politics, dating back to the Constitution of the United States of America. When components of government, the military, religion, and society converge, discussion and debate invariably follows. The United States military is a religiously pluralistic institution, with members belonging to an estimated 700 religions. The chaplaincy champions religious accommodation and the military itself supports over 245 faith groups. The chaplaincy is at the core of this religious accommodation since chaplains maintain a dual allegiance, as members of the clergy and as members of the officer corps. As religious diversity grows, the likelihood of controversy increases when, for instance, Indian members of the Native American Church take peyote, Wiccans observe pagan rites on military bases, and Muslim chaplains serve Muslim soldiers who find themselves at war within an Islamic country. This thesis explores some of the challenges inherent in ministering to so many diverse religions, and takes a critical look at areas of potential friction that might cause the Department of Defense to want to take a more attentive look at what such diversity means for the future.
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19

Foster, Emma Yellowhair. "Persistence of Native American students at a university: An exploratory study." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187120.

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The purpose of this study was to examine the relationship of selected student background variables and traits with academic persistence of first-time, full-time, Native American students enrolled at a major Southwestern university from the 1988 to 1990 school years. The predictors associated with persistence of Native American students were identified by use of the Student Information Form, a survey questionnaire devised by Cooperative Institutional Research Program (CIRP, 1990). The survey was administered during each Fall semester Freshmen Orientation to a total of 275 Native American students, 147 of whom voluntarily returned the questionnaire. Of this group, 83 questionnaires constituted the sample. The research centered on an examination of probability for six predictors and five psychological characteristics with academic persistence used as a dependent variable. The six predictors were: (1) high school grade point average, (2) American College Test (ACT) scores, (3) residence status, (4) parental income, (5) parental education, and (6) financial aid. The Logistic Regression Analysis was utilized to analyze data, and the obtained findings indicated that there was no significant correlation between Native American students' high school grade point average, ACT scores, parental income, parental education, residency, or financial aid and their academic persistence at a Southwestern university between 1988 to 1990. The analyses suggested a significant correlation between remaining at a university for four or more semesters and leadership, attitude, and values, and future goals. These three factors appeared to be the best predictors of academic persistence for Native American students.
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20

Wildcat, Daniel R. Peroff Nicholas C. "Indigenizing American Indian policy finding the place of American Indian education /." Diss., UMK access, 2006.

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Thesis (Ph. D.)--Henry W. Bloch School of Business and Public Administration. University of Missouri--Kansas City, 2006.
"A dissertation in public affairs and administration and social science." Advisor: Nicholas Peroff. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 29, 2007. Includes bibliographical references (leaves 201-216). Online version of the print edition.
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21

Tyroler, Marjorie Jane. "La description du sauvage dans les Relations de Paul Lejeune /." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61665.

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22

Walters, Samuel P. "Legal Associations: Modern United States Indian Policies and their Seventeenth-Century Antecedents." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/33427.

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After establishing its first permanent colony in North America, the English government in the seventeenth-century began creating a legal context for their relationship with the Native Americans living in close proximity to the colonists. In a similar fashion, the United States government, immediately following independence from Great Britain, focused on developing policies to address its legal relationship with the Native American nations that resided within and on the borders of the United States. By examining the statutes, treaties, and court rulings regarding North American Indians used by both the United States and England, this thesis will highlight the close similarities that exist between modern federal policies and seventeenth-century English policies. Each chapter focuses on an important modern United States Indian policy and then presents corresponding evidence from seventeenth-century legal sources.
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23

Veile, Bradley 1956. "Indian Self-Determination and Education Assistance Act (Public Law 93-638) from 1975 to 1989: A look at educational aspects." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277185.

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This paper examines Public Law 93-638, the Indian Self-Determination and Education Assistance Act, from its origins to the present. Subsequent laws which have had an impact on the original statute are viewed through their legislative history, legal implications, and effect. Contract schools under the legislation are discussed in regards to their number, location, and structure. A critical look at Indian education is provided along with general comments on contracting under PL 93-638.
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24

Seely, Dagmar. "American Indian foundations : philanthropic change and adaptation /." Thesis, Connect to resource online, 2007. http://hdl.handle.net/1805/1847.

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Thesis (M.A.)--Indiana University, 2007.
Department of Philanthropic Studies, Indiana University-Purdue University Indianapolis (IUPUI) Advisor(s): William Brescia, Frances A. Huehls, Dwight Burlingame. Includes vita. Includes bibliographical references (leaves 111-113).
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25

Stamford, Matthew Charles. "The use of law in the destruction of indigenous religions in Canada and the United States : a comparative perspective." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/41021/.

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This thesis will be a historical and comparative treatment of the way law has been applied in both an assimilative and proscriptive manner to destroy Indian religions in the United States and Canada. By producing the first such comparison, it is hoped that the emphasis on different outcomes may promote the cross-border adoption of alternative legal strategies, and ultimately provide something that may have potential as advocacy. The Nineteenth Century saw attempts by the North American governments, often motivated by revulsion, to homogenise their native populations with illegitimate, often illegal and sometimes un-constitutional laws, aimed at the suppression of their religions. In the Twentieth Century there was less overt proscription but rather an acquisitive attitude to native cultural and sacred artefacts which continues to have a destructive impact on their religious practices. Although there have been sporadic attempts to reverse this treatment by repatriating some of these objects, such gestures have come at little governmental cost. It is the continuing restrictions on Indian prayer at sacred sites, often motivated by opposing commercial interests, which reveal the true extent of the forfeit the governments are prepared to pay. An essential part of this study will be an investigation into how international legal doctrines that were ultimately derived from Christianity were introduced into North America to deprive the indigenous peoples of their legal rights. International Law on indigenous peoples will then be re-examined in the present era for doctrines that can be re-incorporated in order to reverse this colonisation. The seminal United Nations Declaration on Indigenous Peoples (2007), together with other more substantive and binding International Law, will be critically assessed for their potential to bolster domestic law and its ambivalent attitude to Indian religious freedom.
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Hale, John Patrick. "Rock art in the public trust managing prehistoric rock art on federal land /." Diss., [Riverside, Calif.] : University of California, Riverside, 2010. http://proquest.umi.com/pqdweb?index=0&did=2019830541&SrchMode=2&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1274289259&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2010.
Includes abstract. Available via ProQuest Digital Dissertations. Title from first page of PDF file (viewed May 19, 2010). Includes bibliographical references. Also issued in print.
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Lawrence, Adrea. "Unraveling the white man's burden a critical microhistory of federal Indian education policy implementation at Santa Clara Pueblo, 1902-1907 /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3238511.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2006.
"Title from dissertation home page (viewed July 16, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3743. Adviser: Donald Warren.
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Aaby, Makenzie Laron. "An Assessment of Sentencing Disparities among American Indians within the Eighth, Ninth, and Tenth Federal Circuit Courts." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4459.

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Assessing the effect of race on crime is an important topic of criminology and criminal justice research. Prior investigations have sought to uncover if racial disparities exist within certain aspects of the criminal justice system, such as arrests, trials, and sentencing. The existing scholarship, however, has largely focused on assessing differences between Black and Hispanic offenders in relation to White offenders. There has been little academic exploration to examine if racial disparities exist among American Indian offenders during criminal justice processing. To address this gap in knowledge, this study analyzes data collected from the United States Sentencing Commission to assess if American Indians receive different sentencing outcomes, when compared to other racial groups. The findings from a series of binary logistic and ordinary least square regression analyses suggest that American Indians are sentenced to prison more often than White, Black, and Hispanic offenders, but receive similar sentence lengths compared to Whites and shorter sentence lengths compared to Blacks and Hispanics. The implications of these results are discussed.
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Athanson, Michael. "Modelling bullet trajectories on historic battlefields using exterior ballistics simulation and target-oriented visibility." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539938.

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Duong-Tran, Quang. "Predictors of depression in American Indian adolescents." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3847.

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Discriminant analysis was conducted to examine the empirical use of psychosocial variables and stressful life events scales in classifying depressed and non-depressed American Indian adolescents using a standardized criterion measure. Subjects attending a Bureau of Indian Affair boarding school were administered a mental health screening survey and were interviewed within four weeks using the Diagnostic Interview Schedule f or Children-Revised (DISC-R). Three models of discriminant analysis were used to determine the overall and incremental variance contributed by the stressful life events scales and the related psychosocial variables (i.e., gender, perceived social support from family and from friends, self-esteem, and depressive symptoms) to the criterion variable of depression. Results indicated that none of the models contributed significantly to the overall and unique variance in the classification of the groups. It is recommended that psychosocial correlates other than those that had been identified in this study (e.g. substance abuse, suicide behaviors, etc.) need to be examined and considered in future examination of American Indian adolescent depression.
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Thomas, Lisa Cheryl. "Native American Elements in Piano Repertoire by the Indianist and Present-Day Native American Composers." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28485/.

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My paper defines and analyzes the use of Native American elements in classical piano repertoire that has been composed based on Native American tribal melodies, rhythms, and motifs. First, a historical background and survey of scholarly transcriptions of many tribal melodies, in chapter 1, explains the interest generated in American indigenous music by music scholars and composers. Chapter 2 defines and illustrates prominent Native American musical elements. Chapter 3 outlines the timing of seven factors that led to the beginning of a truly American concert idiom, music based on its own indigenous folk material. Chapter 4 analyzes examples of Native American inspired piano repertoire by the "Indianist" composers between 1890-1920 and other composers known primarily as "mainstream" composers. Chapter 5 proves that the interest in Native American elements as compositional material did not die out with the end of the "Indianist" movement around 1920, but has enjoyed a new creative activity in the area called "Classical Native" by current day Native American composers. The findings are that the creative interest and source of inspiration for the earlier "Indianist" compositions was thought to have waned in the face of so many other American musical interests after 1920, but the tradition has recently taken a new direction with the success of many new Native American composers who have an intrinsic commitment to see it succeed as a category of classical repertoire. Native American musical elements have been misunderstood for many years due to differences in systems of notation and cultural barriers. The ethnographers and Indianist composers, though criticized for creating a paradox, in reality are the ones who saved the original tribal melodies and created the perpetual interest in Native American music as a thematic resource for classical music repertoire, in particular piano repertoire.
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Magee, Kathryn Claire. "Dispersed, But Not Destroyed: Leadership, Women, and Power within the Wendat Diaspora, 1600-1701." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306236416.

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Mejia-Hudson, Yesenia Isela. "An argument for reparations for Native Americans and Black Americans." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3072.

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This paper explores the issue of reparation and how institutionalized racism in the United States has influenced the outcome for the following ethnic groups - Japanese Americans, Black Americans and Native Americans.
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Riding, In Leslie D. "On Their Own: How Thirty-One Tribal Colleges Address Five Educational Concepts." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28466/.

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This qualitative research, specifically a content analysis of 31 tribal colleges' mission statements and curricula, examined how the colleges' curricula aligned with the five educational concepts suggested in the colleges' mission statements. Cajete's (1994) seven foundations to indigenous thinking proved to be a major theoretical framework which provided a worldview for tribal learning. The study concluded that whereas the five educational concepts aligned between mission statements and curricula, the curricula emphasized culture, tribal community, and academic success at a greater level than mission statements indicated. Further, tribal colleges' curricula did not emphasize economic concepts as the mission statements indicated. A particular finding suggests that tribal colleges' are investing in environmental studies programs, thus increasing their intellectual capacity to protect their environmental interests while promoting indigenous thinking and community learning across all academic disciplines. Considerable implications include that an increase of American Indian environmental studies graduates may have a positive impact on environmental justice matters as well as the ability to promote new agricultural technologies. Additional implications include how mainstream universities will adapt to an increase of native students studying the sciences rather than liberal arts.
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Becker-Green, Jody. "Developing One's Self: Adoption and Identity Formation Through the Eyes of Transracially Adopted Native American Adults." PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/2792.

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Life story methods were used to explore the contextual factors that influenced the experiences and identity formation of seven Native American adults who were transracially adopted prior to the passage of the Indian Child Welfare Act of 1978. These methods provided a deeper understanding of how these individuals have integrated their adoption experiences into their evolving sense of self. The life story methodology offered a way to acknowledge and validate participants' life experiences and allowed for the collection of rich information from the perspectives of the adoptees. The life story interviews were structured to gather information on the influence of one's adoptive family and cultural, social, and educational experiences on participants' developing sense of self. Even though an interview guide was developed for use in the study, each story uniquely unfolded in a manner the participant was comfortable sharing. The study examined the life stories for patterns or emerging themes related to identity development at different points in the narrators' life cycles in order to develop an aggregate account of the contextual factors influencing identity formation as well as a collective understanding of sense of self. The study identified 12 contextual factors that have both positively and negatively influenced identity development among the participants throughout their lifespan. These factors are: (1) adoptive family; (2) community; (3) educational experiences; (4) religion/spirituality; (5) travel; (6) exposure to cultural experiences; (7) employment; (8) friendships; (9) peer groups; (10) military; (11) societal messages, and (12) reconnection to tribal heritage. Overall, findings from this study suggest that the majority of participants have developed strong Native American, multi-cultural, and/or bi-cultural identities that incorporate their various experiences as transracial adoptees. Practice considerations for transracial adoptees as well as adoptive parents are suggested. Policy implications relating to granting access to original birth and/or adoption related records are presented. Finally, future research recommendations are offered specific to Native American transracial adoptees, their biological families, and tribal communities from which they adopted. While the practice, policy, and research recommendations are specific to Native American transracial adoptees, the recommendations may have broader implications to a wider population of adoptees in general.
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Wachtel, Joseph Robert. ""Very advantageous beginnings" Jesuit conversion, secular interests, and the legacy of Port Royal, 1608-1620 /." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1218739101.

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Michaud, Kristen L. "Japanese American Internment Centers on United States Indian Reservations: A Geographic Approach to the Relocation Centers in Arizona, 1942-1945." Connect to this title, 2008. http://scholarworks.umass.edu/theses/185/.

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Kirchberger, Ulrike. "Konversion zur Moderne die britische Indianermission in der atlantischen Welt des 18. Jahrhunderts /." Wiesbaden : Harrassowitz, 2008. http://catalog.hathitrust.org/api/volumes/oclc/244654013.html.

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Jass, Stephanie J. "Protection of Native American graves in the United States Montana and Wisconsin as case studies /." 1994. http://catalog.hathitrust.org/api/volumes/oclc/33082913.html.

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40

Gueno, Michael P. Corrigan John. "Baptism and humanity Native American-Jesuit relationships in New France /." 2004. http://etd.lib.fsu.edu/theses/available/etd-10212004-142807.

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Thesis (M.A.)--Florida State University, 2004.
Advisor: Dr. John Corrigan, Florida State University, College of Arts and Sciences, Dept. of Religion. Title and description from dissertation home page (viewed Jan. 13, 2005). Includes bibliographical references.
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41

Johnson, Gregory Bruce. "The terms of return : religious discourse and the Native American Graves Protection and Repatriation Act /." 2003. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3097123.

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42

Huckell, Bruce B. "Late preceramic farmer-foragers in southeastern Arizona a cultural and ecological consideration of the spread of agriculture into the arid southwestern United States /." 1990. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu_e9791_1990_579_sip1_w.pdf&type=application/pdf.

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43

Jennings, Matthew H. "This country is worth the trouble of going to war to keep it : cultures of violence in the American Southeast to 1740 /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3269924.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.
Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2618. Adviser: Frederick E. Hoxie. Includes bibliographical references (leaves 248-278) Available on microfilm from Pro Quest Information and Learning.
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44

Troutman, John William. "'Indian blues': American Indians and the politics of music, 1890-1935." Thesis, 2004. http://hdl.handle.net/2152/1446.

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45

Paulet, Anne. "The only good Indian is a dead Indian the use of United States Indian policy as a guide for the conquest and occupation of the Philippines, 1898-1905 /." 1995. http://catalog.hathitrust.org/api/volumes/oclc/35584140.html.

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Thesis (Ph. D.)--State University of New Jersey, New Brunswick, 1995.
eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 399-414).
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46

Wang, Shu-Chuan. "Native American-White differences in adult health." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116222.

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47

Wuertenberg, Nathan Paul. "Savage brothers : US Indian policies, identity and memory in the American Revolution." 2014. http://liblink.bsu.edu/uhtbin/catkey/1749606.

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As Colin Calloway has noted, American Indians have been accorded a “minimal and negative role” in historical memories of the American Revolution because – according to popular mythology – they “chose the wrong side and lost.”1 Such memories are, I argue, at least partially the result of the failure of United States Indian policies and diplomacy during the war. An examination of the Journals of the Continental Congress reveals that these policies were predicated upon the racialized notion that Indians were ‘savages’ that should be ‘civilized’ and assimilated into American society. Such policies were, I argue, the product of processes of national identity formation. In the early years of the war, American leaders eager to form a new national identity separate from that of their British ‘oppressors’ began to identify themselves with Indians as natives of the same land and thus sought to bring them into the fold of the new nation. Perhaps unsurprisingly, Indians’ attempts to preserve their own culture and independence in the face of these policies were met largely with resentment by American leaders. By doing so Indians had, American leaders believed, rejected ‘civilization.’ They were thus ‘unworthy’ of inclusion in the American nation. The removal policies that arose in the wake of the Revolution were, I argue, partially an outgrowth of this belief. By removing Indians westward, American leaders could push them out of both sight and mind while conveniently forgetting their own diplomatic failures during the war. In the process, they positioned Indians in popular American memories of the Revolutionary War as ‘savages’ that ‘chose the wrong side and lost.’
Introduction : the wrong side : a historiography of Indians' involvement in the American Revolution -- We may become one people : the evolution of Congressional Indian policies -- The same island is our common mother : diplomacy on the Revolutionary frontier -- Civilization or death to all savages : Congress's war on the frontier -- By the aid of the full blooded natives : Indians' war for independence -- Epilogue : a civilized people : a digital analysis of the Indian Removal Act's Revolutionary inheritances.
Department of History
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48

Deloria, Philip Joseph. "Playing Indian otherness and authenticity in the assumption of American Indian identity /." 1994. http://books.google.com/books?id=Umd0AAAAMAAJ.

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49

Kawamoto, Walter T. "Gender and ethnic issues in parenting : a study of some determinants of parenting in American Indian and non-Indian families." Thesis, 1993. http://hdl.handle.net/1957/35757.

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An analysis was conducted to test current theories regarding education, income, and marital satisfaction as determinants of parenting in different ways for men and women. The gender specific issues in parenting to be tested were: 1) Education is positively related to parental involvement for both men and women. 2) Marital dissatisfaction is positively related to maternal involvement and negatively related to paternal involvement. 3) Income is positively related to parental involvement for both men and women. One focus of the test of the above theories was a sample of twenty-five American Indian families primarily recruited with the assistance of the Confederated Tribes of Siletz. Twenty-five non-Indian families with similar education and income characteristics were matched with the Siletz sample from the larger Oregon Family Study sample for comparison/control group purposes. Significant gender and ethnic differences in the significance of education, income, and marital satisfaction on paternal involvement are reported.
Graduation date: 1994
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Hardin, Travis L. "A comparative study of Native American student academic achievement in public and Bureau of Indian Education schools." 2012. http://liblink.bsu.edu/uhtbin/catkey/1697793.

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This research utilized data from the 2009 National Assessment of Educational Progress to examine the relationship between demographic variables and academic achievement. Previous studies have demonstrated the influences of race, poverty, English language proficiency, and school racial composition on academic performance, and this research sought to understand these relationships in students from racial minority groups, particularly Native American students. Additionally, the relationship between attendance in public versus Bureau of Indian Education schools and test scores was examined. Results highlighted the achievement gap between White students and those from racial minority groups, including Native American students, and revealed negative relationships between the demographic variables and academic performance. Students in poverty, English language learners, those who attended schools with higher proportions of minority students, and those who attended BIE schools scored lower than their counterparts in all grade levels and subjects. Implications for improving Native American student performance are discussed, including the need for culturally relevant curricula, the possibility of instruction in Native languages, and further examination into factors that facilitate academic achievement in BIE schools. Future directions for research also are discussed, including the use of survey research methods with and the use of qualitative research to understand the educational experiences of Native American students.
Department of Educational Psychology
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