The variables communication skills, state anxiety, communication apprehension, and level of integration are studied in relation to the assimilation of Alaskan Natives into a western-culture university. Specifically, the differences in communication skills between the two cultures and their effects on course grades are addressed. Results of the statistical analyses (ANOVA, MANOVA, discriminant function analysis, multiple regression) were not significant, most likely due to the small Alaskan Native sample size. The most significant relationship appeared between situational communication apprehension and the ethnicity of the interaction partner. Other results were directional, indicating that variables may be related to assimilation of Native students into a western university environment. Further research and replication is warranted, using an adequate sample of Alaskan Natives.

This thesis covers the history of education in Alaska, the federal school system, the territorial school system, the University of Alaska, Alaska's teachers, and the future of Alaskan education.

The purpose of this study is to gain an understanding of Klawock's Tribal Citizens' relationship to harvesting what is colloquially known as customary and traditional foods and/or native foods. The state and federal governments categorize these culturally specific goods as subsistence foods. An unearthed, 5,360-year-old basket potentially links modern day Klawock Tribal Citizens with their ancestral ties to the region. Throughout this time, families in this region of Southeast Alaska have been participating in a form of indigenous fishery. Despite access to multiple grocery stores and fish canneries, tribal citizens choose to expend their family's efforts to harvest their own sockeye out of the Klawock watershed. Oral history and ethnography and methodologies were employed to record personal relationships with the harvest of these resources while also documenting a context in which these relationships exist. Klawock Cooperative Association's staff worked alongside the student researcher and participants to analyze the data and produce findings. Engaging in customary and traditional activities rewards participants with intrinsic facets of their identity. Alongside reinforcing identities, these activities teach participants about family dynamics and working as a team, as well as the responsibilities that come with. These responsibilities are formed through the assignment of roles and provide …