SELECTED THESES ON THE CIRCUMPOLAR ARCTIC

This thesis investigates the relationship between education and work adjustment among male Eskimos in the Northwest Territories. Such an investigation has implications for theoretical, substantive, and policy formulation issues regarding the native situation.
The review of the relevant educational literature leads to the conclusion that, during the 1950s, it was a widely held assumption that education was directly and closely related to employment acquisition and maintenance. Such as assumption has been challenged by recent empirical investigations. It is argued that native education in the north has been based on the educational assumptions of the 1950's and, therefore, deserves critical examination in light of recent educational literature. Such an empirical test is carried out in this study.
Using reference group theory and what limited data are available, it is argued that a U-shaped curvilinear relationship between education and work adjustment should exist. Furthermore, it is hypothesized that various demographic and socialisation variables should affect the degree of this relationship. Finally, it is suggested that education's affect upon work adjustment is likely considerably less than that predicted by educational policy. Specific hypotheses to test each of these ideas are forwarded.
Initial analysis shows that no U-shaped curvilinear relationship exists between education and work adjustment. Further, multiple regression analysis suggests that all of the education, demographic and socialisation variables considered tell us little about work adjustment. What limited knowledge we do have about predictors of work adjustment is discussed. Further inspection of the models shows that predictive knowledge of educational attainment is considerably greater.
We conclude that the theoretical insights offered by a symbolic interactionist perspective for our problem are limited and that a more contingent, less cognitive theoretical framework may improve prediction. Substantively it is suggested that, although NWT educational policy has isolated relevant variables for substantially increasing educational attainment, this increased education does not have its assumed benefits for work adjustment. Given these findings some policy implications for native education are discussed.