Stoking the Fires for Maori & Pacific Student Success in Psychology
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| Title: | Stoking the Fires for Maori & Pacific Student Success in Psychology |
|---|---|
| Language: | English |
| Authors: | Waiari, Danielle Amare Kahurangi, Lim, Wern Tje, Thomson-Baker, Aliesha Polly, Freestone, Maddison Kiri, Thompson, Shauney, Manuela, Sam (ORCID |
| Source: | Higher Education Research and Development. 2021 40(1):117-131. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Ethnic Groups, Pacific Islanders, Indigenous Populations, College Students, Academic Achievement, Culturally Relevant Education, Cooperative Learning, Psychology, Indigenous Knowledge, Social Support Groups |
| Geographic Terms: | New Zealand |
| DOI: | 10.1080/07294360.2020.1852186 |
| ISSN: | 0729-4360 |
| Abstract: | This study investigates Maori (Indigenous people of New Zealand) and Pacific (people living in New Zealand who identify with Pacific Islands heritage) student success in Psychology at The University of Auckland, casting a net around the barriers and facilitators of academic learning to better understand and delineate pathways to transform the institutional environment, fostering conditions that allow undergraduate students to flourish and access culturally specific support. Located within a university context, our methodology was informed by kaupapa Maori research, involving six focus groups with Maori and Pacific undergraduate students (n = 29), and a collaborative approach to thematic analysis. Five key themes were identified: Resisting individualising pressures and embracing whanaungatanga, facilitating ako and va, collaborative learning relationships, embracing Maori and Pacific expertise and knowledge systems, and recalibrating Maori and Pacific psychology pathways. This study is unique in its approach, being led by Maori, Pacific, and Indigenous students, foregrounding limitations and enhancers within a dominant monocultural institution. Suggestions for universities seeking to forge pathways that support Maori and Pacific student success without separating from their cultural identity are offered. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1280651 |
| Database: | ERIC |
| Abstract: | This study investigates Maori (Indigenous people of New Zealand) and Pacific (people living in New Zealand who identify with Pacific Islands heritage) student success in Psychology at The University of Auckland, casting a net around the barriers and facilitators of academic learning to better understand and delineate pathways to transform the institutional environment, fostering conditions that allow undergraduate students to flourish and access culturally specific support. Located within a university context, our methodology was informed by kaupapa Maori research, involving six focus groups with Maori and Pacific undergraduate students (n = 29), and a collaborative approach to thematic analysis. Five key themes were identified: Resisting individualising pressures and embracing whanaungatanga, facilitating ako and va, collaborative learning relationships, embracing Maori and Pacific expertise and knowledge systems, and recalibrating Maori and Pacific psychology pathways. This study is unique in its approach, being led by Maori, Pacific, and Indigenous students, foregrounding limitations and enhancers within a dominant monocultural institution. Suggestions for universities seeking to forge pathways that support Maori and Pacific student success without separating from their cultural identity are offered. |
|---|---|
| ISSN: | 0729-4360 |
| DOI: | 10.1080/07294360.2020.1852186 |
