Patterns of privilege: A total cohort analysis of admission and academic outcomes for Māori, Pacific and non-Māori non-Pacific health professional students

Abstract

BackgroundTertiary institutions are struggling to ensure equitable academic outcomes for indigenous and ethnic minority students in health professional study. This demonstrates disadvantaging of ethnic minority student groups (whereby Indigenous and ethnic minority students consistently achieve academic outcomes at a lower level when compared to non-ethnic minority students) whilst privileging non-ethnic minority students and has important implications for health workforce and health equity priorities. Understanding the reasons for academic inequities is important to improve institutional performance. This study explores factors that impact on academic success for health professional students by ethnic group.MethodsKaupapa Māori methodology was used to analyse data for 2686 health professional students at the University of Auckland in 2002–2012. Data were summarised for admission variables: school decile, Rank Score, subject credits, Auckland school, type of admission, and bridging programme; and academic outcomes: first-year grade point average (GPA), first-year passed all courses, year 2 – 4 programme GPA, graduated, graduated in the minimum time, and composite completion for Māori, Pacific, and non-Māori non-Pacific (nMnP) students. Statistical tests were used to identify significant differences between the three ethnic groupings.ResultsMāori and Pacific students were more likely to attend low decile schools (27 % Māori, 33 % Pacific vs. 5 % nMnP, p < 0.01); complete bridging foundation programmes (43 % Māori, 50 % Pacific vs. 5 % nMnP, p < 0.01), and received lower secondary school results (Rank Score 197 Māori, 178 Pacific vs. 231 nMnP, p < 0.01) when compared with nMnP students. Patterns of privilege were seen across all academic outcomes, whereby nMnP students achieved higher first year GPA (3.6 Māori, 2.8 Pacific vs. 4.7 nMnP, p < 0.01); were more likely to pass all first year courses (61 % Māori, 41 % Pacific vs. 78 % nMnP, p < 0.01); to graduate from intended programme (66 % Māori, 69 % Pacific vs. 78 % nMnP, p < 0.01); and to achieve optimal completion (9 % Māori, 2 % Pacific vs. 20 % nMnP, p < 0.01) when compared to Māori and Pacific students.ConclusionsTo meet health workforce and health equity goals, tertiary institution staff should understand the realities and challenges faced by Māori and Pacific students and ensure programme delivery meets the unique needs of these students. Ethnic disparities in academic outcomes show patterns of privilege and should be alarming to tertiary institutions. If institutions are serious about achieving equitable outcomes for Māori and Pacific students, major institutional changes are necessary that ensure the unique needs of Māori and Pacific students are met.

Predictors of academic success for Māori, Pacific and non-Māori non-Pacific students in health professional education: a quantitative analysis

“…Descriptive summary data are presented in Table 1 for all predictor and academic outcome variables. Differences in unadjusted predictor and academic outcome variables between ethnic groupings have previously been discussed elsewhere (Wikaire et al 2016). Tables 2, 3 present the analysis results for each of the three ethnic groupings of interest (Māori, Pacific and nMnP) as well as the full cohort which compares the three ethnic groupings in the same model.…”

“…Predictor variables were chosen based on available SSO data and a predictors of success model that foregrounds significant concepts that may impact on indigenous (Māori) and ethnic minority (Pacific) student success (Wikaire et al 2016). Concepts within the model include: demographic; socioeconomic status; academic preparation; transitioning; early academic results; and, the tertiary environment.…”

Pacific university graduates in New Zealand: what helps and hinders completion

“…Conversely, shyness and lacking self-confidence or motivation have been described as hindering factors (Ali & Narayan, 2016; Benseman et al, 2006; Chu et al, 2013). A recurring theme is adequate preparation for academic study, including good academic achievement and acquiring effective study skills at secondary school (Kokaua, Sopoaga, Zaharic, & van der Meer, 2014; Madjar, McKinley, Deynzer, & van der Merwe, 2010; Wikaire et al, 2016).…”

Exploring elderly Māori experiences of aged residential care using a kaupapa Māori research paradigm: methodological considerations

“…Similar to other Indigenous populations, Māori have a lower life expectancy than non-Māori and this is evident in higher rates of mortality, earlier onset of disease, greater severity and progression of disease, and higher levels of comorbidity and impairment (Rolleston et al, 2020; Wikaire et al, 2016; Williams & Mohammed, 2013). Indigenous peoples tend to experience less access to medical care and receive poorer quality of care compared with non-Indigenous people (Williams & Mohammed, 2013).…”

“…Jones, 2010; King et al, 2009; Liamputtong, 2008; Mahuika, 2008; Mikahere-Hall, 2017; Sandiford et al, 2017; Waitangi Tribunal, 2019) alongside other factors including colonisation, loss of language and culture, and disconnection from the land (Gracey & King, 2009; King et al, 2009). As such, the focus on patterns of white privilege has become a context for reviewing ongoing health inequities along with the impacts of colonisation (Borrell et al, 2009; Wikaire et al, 2016).…”