Perceptions of Pacific Islander students in higher education.

Abstract

A comprehensive inquiry about the experiences of Pacific-Islander students in higher education is sorely wanting. This study uncovered cultural predilections of Pacific-Islander students from the American-affiliated Pacific region related to their experiences in a Western setting. The University of Hawaii at Hilo (UH Hilo) serves as the backdrop to this exploration. As with any other institutes of higher education, UH Hilo is concerned about attracting, retaining, and graduating their students. With a considerably high Pacific-Islander student population attending UH Hilo, we are in a prime position to explore and examine factors that contribute to or hinder retention and graduation. More importantly, we have an opportunity to give voice to a population that is rarely identified in the higher education literature and continually obscured in the discourse of attainment. More than 90 Pacific-Islander students were recruited to participate in a series of focus groups and interviews. Seven overlapping themes emerged related to culture, identity, language, and barriers to retention and graduation. Findings confirmed some of the previous literature on the dichotomy of American versus traditional culture in general settings and identified other cultural variables that pose challenges to postsecondary education completion. Our findings provide the groundwork for further examination of postsecondary institutions' capacity to respond to and include Pacific-Islander ways of being as a foundation for participation and support.

Developing a family engagement plan for Native Hawaiian and Pacific Islander STEM students in higher education: A review and critique of the literature

“…Beyond this pragmatic dimension of time/money, the assumption that families have or will make time to participate in FEP activities is insensitive to the fact that NHPI students and families often already have significant family and social obligations (Uehara et al ., 2018). In effect, it is possible that students and family members may be forced to choose between engaging with their communities and with the university.…”

“…One difference between individualist and collectivist cultural orientations is the value placed on self‐sufficiency. The need for self‐reliance and self‐sufficiency is a cultural norm from the West that is not equally shared in much of the Pacific (Uehara et al ., 2018). In most Pacific societies, interdependency is the norm, and the family, clan, church community and larger social network take care of many of the needs of the individual.…”

“…Families may motivate students to succeed, but they also may place demands on students that compete with those of college. In some instances, students report that parents rely on them for emotional support, leaving students feeling obligated to care for their families rather than focus on campus life (Guillory and Wolverton, 2008; Kolkhorst et al ., 2010; Uehara et al ., 2018). For Pacific students, family obligations are sometimes a deterrent to college success (Ng Shiu, 2011).…”

“…The 2017–2021 HHMI IE programme at Chaminade is entitled Hō'imi, meaning ‘to look for better and best’. Part of its theory of change calls for increased family and community engagement in recognition of the primacy of family and community in Pacific cultures, and as part of an effort to increase STEM sense of belonging and decrease outsider status for indigenous students who are seeking STEM careers (Benham, 2006; McCubbin, 2006; Hokoana, 2010; Cech et al ., 2017; Uehara et al ., 2018).…”

Raising retention rates towards achieving vocational and career aspirations in Pacific communities

“…Taking all into account, one of the effective tools for retention for Pacific students may be the social and emotional support founded through a program aiming to understand the collectivist context of Pacific communities. Without this socially-based support, academic support is not holistic in addressing the needs of the entire person, which appears to have an enduring effect upon retention and support in light of the perspectives shared (Uehara, Chugen, & Raatior, 2018). Paradoxically, family is the single largest inhibitor for respondents completing their qualifications, followed closely by monetary constraints and stress or other internal factors.…”