“You've Gotta Set a Precedent”: Māori and Pacific voices on student success in higher education

Abstract

A substantial body of literature has examined the challenges that indigenous students face in higher education. Across Aotearoa New Zealand, the indigenous Mäori population is under-represented at the university level, as are ethnically diverse Pacifi c students who trace their ancestries to neighbouring Pacifi c nations. This study relies on focus group interviews with high-achieving Mäori and Pacifi c students (N = 90) from a large New Zealand university. Using kaupapa Mäori (theory and methodology grounded in a Mäori world view) and Pacifi c research principles, the study identifi es the social factors contributing to indigenous students' educational success. Three broad themes emerged from discussions: family and university role modelling and support; indigenous teaching and learning practices; and resilient abilities to cope with everyday colonialism and racism. A positive indigenous ethnic identity ties these themes together, ultimately serving as the steady factor driving Mäori and Pacifi c students' achievement motivation.

Māori University success: what helps and hinders qualification completion

“…Māori students describe the under-representation of Māori staff and role models, and the lack of culturally competent support and supervision as hindering their success (Mayeda et al, 2014). Māori graduates in the GLSNZ noted Eurocentric norms, the lack of integration of Māori concepts and knowledge, and a lack of culture-friendly staff as being hindrance factors.…”

“…Staff who are passionate about their work, have vast subject knowledge and expertise, and are approachable and respectful are important for the retention and educational outcomes of Māori students (Tertiary Education Commission, 2014). University departments should take a proactive approach to building these connections early on (Mayeda et al, 2014).…”

“…First, external barriers including family responsibilities, community commitments, and financial issues (Hunt, Morgan, & Teddy, 2001;Levy, Williams, Thompson, & Vaughn, 2002;McMurchy-Pilkington, 2011;Reid, 2006). Second, institutional barriers including monocultural university environments and curricula; a lack of Māori staff and visible Māori role models; non-inclusive, competitive, or unwelcoming tertiary environments; and a lack of, or inappropriate, support systems (Hunt et al, 2001;Levy et al, 2002;Mayeda, Keil, Dutton, & 'Ofamo'oni, 2014;Reid, 2006). Last, student or personal barriers including negative schooling experiences prior to entering university, inadequate academic preparation, transitional difficulties from school to university, a lack of familiarity with academic expectations and environments, being first-generation students, a lack of confidence in accessing resources, and being too whakamā (shy, embarrassed) to seek help (Hunt et al, 2001;Levy et al, 2002;van der Meer, Scott, & Neha, 2010).…”

“…Second, strong, respectful, and nurturing relationships with lecturers, tutors, and staff who provide appropriate academic and pastoral support are key facilitators of student success (Airini et al, 2009;Curtis et al, 2012;Greenwood & Te Aika, 2008;Hunt et al, 2001;Madjar, McKinley, Deynzer, & van der Merwe, 2010). Third, peer and tuākana (older or more expert "brothers/sisters") support, culturally safe spaces or havens, and kaupapa Māori (Māori principles) tutorials that create a whānau-like environment, and support group work and cooperative learning are important contributors (Airini et al, 2009;Curtis et al, 2012;Henley, 2009;Hunt et al, 2001;Mayeda et al, 2014). Fourth, studies have shown the importance of strong Māori leadership and role models, Māori academic staff, and culturally appropriate and relevant curricula, teaching practices, and activities (Airini et al, 2009;Curtis et al, 2012;Greenwood & Te Aika, 2008;Henley, 2009;Hunt et al, 2001;Mayeda et al, 2014).…”

“…Third, peer and tuākana (older or more expert "brothers/sisters") support, culturally safe spaces or havens, and kaupapa Māori (Māori principles) tutorials that create a whānau-like environment, and support group work and cooperative learning are important contributors (Airini et al, 2009;Curtis et al, 2012;Henley, 2009;Hunt et al, 2001;Mayeda et al, 2014). Fourth, studies have shown the importance of strong Māori leadership and role models, Māori academic staff, and culturally appropriate and relevant curricula, teaching practices, and activities (Airini et al, 2009;Curtis et al, 2012;Greenwood & Te Aika, 2008;Henley, 2009;Hunt et al, 2001;Mayeda et al, 2014). Last, success is also fostered when students have a good understanding of academic requirements and skills, feel motivated, and set goals (Airini et al, 2009;Hunt et al, 2001).…”