Ho?olohe Pono: Listening to the Voices of Parents and Community to Envision a School-Family-Community Partnership at Waimanalo School

Autor/in	Inouye, Cherilyn
Titel	Ho?olohe Pono: Listening to the Voices of Parents and Community to Envision a School-Family-Community Partnership at Waimanalo School
Quelle	(2019), (365 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of Hawai'i at Manoa
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0855-6136-5
Schlagwörter	Hochschulschrift; Dissertation; Family School Relationship; School Community Relationship; Partnerships in Education; Public Schools; Rural Schools; Elementary Schools; Hawaiians; Pacific Americans; Samoan Americans; Filipino Americans; Diversity; Values + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulpartnerschaft; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Grundschule; Volksschule; Hawaianer; Philippines; Filipino; United States; Inhabitant; People; Philippinen; Philippiner; USA; Einwohner; Bewohner; Wertbegriff
Abstract	The primary aim of this study is to promote social justice and educational equity by empowering the voices of parents and community members in a rural public-school community with a diverse minority population. The research questions focused on understanding how their perceptions, beliefs, experiences, and values influence their engagement with the local public school. Based on the values of the community and its families, I offer recommendations to improve the school's family and community engagement efforts to support students' academic achievement as well as their overall experience in school. This study focused on Waimanalo Elementary and Intermediate School, which is located in the culturally diverse community of Waimanalo. Waimanalo has a large Native Hawaiian population, as well as other minority ethnic groups such as Filipinos, Micronesians, and Samoans. Because the majority of Waimanalo residents and students at Waimanalo School represent these nondominant groups, particularly the indigenous people of Hawai?i, I used parent involvement research and critical theories, such as critical race theory, tribal critical race theory, community cultural wealth, setter colonialism, and survivance, to analyze the data. I conducted semi-structured interviews with 22 participants who reflected the diverse cultural composition of the Waimanalo community. The participants represented key stakeholder groups that are too often left out of the school improvement process, including former students and parents, current parents, current staff members, and community members and leaders. Participants varied in age, gender, ethnic and cultural background, level of involvement with Waimanalo School, and level of involvement in the community. While individual participants had different experiences and preferences for school programs and offerings, ultimately, participants shared an appreciation for the smallness and closeness of the school and community, as well as an acknowledgement and resistance toward the stigmatization of Waimanalo and Waimanalo School. The Hawaiian values of aloha, ?ohana, and kuleana were important to participants regardless of their ancestry, and there was also a shared appreciation for the Hawaiian culture and an ahupua?a lifestyle. The parents and community members who took part in this study favored a strengths-based approach that reflects the cultural wealth of their community and school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01