Native Hawaiian Student Retention in Institutions of Higher Education

Autor/in	Borthwick-Wong, Emilly
Titel	Native Hawaiian Student Retention in Institutions of Higher Education
Quelle	(2017), (192 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northern Arizona University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-6740-3
Schlagwörter	Hochschulschrift; Dissertation; Hawaiians; College Freshmen; Interviews; Student Attitudes; Computer Mediated Communication; Malayo Polynesian Languages; Academic Persistence; School Holding Power; Stereotypes; Oral Tradition; Student Financial Aid; Social Support Groups; Student Organizations; Student Participation; College Choice; Self Concept; Cultural Background; Cultural Education; Educational Experience; Personal Narratives + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hawaianer; Studienanfänger; Interviewing; Interviewtechnik; Schülerverhalten; Computerkonferenz; Klischee; Oral history; Mündliche Überlieferung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Social support; Soziale Unterstützung; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studienortwahl; Selbstkonzept; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Bildungserfahrung; Erlebniserzählung
Abstract	The number of Kanaka 'Oiwi who hold bachelor's and graduate degrees must increase in order for the Kanaka 'Oiwi to have a stronger, more unified voice in which to enact change and improvements for our community. Therefore, the intent of this study is to better understand the experiences of Kanaka 'Oiwi students at institutions of higher education and their decision to persist in finishing their education. The study followed nine first-year college students, who graduated from a Kamehameha Schools campus, through their first year in college. These students attended a multitude of colleges in Hawai'i and the Southwestern United States. Participants were recruited into the study beginning April 2016 through September 2016 via presentations, emails, and attendance at various meetings. During fall 2016, the participants were contacted via email and social media. During spring 2017, each participant was interviewed using the talk-story method, which honors the modern day communication practices of Kanaka 'Oiwi as well as participants' mo'olelo. Through the participants mo'olelo the following eight themes were defined as possible impacts on a Kanaka 'Oiwi students' retention. Those theme are: financial aid, support systems, and a student's cultural identity; Kamehameha Schools and its impact on college choice; involvement with student organizations; culture, cultural education, and stereotypes; and pidgin. Based on the eight themes as well as the mo'olelo, four recommendations were made to institutions of higher education to better support Kanaka 'Oiwi students at their institution. The first recommendation is to make retention efforts and support services more transparent, easily accessible, and culturally relevant. The second recommendation is to increase mentoring programs to be more available and more widespread across the campus. The third recommendation is improving the support system for student organizations, and finally the last recommendation is to provide cultural support for Kanaka 'Oiwi students. Overall, the study provides unique and in-depth insight into these nine participants' experiences. I hope through their collective stories, institutions of higher education can identify ways to improve their services to Kanaka 'Oiwi students. [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	2020/1/01