Stoking the Fires for Maori & Pacific Student Success in Psychology

Autor/inn/en	Waiari, Danielle Amare Kahurangi; Lim, Wern Tje; Thomson-Baker, Aliesha Polly; Freestone, Maddison Kiri; Thompson, Shauney; Manuela, Sam; Mayeda, David; Purdy (Te Rarawa, Ngai Takoto), Suzanne; Le Grice (Ngapuhi, Te Rarawa), Jade
Titel	Stoking the Fires for Maori & Pacific Student Success in Psychology
Quelle	In: Higher Education Research and Development, 40 (2021) 1, S.117-131 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manuela, Sam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1852186
Schlagwörter	Foreign Countries; Ethnic Groups; Pacific Islanders; Indigenous Populations; College Students; Academic Achievement; Culturally Relevant Education; Cooperative Learning; Psychology; Indigenous Knowledge; Social Support Groups; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Sinti und Roma; Collegestudent; Schulleistung; Kooperatives Lernen; Psychologie; Social support; Soziale Unterstützung; Neuseeland
Abstract	This study investigates Maori (Indigenous people of New Zealand) and Pacific (people living in New Zealand who identify with Pacific Islands heritage) student success in Psychology at The University of Auckland, casting a net around the barriers and facilitators of academic learning to better understand and delineate pathways to transform the institutional environment, fostering conditions that allow undergraduate students to flourish and access culturally specific support. Located within a university context, our methodology was informed by kaupapa Maori research, involving six focus groups with Maori and Pacific undergraduate students (n = 29), and a collaborative approach to thematic analysis. Five key themes were identified: Resisting individualising pressures and embracing whanaungatanga, facilitating ako and va, collaborative learning relationships, embracing Maori and Pacific expertise and knowledge systems, and recalibrating Maori and Pacific psychology pathways. This study is unique in its approach, being led by Maori, Pacific, and Indigenous students, foregrounding limitations and enhancers within a dominant monocultural institution. Suggestions for universities seeking to forge pathways that support Maori and Pacific student success without separating from their cultural identity are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01