Āwhina: a programme for Māori and Pacific tertiary science graduate and postgraduate success

Abstract

In New Zealand, Māori (indigenous New Zealanders) and Pacific students tend not to attain the same levels of educational success as Pākehā (New Zealanders of European descent). Addressing this problem is a particular challenge in the sciences. The kaupapa (values-base) of Te Rōpū Ā whina (Ā whina) is to produce Māori and Pacific professionals to contribute to Māori and Pacific development and leadership through the creation of an inclusive off-and on-campus whānau (extended family) environment where high expectations, aspirations and achievement, collective success, and reciprocity are normalised. This paper reviews theories and practices of recruitment and retention relevant to Māori and Pacific students at tertiary level, presents the rationale for Ā whina in the Faculties of Science and Architecture and Design at Victoria University of Wellington, and assesses the impact of the whānau. Based on analyses of quantitative measures of student achievement, and biennial surveys of student responses from the first 6 years of Ā whina, it is suggested that the results are consistent with improving Māori and Pacific graduate and postgraduate achievement and retention. Potential implications for efforts to reduce disparities in tertiary education in New Zealand and elsewhere are summarised.

What helps and hinders indigenous student success in higher education health programmes: a qualitative study using the Critical Incident Technique

“…Examples include: support staff, study resources and opportunities for students to develop supportive peer and professional relationships (Curtis, Wikaire, Stokes, & Reid, 2012b). In New Zealand, there is some evidence that indigenous-specific supplementary support programmes facilitate indigenous student success, improve academic performance (e.g., Grade Point Average) and increase programme completions in general (Ministry of Education, 2009;Prebble et al, 2004;Wilson et al, 2011). However, there has been limited critique of which specific aspects of the interventions hinder (as well as help) indigenous student success (Asmar, Page, & Radloff, 2011;Zepke & Leach, 2005).…”

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“…In the tertiary sphere, interventions have been employed to encourage Mäori and Pacifi c students to enter degree-level study and facilitate the successful completion of their degrees. Interventions have included targeted admission schemes (Durie, 2005), additional tutorials and academic support (Henley, 2009), open days for students and their families (Oh, Patterson, Fa'alogo, & Henley, 2013), culturally safe study spaces (Pukepuke & Dawe, 2013) and mentoring programmes (Wilson et al, 2011). Some programmes combine multiple strategies, utilising a wraparound approach to supporting Mäori and Pacifi c tertiary students (e.g., Pukepuke & Dawe, 2013;Wilson et al, 2011).…”

“…Interventions have included targeted admission schemes (Durie, 2005), additional tutorials and academic support (Henley, 2009), open days for students and their families (Oh, Patterson, Fa'alogo, & Henley, 2013), culturally safe study spaces (Pukepuke & Dawe, 2013) and mentoring programmes (Wilson et al, 2011). Some programmes combine multiple strategies, utilising a wraparound approach to supporting Mäori and Pacifi c tertiary students (e.g., Pukepuke & Dawe, 2013;Wilson et al, 2011). Across the board, these types of interventions may be broadly considered ethnic-specifi c equity (ESE) programmes; that is, they distribute university resources and support services with an intention to bring about equitable outcomes for Mäori and Pacifi c students.…”

Āwhina Revolution: A Bayesian Analysis of Undergraduate and Postgraduate Completion Rates from a Program for Māori and Pacific Success in STEM Disciplines

“…New Zealand has experienced persistent ethnic disparities in tertiary 1 academic success ( Hunt et al ., 2001 ; Coxon et al ., 2002 ; Nikora et al ., 2002 ; Levy and Williams, 2003 ; Scott, 2003 ; Benseman et al ., 2006 ; Juhong and Maloney, 2006 ; Gorinski and Abernethy, 2007 ; Shulruf et al ., 2008 ; Wilson et al. , 2011 ; Theodore et al.…”

“…Using Āwhina survey data and VUW individual-level administrative student record data to investigate the impact of Āwhina whānau over its first 6 years, Wilson et al. (2011) found indications of an Āwhina “effect,” that is, the presence of Te Rōpū Āwhina was a positive influence on Māori and Pacific STEM success.…”