Intergenerational Stories and the “Othering” of Samoan Youth in Schools

Yeh, Christine J.; Borrero, Noah; Tito, Patsy; Petaia, Lealaisalanoa Setu

doi:10.1007/s11256-013-0249-2

Cited by 11 publications

(10 citation statements)

References 43 publications

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“…These visits did not serve as the main data source for the study. Instead, they were intended to provide a validity check of the interview findings (Mitra, 2009) and a larger context for understanding how social justice is reinforced and situated in an ecological setting (Yeh, Borrero, Tito, & Petaia, 2014b). Our visits included numerous interactions with the school staff, observations of students, and informal interactions.…”

Section: Methodsmentioning

confidence: 99%

Relational Social Justice Identity Development among Chinese International High School Students

Yeh¹,

Lee²,

Pérez-Gualdrón³

2016

JEDP

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This research explored the development of a social justice orientation and identity in a sample of high school students in Hong Kong. A sample of 12 students, four teachers, the Principal, and the School Counselor were interviewed in depth about the roles of community service, service learning, and social justice in their identities and school activities. Grounded theory was used to analyze the interview data and six main themes and several subcategories emerged: Six themes emerged from the interview data: (1) Community service as a social experience; (2) Service as a personally rewarding experience; (3) Appreciation of cultural differences; (4) Self-awareness and selflessness; (5) Adult support for social justice; and (6) Challenges in developing a social justice agenda. Implications for social justice identity development in counseling and education are discussed.

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Section: Methodsmentioning

confidence: 99%

Relational Social Justice Identity Development among Chinese International High School Students

Yeh¹,

Lee²,

Pérez-Gualdrón³

2016

JEDP

Self Cite

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“…Pasifika populations had steadily grown in New Zealand, Australia and the United States of America, and their challenges were becoming acute. These challenges included increases in Pasifika youth delinquency (Borrero, Yeh, Tito, & Luavasa, 2010;Yeh, Borrero, Tito, & Petaia, 2014) and incarceration (Shepherd & Ilalio, 2016), disproportionate representation of Pasifika with serious health issues (Hawley & McGarvey, 2015), and concerns about the academic achievements of Pasifika students (Coxon, Anae, Mara, Wendt-Samu, & Finau, 2002;Ferguson, Gorinski, Samu, & Mara, 2008). In New Zealand, more authorities and academic institutions installed guidelines for Pasifika-related services, engagement and research (i.e., Airini et al, 2010;Anae, Coxon, Mara, Wendt-Samu, & Finau, 2001; Health Research Council of New Zealand, 2014; University of Otago, 2011), and the numbers of Pasifika students enrolled in postgraduate research gradually increased (Tertiary Education Commission, 2017; Theodore et al, 2018).…”

Section: The Emergence Of a Pacific Research Paradigmmentioning

confidence: 99%

The Pacific Research Paradigm: Opportunities and challenges

Tualaulelei¹,

McFall-McCaffery²

2019

MAI Journal

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Around the world, favourable social and political circumstances have encouraged the development of academically non-traditional ways of researching. This article explores the recent proliferation of research approaches from Pacific and Pasifika communities which, in some Australian and New Zealand contexts, are attracting increased interest from policymakers and researchers. We present a socio-historical account of how the Pacific research paradigm emerged and some key contemporary Pacific research approaches within this paradigm. We then critique aspects of the paradigm's development by discussing opportunities and challenges. Our main argument is for researcher reflexivity and dialogue, important for the development and sustainability of research inspired by Pacific ways of knowing and being. We believe this will lead to research in which Pacific communities will recognise themselves and their aspirations for the future.

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“…We assert that middle and high school students have many academic, personal, and cultural assets to offer in educational settings (Yeh, Borrero, Tito, & Petaia, 2014). However, due to structural racism and assimilationist practices that give preference to assertive, help-seeking, students with specific college knowledge, many youths do not have the opportunity, access, and resources to pursue post-secondary educational plans.…”

Section: Urban Public Schoolsmentioning

confidence: 99%

Development, Implementation, and Evaluation of an Equitable Futures Program for Urban Public Schools

Yeh¹,

Khaziran²,

Berk³

et al. 2018

JEDP

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We describe the development, implementation, and evaluation of a culturally-responsive college access program, Make It Happen, aimed at increasing educational opportunity for historically-targeted middle and high school students. The sample included 254 participants who participated in the evidence-based 10-session program. These participants completed surveys before and after the program which inquired about their (1) school engagement, (2) social connectedness, and (3) academic and college help-seeking self-efficacy. T-test analyses were conducted and determined the participants at post-test, felt significantly more engaged at school, more connected to others, and more self-efficacious in seeking support for information about academics and college. The authors describe the importance of working with teachers, school staff, and counselors to foster a supportive and positive exploratory space for students who could benefit from learning about their future options (Beesley, 2004;Yeh, Ching, Okubo, & Luthar, 2007).

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Intergenerational Stories and the “Othering” of Samoan Youth in Schools

Cited by 11 publications

References 43 publications

Relational Social Justice Identity Development among Chinese International High School Students

Relational Social Justice Identity Development among Chinese International High School Students

The Pacific Research Paradigm: Opportunities and challenges

Development, Implementation, and Evaluation of an Equitable Futures Program for Urban Public Schools

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