Maori Student Retention and Success: Curriculum, Pedagogy and Relationships

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

“…These trends are consistent with key elements of the Ā whina kaupapa, and its realisation in e.g., mentoring (as a mentee or mentor), outreach, tutoring, and particularly its high expectations around grades, aspiration for postgraduate study, and collective success and reciprocity. However, they are not typical of national trends (Gorinski and Abernethy 2007). While not yet definitive, the evidence presented here is an important first step in confirming a significant Ā whina effect, and further research is in progress to strengthen that evidence.…”

“…However, Māori were more likely to be enrolled in certificate and diploma rather than degree programmes and attend wānanga, institutes of technology/polytechnics or private training providers than universities (Ministry of Education 2008) and, while enrolments in tertiary education have increased in recent years, retention and achievement continue to be problematic (Gorinski and Abernethy 2007;Penn 2010).…”

“…Furthermore, change is slow, even though universities are required to meet Treaty of Waitangi obligations, equity requirements and be responsive to Māori and Pacific communities. Gorinski and Abernethy (Gorinski and Abernethy 2007) argue for a ''paradigm shift in current ways of thinking and practice'' to address Māori student retention and success. They consider that a change from the current ''deficit focus'' on Māori attrition and underachievement to a critical understanding of the importance of relationships and pedagogy in Māori success is urgently required.…”

“It’s a case of access.” The problematics of accessing research participants

“…Despite these changes, many researchers consider that Māori students in the education system are still marginalised; thus, by definition, their views are largely absent in policy and decision making (Bishop, Berryman, Cavanagh, & Teddy, 2009;Gaventa & Cornwall, 2008). The voice of marginalised populations, such as Māori students, is rarely published in tertiary education literature (Airini et al, 2010;Airini et al, 2011;Chauvel & Rean, 2012;Gorinski & Abernethy, 2007;Hohapata, 2011;McKinley & Madjar, 2014). This study will add to that voice by listening closely to the participants' lived experiences.…”

Intersecting Cultures in Music and Dance Education

“…The complexities associated with respecting this document historically and in contemporary society are evident across all aspects of the community (Mutu 2011 ;Walker 2004 ;Nairn and McCreanor 1991 ). Respecting the core message of the treaty is seen by some as key to nation building and has been incentive for the Ministry of Education to support research projects that explore the impact of teaching practices on Māori and work in partnership with Māori educators, students and their families to increase participation, achievement and academic success (Ministry of Education 2008 ; Gorinski and Abernethy 2007 ). Success for Māori partly involves overcoming the impact of past government initiatives in Māori education that deliberately disadvantaged them within the state's education system.…”