Identity Development and School Experiences Among Migrant Pacific Island Adolescents

• In Event: Bridging Multiple Worlds of Immigrant and Indigenous Students’ Pathways to Academic and Life Success

Abstract

Since the Compacts of Free Association (COFA) with the U.S. Government were signed in the late 1980s, a stream of migrants from the three COFA nations in the Pacific have been entering Hawai‘i, Guam, and the continental U.S. to work and attend school. Over 2000 people migrate each year from the Republic of Palau, the Marshall Islands, and the Federated States of Micronesia, and many come to Hawai‘i (Graham, 2008). This study addressed two questions about the identity development of COFA youth in Hawaii: (a) how do youth recently migrated from the COFA nations identify with their own cultures and ethnicities, Hawai‘i’s local culture, and the overarching American culture; and (b) how do these perceptions affect their school experiences?

Although each Pacific jurisdiction has its own language and cultures, educators tend to lump migrants from the region together, with little understanding of the diversity of the region, its history and the conditions impelling migration (Ratliffe, 2010). Adolescents must learn to balance their own cultural identities and their emerging American identities while traversing a more complex and demanding educational system than those on their home islands. As Hawai‘i is a multicultural state with no majority ethnic group, many people identify as “local.” Local youth are from a variety of ethnicities and may speak a “pidgin” Creole English.

This study is grounded in sociocultural theory, emphasizing the individual experiences of migrant COFA youths as they navigate interpersonal and community experiences. Sociocultural theory highlights the importance of culture in learning (Vygotsky, 1978). Rogoff (2003) discussed the individual, interpersonal, and community planes from which experiences can be understood.

Methods

We modified a survey from Berry, Phinney, Kwak and Sam (2006) to expand the original bi-focal “national” and “cultural” identities to include a third “local” identity. This study initially surveyed 20 adolescents, who attended Hawai‘i public high schools. Adolescents responded to questions about their identity formation, school experiences, and school perceptions. Youth had a strong affinity for their home culture, less for the local culture, and the least for American culture.

In the second phase of the study, 100 youth from all three COFA nations completed an instrument that was further modified using data from the pilot study to strengthen its reliability. Tocus groups were held with 15 youth to explore the findings with participants.

Findings and Implications

Almost all of the youth strongly identified with their home culture, less with the “local” culture, and the least with American culture. Almost all experienced discrimination in school from peers and teachers, but many found some teachers to be helpful and encouraging.

Educators need to be aware of the experiences of these minority youth and their challenges to acculturation. Understanding cultural mores including avoiding conflict, and prioritizing family and culture can help teachers assist youths to succeed in school. Teachers who are sensitive to cultural perspectives can support youth with conflicts between school and family responsibilities, help them plan for resources needed to complete schoolwork, monitor their progress and provide assistance when students fall behind.

Authors

• Katherine T. Ratliffe, University of Hawaii

• Eric Folk, University of Hawaii

• Lillian Segal, Hawaii State Department of Education

• Mautumua A. Porotesano, University of Hawaii