Teacher Perspectives of Micronesian Students and Their Families in Hawaiʻi

• In Event: Teachers and Immigrant Youth: Expanding and Complicating the Social Context of Migration in Teachers’ Classroom Work

Abstract

Hawaiʻi is a unique multicultural setting with no ethnic majority, an indigenous Hawaiian population, high im/migrant populations, and multiple languages. Migrants from Micronesia are the newest group, with the number of students increasing from 1100 in 1997 to over 6200 in 2011 (Heine, 2002). Micronesian migrants differ from other groups in that they can work and live in the U.S. without visas, and have multiple languages and cultural affiliations. They often live in poverty, work multiple jobs, and struggle with cultural conflicts (Ratliffe, 2010). Differences between teacher/school culture and im/migrant cultures can cause miscommunications, increase ethnic and racial tensions, and impair learning for students (Heine, 2002; Ratliffe, 2011).
This paper reports teacher perspectives of students and families from Micronesia, including possible contributing factors. Results are contrasted with previous research with other im/migrant groups to highlight the similarities and differences and to identify factors that are important in developing positive relationships.
Berry characterized acculturation as a two-way street with community attitudes and changes relating to immigrant groups just as important as changes within the groups (Berry, 2013). The sociocultural perspective looks beyond psychological acculturation to the social and educational benefits of including eachother’s world views, knowledge and skills, and the transformations that can occur in both parties (Vygotsky, 1978).
I interviewed 10 teachers from three schools with high Micronesian populations about their perceptions of Micronesian students. Teachers volunteered to participate. Ages ranged from 23 to 57, and ethnicities were Caucasian and Asian. Teachers were either “local,” having grown up in Hawaii, or were recruited from the continental U.S. to work in rural schools. Semi-structured interviews of 30 – 90 minutes allowed teachers to discuss issues that were important to them. Interviews were videotaped, transcribed, and themes identified through systematic review.
Mismatches between what families need (Ratliffe, 2011) and what teachers are able to provide characterize the results. School support for teachers, access to education about teaching multicultural students, and experience with Micronesian families allowed teachers to be more confident in teaching their Micronesian students. However, I found a significant lack of knowledge about Micronesian cultures and dissatisfaction around engaging families in school. Teachers expressed difficulty understanding family behaviors and problems with communication. Some teachers expressed frustration toward students and families, and reported detrimental classroom practices (e.g. segregation). Others demonstrated inclusive and creative practices to different extents. These results are comparable to studies with other ethnic groups in substance, however, are unique regarding the specific practices needed to accommodate the cultures, languages, and contexts of Micronesia.
Increasing migration of Micronesian families to the U.S., their growing populations in multiple states, and their multiple cultures and languages makes this an important issue for many educators. Teachers need appropriate and specific supports and skills to understand Micronesian cultures and to effectively address family needs and engage Micronesian students in school.

Author

• Katherine T. Ratliffe, University of Hawaii