"Nga Pumanawa e Waru—Eight Beating Hearts": The Success Characteristics of High-Achieving Maori Students

• In Event: 49.032 - Indigenous Issues in Education and Research

Abstract

The Ka Awatea Project has defined and explained success from a Maori worldview, developing a model based on the characteristics of eight successful Māori icons and/or tribal ancestors. Whilst various New Zealand Ministry of Education policies, including Ka Hikitia, have stipulated that Māori students should experience success 'as Māori', none have explained what 'success' might look like for Māori students, families and communities. This mixed methods project has addressed the need for a model and definition of student ‘success’ that is indigenous. It has identified the individual, family, school and community conditions that enable students being educated in New Zealand schools, to thrive at school and unleash their potential.

This project used qualitative surveys (n=138) and individual interviews (n=145) to identify the personal, familial, school and community practices that positively impacted the Maori students’ success at school. Data were sought from the students, their families, teachers, principals and others involved in the core of the nested system of schooling. The collection of information was also cast wider to include the thoughts and realities of wise elders and successful Maori individuals in mid-career. Triangulation, using different sources of information, increased the qualitative validity of the study. During the analysis stage, feedback from the stakeholder groups was compared to determine areas of agreement as well as areas of divergence.

Many of the students in this qualitative study stood out because of their desire to learn, their generally positive attitude towards school and their motivation to pursue opportunities post-school that would improve the wellbeing of their families. More specifically, the majority of the students had positive self-concepts, positive academic self-efficacy, and were intrinsically motivated by school and most of what it offered. They tended to be goal-oriented and future-focussed.

These students appreciated extra academic support, both in the classroom and outside of it and valued contact with their parents and teachers who took a personal interest in them as individuals. They saw choosing “like-minded” friends as crucial to their ability to stay focussed at school. Other participants in the research project described these high-achieving students as being resolute and tenacious, and said they were confident or were able to encourage or push themselves towards success. Interestingly, the study revealed ‘a lever’ that affected all these contributing factors - the family.

The research approach used in this study was heavily influenced by kaupapa Māori research methodology. Our approach was concerned with utilising Māori principles, worldview and practices in the research process, as well as ensuring that the research outcomes had a positive impact on those involved. The research team supports the need for indigenous research to be collaborative, where the locus of power within the research paradigm is devolved and shared among the community being researched.

Authors

• Melinda Webber, The University of Auckland

• Angus Hikairo Macfarlane, University of Canterbury