Two Case Studies of Family Engagement in and Protest for Equity and Quality Education in Hawai‘i

• In Event: 31.031 - Advancing Social Justice by Bridging the Cultural Worlds of Students, Families, Communities, Schools, and Universities

Abstract

Purpose
This study analyzes four cases in Hawai‘i that involved intense family participation, as families called for quality and equity in education. Hawai‘i has one unified state-run school district, serving over 185,000 students (HIDOE, 2013). There is no ethnic majority, with the largest groups being Native Hawaiian (28%) and Filipino (21%) (Native Hawaiian Data Book, 2011).

There are many positive effects of families’ engagement in their children’s education (Henderson & Mapp, 2002). Unfortunately, teachers are often unprepared to engage families, particularly those from diverse backgrounds. Inequities persist with immigrants, Hawaiians, and other low-income groups doing more poorly in school (Okamura, 2008).

Theoretical Framework
We applied Cooper’s (2011) Bridging Multiple Worlds Theory to consider how students and their families crossed boundaries between their home, community, and school worlds. We considered the resources families brought to protest policies that were inequitable and how they overcame barriers to resolve conflicts.

Methods
We analyzed primary and secondary documents to describe the context of each case and the perspectives of the families, communities, school personnel. These included government documents, newspaper accounts, policies, and testimonies. We conducted a cross-case analysis, identifying similarities and differences across the four cases.

Results
English Standard School. In the early 1900s, Hawaii’s demographics shifted with a large influx of Asian immigrant workers for the plantations. The Caucasian elite developed the English Standard Schools and enrolled only those who spoke Standard English, excluding most immigrants and Hawaiians (Tamura, 1996). In the 1940s, local parents resisted the transformation of their elementary school into an English Standard School that would have displaced 75% of students (Hughes, 1993).

Hawaiian language immersion education. Hawai‘i experienced a cultural renaissance in the 1970s-1980s that renewed interest in Hawaiian language and culture and ended a 100-year ban on the language (Benham & Heck 1997). Against strong resistance, families lobbied State officials to provide public education in Hawaiian, and the first classrooms opened in 1987 (Yamauchi, Ceppi, & Lau-Smith, 1999).

Felix Consent Decree. In 1994, State officials were sued in a class action suit on behalf of all children and youth with disabilities, who were not receiving adequate mental health services (Wataoka, 2002). Families mobilized across the State. The State lost the suit and entered an agreement to improve special education services.

Furlough Friday crisis. In 2009, in an effort to balance the budget, State officials furloughed children and teachers for 17 Fridays (Pilkington, 2010). When little changed by April 2010, a small group of parents and supporters staged an eight-day sit-in at the Governor’s office (Roig, 2010). The Governor never came out to meet them and instead had the parents and supporters cited and arrested.

Scholarly Significance
It is less common for diverse and low-income parents to be engaged in educational policy advocacy and decision making (Smith, Wohlstetter, Kusin, & De Pedro, 2011) This study is significant in its analysis of four cases in Hawai‘i, when diverse families became involved to advocate for just, equitable, and quality educational policy change for their children.

Authors

• Lois A. Yamauchi, University of Hawaii - Manoa

• Kelsey Matsu, Self-employed