Skip to main content
Mijn bibliotheek
Shop
Nieuws Boeken Tijdschriften Toetsvragen Web-tv Video Audio
Tips voor Mijn BSL
Inloggen
Top
Journal of Child and Family Studies
Gepubliceerd in:

07-01-2015 | Original Paper

Enabling School Engagement for Māori Families in New Zealand

Auteurs: Neresa Hall, Garry Hornby, Sonja Macfarlane

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 10/2015

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

The aim of this research was to explore the mechanisms involved for engaging Māori (the indigenous people of New Zealand) families in their child’s education. Semi-structured interviews were conducted with five Māori parents of year nine and ten students (aged between 12 and 14 years) from two suburban high schools in New Zealand. The research was framed within an indigenous qualitative methodology and employed interpretative phenomenological analysis from which four superordinate themes emerged. These themes closely align with concepts that underpin a Māori worldview (Ritchie in Becoming bicultural. Huia Publications, Wellington, NZ, 1992) and Macfarlane’s educultural wheel (Kia hiwa ra! Listen to culture—Māori students’ plea to educators. NZCER, Wellington, NZ, 2004). They have the potential to inform school policy, facilitate engagement with indigenous families, and foster Māori student achievement.
vorige artikel Parent Training and Adolescent Social Functioning: A Brief Report
volgende artikel Parental Bonding and Parental Alienation as Correlates of Psychological Maltreatment in Adults in Intact and Non-intact Families
Literatuur
Banerjee, M., Harrell, Z. A. T., & Johnson, D. J. (2011). Racial/ethnic socialization and parental involvement in education as predictors of cognitive ability and achievement in African-American children. Journal of Youth and Adolescence, 40, 595–605.CrossRefPubMed
Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26, 39–62.CrossRef
Bishop, R. (2003). Changing power relations in education: Kaupapa Māori messages for ‘mainstream’ education in Aotearoa/New Zealand. Comparative Education, 39(2), 221–238.CrossRef
Bishop, R., Berryman, M., & Richardson, C. (2001). Te toi huarewa. Effective teaching and learning strategies, and effective teaching materials for improving the reading and writing in te reo Māori of students aged five to nine in Māori-medium education. (Final report to the Ministry of Education). Wellington, NZ: Ministry of Education.
Bishop, R., & Glynn, T. (1999). Culture counts: Changing power relations in education. Palmerston North, NZ: Dunmore Press.
Cram, F. (2001). Rangahau Māori: Tona tiki, tona pono—The validity and integrity of Māori research. In M. Tullich (Ed.), Research ethics in Aotearoa New Zealand (pp. 35–52). Auckland, NZ: Reed.
Denzin, N. K., & Lincoln, Y. S. (2005). The SAGE handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
Elder, H. (2008). Kop wai ahau? (Who am I?) How cultural identity issues are experienced by Māori psychiatrists and registrars working with children and adolescents. Australian Psychiatry, 16(3), 200–203.CrossRef
Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving student attendance through family and community involvement. Journal of Educational Research, 95(5), 308–318.CrossRef
Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York, NY: Teachers College Press.
Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17(2), 99–123.CrossRef
Hartas, D. (2011). Families’ social backgrounds matter: Socio-economic factors, home learning and young children’s language, literacy and social outcomes. British Educational Research Journal, 37(6), 893–914.CrossRef
Henderson, A. T., Mapp, K. L., Johnson, V. R., & Davies, D. (2007). Beyond the bake sale: The essential guide to family-school partnerships. New York, NY: The New Press.
Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children’s academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13, 161–164.CrossRef
Ho, E. S. (2009). Educational leadership for parental involvement in an Asian context: Insights from Bourdieu’s theory of practice. School Community Journal, 19(2), 101–122.
Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52.CrossRef
Horvat, E. M., Curci, J. D., & Partlow, M. C. (2010). Parents, principals, and power: A historical case study of “managing” parental involvement. Journal of School Leadership, 20, 702–727.
Hughes, J., & Kwok, O. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99(1), 39–51.CrossRefPubMedCentralPubMed
Jeynes, W. H. (2007). The relation between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42, 82–110.CrossRef
Jones, B., Ingham, T., Davies, C., & Cram, F. (2010). Whānau tuatahi: Māori community partnership research using a kaupapa Māori methodology. MAI Review, 3, 1–14.
Macfarlane, A. (2004). Kia hiwa ra! Listen to culture—Māori students’ plea to educators. Wellington, NZ: NZCER.
Mapp, K. L. (2003). Have their say: Parents describe why and how they are engaged in their children’s learning. School Community Journal, 13(1), 35–64.
McNeal, R. B, Jr. (1999). Parental involvement as social capital: Differential effectiveness on science achievement, truancy and dropping out. Social Forces, 78(1), 117–144.CrossRef
Ministry of Education. (2007). Ngā haeata mātauranga/Annual report on Māori education. Wellington, NZ: Author.
Phillipson, S., & Phillipson, S. N. (2012). Children’s cognitive ability and their academic achievement: The mediation effects of parental expectations. Asia Pacific Review, 13, 495–508.CrossRef
Ritchie, J. (1992). Becoming bicultural. Wellington, NZ: Huia Publications.
Robson, B., Cormack, D., & Cram, F. (2007). Social and economic indicators. In B. Robson & R. Harris (Eds.), Hauora: Māori standards of health IV. A study of the years 2000–2005. Wellington, NZ: Te Rōpū Rangahau Hauora a Eru Pomare.
Smith, J. A., Flower, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. London: Sage.
Vera, E. M., Israel, M. S., Coyle, L., Cross, J., Knight-Lynn, L., Moallem, I., et al. (2012). Exploring the educational involvement of parents of English learners. School Community Journal, 22(2), 183–202.
Wen, X., Bulotsky-Shearer, R. J., Hahs-Vaughn, D., & Korfmacher, J. (2012). Head start program quality: Examination of classroom quality and parent involvement in predicting children’s vocabulary, literacy, and mathematics achievement trajectories. Early Childhood Research Quarterly, 27, 640–653.CrossRef
Metagegevens
Titel
Enabling School Engagement for Māori Families in New Zealand
Auteurs
Neresa Hall
Garry Hornby
Sonja Macfarlane
Publicatiedatum
07-01-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 10/2015
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-014-0107-1

Andere artikelen Uitgave 10/2015

Journal of Child and Family Studies 10/2015 Naar de uitgave

Original Paper

The Relationship Between Parental Representations of Caregiving and Behavioral Problems Among Italian Adolescents

Original Paper

Predictors of Development of Vulnerable Children Receiving Child Welfare Services

Original Paper

Teachers Facilitating Support for Young Children Experiencing Parental Separation and Divorce

Original Paper

Male Cohabiting Partners as Primary Coparents in Low-Income Black Stepfamilies

Original Paper

Non-Child-Related Family Stress, Parenting Styles, and Behavior Problems in School-Age Girls Adopted from China

Original Paper

Intergenerational Transmission of Externalizing Behavior