Advertisement

Journal of Child and Family Studies

, Volume 24, Issue 10, pp 3038–3046 | Cite as

Enabling School Engagement for Māori Families in New Zealand

  • Neresa Hall
  • Garry Hornby
  • Sonja Macfarlane
Original Paper

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.

Keywords

School Families Engagement Education New Zealand Māori 

References

  1. 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.CrossRefPubMedGoogle Scholar
  2. Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26, 39–62.CrossRefGoogle Scholar
  3. Bishop, R. (2003). Changing power relations in education: Kaupapa Māori messages for ‘mainstream’ education in Aotearoa/New Zealand. Comparative Education, 39(2), 221–238.CrossRefGoogle Scholar
  4. 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.Google Scholar
  5. Bishop, R., & Glynn, T. (1999). Culture counts: Changing power relations in education. Palmerston North, NZ: Dunmore Press.Google Scholar
  6. 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.Google Scholar
  7. Denzin, N. K., & Lincoln, Y. S. (2005). The SAGE handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
  8. Durie, M. (2006). Whānau, education and Māori potential [Hui Taumata Mātauranga presentation]. Retrieved, from http://www.massey.ac.nz/massey/fms/Te%20Mata%20O%20Te%20Tau/Publications%20-%20Mason/HTML%20Charcode.pdf.
  9. Education Counts. (n.d.). Stand-downs, suspensions, exclusions and expulsions from school. Retrieved on February 25, 2014, from http://www.educationcounts.govt.nz/indicators/main/student-engagement-participation/80346.
  10. 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.CrossRefGoogle Scholar
  11. 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.CrossRefGoogle Scholar
  12. Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York, NY: Teachers College Press.Google Scholar
  13. 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.CrossRefGoogle Scholar
  14. 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.CrossRefGoogle Scholar
  15. 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.Google Scholar
  16. 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.CrossRefGoogle Scholar
  17. 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.Google Scholar
  18. Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52.CrossRefGoogle Scholar
  19. 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.Google Scholar
  20. 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.CrossRefPubMedCentralPubMedGoogle Scholar
  21. Jeynes, W. H. (2007). The relation between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42, 82–110.CrossRefGoogle Scholar
  22. 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.Google Scholar
  23. Macfarlane, A. (2004). Kia hiwa ra! Listen to culture—Māori students’ plea to educators. Wellington, NZ: NZCER.Google Scholar
  24. 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.Google Scholar
  25. 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.CrossRefGoogle Scholar
  26. Ministry of Education. (2007). Ngā haeata mātauranga/Annual report on Māori education. Wellington, NZ: Author.Google Scholar
  27. 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.CrossRefGoogle Scholar
  28. Ritchie, J. (1992). Becoming bicultural. Wellington, NZ: Huia Publications.Google Scholar
  29. 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.Google Scholar
  30. Smith, J. A., Flower, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. London: Sage.Google Scholar
  31. Statistics New Zealand. (2013). 2013 census quickstats about Māori. Retrieved on February 26, 2014, from http://www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/quickstats-about-Māori-english.aspx.
  32. 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.Google Scholar
  33. 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.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  1. 1.College of EducationUniversity of CanterburyChristchurchNew Zealand

Personalised recommendations