Abstract:
In a large Stage I open entry arts programme, Māori and particularly Pasifika students can become overwhelmed, and an alarming percentage fail to make it to the end of their first semester. Of those who remain committed to their academic programme, many do not expect to attain a high level of academic success. They often assume that ‘just being there’ is enough and ‘just passing’ is the only option open to them. However, some of these issues can be addressed if disciplined-centred teaching structures are put in place to provide these students with a culturally welcoming alternative which supports them in the mainstream. Backed by longitudinal analysis, this paper aims to offer a blueprint from which others can adapt equity initiatives designed to meet the needs of ethnic groups who may be struggling to find a learning space within a first year academic environment.