dc.contributor.advisor |
McNaughton, S |
en |
dc.contributor.advisor |
Amituanai-Toloa, M |
en |
dc.contributor.author |
Faitala, Natalie |
en |
dc.date.accessioned |
2013-03-04T22:34:07Z |
en |
dc.date.issued |
2013 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/20137 |
en |
dc.description |
Full text is available to authenticated members of The University of Auckland only. |
en |
dc.description.abstract |
The New Zealand Qualifications system requires that students obtain a certain level of literacy ability to be eligible for University Entrance. For Pasifika students, the University Entrance qualification is often more difficult to attain than for students of other ethnicities. A Mixed-Methods study was undertaken using the traditional Pasifika notions of fono and talanoa alongside the “western” concepts of questionnaire and focus group to gather student voice and understand how Pasifika students perceived literacy and subject choice. 120 students in Years 12 and 13 in two South Auckland, decile 1 schools participated in the research for this study. This mixed-methods study has been designed to obtain both quantitative and qualitative data. This data will be used to ascertain whether literateness plays a role as to why many Pasifika students struggle to achieve University Entrance. Alongside this is the fact that the subject-choice of large numbers of Pasifika students does not fit the criteria for the subjects approved for University Entrance. This is because the less “literacy rich”, more “hands on” and non-approved subjects are popular with many Pasifika students. The findings of this research show clearly that literacy is but one contributing factor to the University Entrance qualification equation. In fact, despite other research to show literacy is a significant factor in academic achievement a number of other factors emerged that also contribute to the large numbers of Pasifika Students who are not eligible to move to tertiary study at our Universities including a misunderstanding of the way the NCEA qualification system works, teacher influence and choosing subjects based on enjoyment value. This research reinforces the need for the promotion of literacy for our Pasifika students at all levels of education but especially for the continued push for programmes that promote reading and writing at Secondary School. Ultimately, for all players involved, in the education of young Pasifika students, the importance of literacy and subject choice in their educational journeys, and specifically for pathways that lead to higher education is clarified. |
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dc.publisher |
ResearchSpace@Auckland |
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dc.relation.ispartof |
Masters Thesis - University of Auckland |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights |
Restricted Item. Available to authenticated members of The University of Auckland. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.rights.uri |
http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ |
en |
dc.title |
Pasifika pathways - educational journeys: The influence of literateness in English on subject choice and university entrance for Pasifika students in Years 12 and 13 |
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dc.type |
Thesis |
en |
thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Masters |
en |
dc.rights.holder |
Copyright: The Author |
en |
pubs.author-url |
http://hdl.handle.net/2292/20137 |
en |
pubs.elements-id |
374094 |
en |
pubs.record-created-at-source-date |
2013-03-05 |
en |
dc.identifier.wikidata |
Q112899977 |
|