Abstract:
Ethnic-specific equity (ESE) programmes are a common feature in New Zealand universities, aimed at ameliorating the educational disadvantage experienced by Māori and Pacific students at tertiary level. Despite the prevalence of ESE programmes, research has seldom used student voices to critically analyse programme practices. In this study, which conducted focus groups with 90 high-achieving Māori and Pacific students from a New Zealand university, the contribution of ESE programmes to student success is highlighted. Student voices are used to explore how programmes act as a source of support, safety and role modelling for Māori and Pacific students. Participants also provided refl ection on their experiences of ESE programmes, including critiques regarding teaching quality, recruitment and retention, stereotypes, and the heterogeneity of Māori and Pacific identities. Recommendations to universities based on student critiques are offered.
