Self-efficacy, Connectedness and Racial-Ethnic Identity of Tamariki Maori in Bilingual Classes

Abstract

Tamariki Maori (Maori children) have long been identified as a group who are underserved by the New Zealand education system. This is characterised by an overrepresentation of comparatively low achievement, high truancy, and early school leaving. As such, Maori achievement is a current focus for the New Zealand government. The Ministry of Education's recent initiative 'Ka Hikitia' has the strategic intent of 'Maori enjoying education success as Maori'. However, it is difficult to define what success 'as Maori' means and equally as difficult to assess whether schools are helping students to achieve it. This thesis investigated the experiences of tamariki Maori in bilingual classes in mainstream schools. It aimed to determine whether bilingual classes were positive environments for primary school-aged tamariki Maori, with the potential to help them achieve success as Maori. It was underpinned by the assumption that being in a kaupapa Maori (philosophically Maori) learning environment would help them to enjoy success as Maori because they were likely to be treated as culturally located individuals. Questionnaires (n = 61) and semi-structured interviews (n = 21) were carried out with tamariki from Year 4 to Year 8 to ascertain their perceptions of their racial-ethnic identity, self-efficacy and classroom connectedness. Previous research had shown each of these characteristics as being important to achieving a sense of belonging as well as academic achievement at school. In this study, these characteristics were selected to provide a students' perspective of how they felt about being at school, doing their work, and being Maori. Results showed that tamariki felt positively about being at school and proud of being Maori. They had positive perceptions about their self-efficacy, classroom connectedness and racial-ethnic identity, and it was evident that the characteristics were interdependent. Factors contributing to these positive feelings included speaking te reo, having culturally relevant learning, being 'different' and the privileges associated with that, feelings of kotahitanga (solidarity) with other Maori, and having teachers who were 'pro-Maori'. These research findings support assertions that kaupapa Maori learning environments may contribute to providing successful school outcomes for tamariki Maori.