Aloha teachers: teacher autonomy support promotes Native Hawaiian and Pacific Islander students’ motivation, school belonging, course-taking and math achievement

2016 ◽  
Vol 19 (4) ◽  
pp. 879-894 ◽  
Author(s):  
John Mark Froiland ◽  
Mark L. Davison ◽  
Frank C. Worrell
2011 ◽  
Vol 9 (1-2) ◽  
pp. 4-10 ◽  
Author(s):  
Ben de Guzman ◽  
Alice Hom

The experiences and the everyday life stories of lesbian, gay, bisexual, and transgender (LGBT) youth who are also Asian American, Native Hawaiian, and Pacific Islander (AANHPI) are not well-known or documented in the literature about LGBT or AANHPI communities. To help address this lack of information and knowledge, this article highlights some of the issues that these youth face and offers recommendations regarding data collection, cultural competency, and utilization of an intersectional lens of race/ethnicity and sexual orientation to ensure changes will be considered to policies that affect these populations. The policy recommendations focus on issues such as bullying and sexual and reproductive health.


2021 ◽  
Author(s):  
Bhav Jain ◽  
Kenrick Ng ◽  
Patricia Mae G. Santos ◽  
Kekoa Taparra ◽  
Vinayak Muralidhar ◽  
...  

PURPOSE We identified (1) differences in localized prostate cancer (PCa) risk group at presentation and (2) disparities in access to initial treatment for Asian American, Native Hawaiian, and Pacific Islander (AANHPI) men with PCa after controlling for sociodemographic factors. METHODS We assessed all patients in the National Cancer Database with localized PCa with low-, intermediate-, and high-risk disease who identified as Thai, White, Asian Indian, Chinese, Vietnamese, Korean, Japanese, Filipino, Hawaiian, Pacific Islander, Laotian, Pakistani, Kampuchean, and Hmong. Multivariable logistic regression defined adjusted odds ratios (AORs) with 95% CI of (1) presenting at progressively higher risk group and (2) receiving treatment or active surveillance with intermediate- or high-risk disease, adjusting for sociodemographic and clinical factors. RESULTS Among 980,889 men (median age 66 years), all AANHPI subgroups with the exception of Thai (AOR = 0.84 [95% CI, 0.58 to 1.21], P > .05), Asian Indian (AOR = 1.12 [95% CI, 1.00 to 1.25], P > .05), and Pakistani (AOR = 1.34 [95% CI, 0.98 to 1.83], P > .05) men had greater odds of presenting at a progressively higher PCa risk group compared with White patients (Chinese AOR = 1.18 [95% CI, 1.11 to 1.25], P < .001; Japanese AOR = 1.36 [95% CI, 1.26 to 1.47], P < .001; Filipino AOR = 1.37 [95% CI, 1.29 to 1.46], P < .001; Korean AOR = 1.32 [95% CI, 1.18 to 1.48], P < .001; Vietnamese AOR = 1.20 [95% CI, 1.07 to 1.35], P = .002; Laotian AOR = 1.60 [95% CI, 1.08 to 2.36], P = .018; Hmong AOR = 4.07 [95% CI, 1.54 to 10.81], P = .005; Kampuchean AOR = 1.55 [95% CI, 1.03 to 2.34], P = .036; Asian Indian or Pakistani AOR = 1.15 [95% CI, 1.07 to 1.24], P < .001; Native Hawaiians AOR = 1.58 [95% CI, 1.38 to 1.80], P < .001; and Pacific Islanders AOR = 1.58 [95% CI, 1.37 to 1.82], P < .001). Additionally, Japanese Americans (AOR = 1.46 [95% CI, 1.09 to 1.97], P = .013) were more likely to receive treatment compared with White patients. CONCLUSION Our findings suggest that there are differences in PCa risk group at presentation by race or ethnicity among Asian American, Native Hawaiian, and Pacific Islander subgroups and that there exist disparities in treatment patterns. Although AANHPI are often studied as a homogenous group, heterogeneity upon subgroup disaggregation underscores the importance of further study to assess and address barriers to PCa care.


2018 ◽  
Vol 11 (6) ◽  
pp. 109
Author(s):  
Cengiz Erdik

The purpose of the present research is to determine the correlation between attitude and anxiety of seventh and eighth grade students toward mathematics course and behaviors of mathematics teachers to support and exhibit learner autonomy toward mathematics course. The population of the research was consisted of 1.563 students and 35 mathematics teachers from 22 schools. Research data was collected by means of Learner Autonomy Support Scale and Mathematics Course Attitude and Anxiety Scale. Conclusively, it was revealed that eighth grade students were more anxious, their anxiety levels and attitudes differed according to their success levels, and that they did not exhibit statistically significant difference according to their genders and teachers’ genders. It was determined that there is no statistically significant correlation between level of teachers’ support for learner autonomy and students’ anxiety and attitude levels toward mathematics course.


2017 ◽  
Vol 11 (4) ◽  
pp. 287-305 ◽  
Author(s):  
Rosna Awang-Hashim ◽  
Rajaletchumi Thaliah ◽  
Amrita Kaur

Purpose The cross-cultural significance of autonomy within self-determination theory is divisive on universal significance. This paper aims to report a sequential exploratory mixed methods study conducted to construct and validate a scale to investigate how, in Malaysian context, the construct of autonomy is conceptualized in comparison with the existing scale owing to cultural variation. Design/methodology/approach Focus group interviews identified dimensions of autonomy support that were specific to Malaysian culture and guided the development of the survey and construct validation was done using structure equation modeling. Findings The results show that the proposed scale has satisfactory psychometric properties, and the hypothesized model had a good fit to the data. The new scale produced four dimensions of teacher autonomy support, namely, responsible, approachable, shows respect and conveys confidence, with three items in each dimension. Malaysian secondary school students’ perception of autonomy support was found to be distinctive from the traditional measure. Originality/value Implications for teachers are discussed for culturally meaningful interpretation of the autonomy construct for classroom teaching practices.


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