scholarly journals Te Pītau o te Tuakiri: Affirming Māori Identities and Promoting Wellbeing in State Secondary Schools

2021 ◽  
Author(s):  
◽  
Arama Rata
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Secondary Schools ◽  
Thematic Analysis ◽  
Identity Negotiation ◽  
Psychological Wellbeing ◽  
Cultural Engagement ◽  
Causal Pathways ◽  
Cultural Interventions ◽  
The Impact

<p>Numerous researchers have posited links between ethnic identity and psychological wellbeing (Phinney, 1992; Martinez & Dukes, 1997; Roberts, Phinney, Masse, Chen, Robers, & Romero, 1999; Houkamau & Sibley, 2011), and Māori cultural interventions have been suggested as a means of promoting a range of positive outcomes (e.g. M. Durie, 1998; Durie, 2003b; Lawson-Te Aho, 1998). However, longitudinal evidence of causal pathways between Māori ethnic identity and psychological wellbeing remains scarce, and evidence of the positive impacts of cultural interventions is not well documented. The present thesis investigates Māori identity development in the context of State secondary schools, and explores the relationships between Māori cultural engagement, Māori identity, and psychological wellbeing. A methodology that incorporates both mātauranga Māori (Māori knowledge) and Western scientific knowledge bases and research methods was applied. Interviews were held with Māori students and their whānau (families) at a State secondary school where a community-driven initiative to improve Māori student outcomes took place. Thematic analysis was used to generate Te Korowai Aroha Framework, outlining how Māori cultural initiatives can enable schools to fulfil their duty of care and meet Māori community needs by affirming individuals‟ cultural identity and agency, by building relationships based on mutual respect, and by working collaboratively within the school and with external services providers. Thematic analysis of these interviews was also conducted to generate The Pōwhiri Identity Negotiation Framework. The pōwhiri (formal welcome), in which Māori creation narratives are ritually re-enacted, is used as a metaphor for Māori identity negotiation. The stages of creation Te Kore, Te Pō, Te Whaiao, and Te Ao Marama are used to describe, respectively: those who were yet to display interest in Māori cultural identities; those who were interested in developing their Māori identities; those who were actively exploring their Māori identities; and those who felt secure in their Māori identities. Quantitative longitudinal survey data from over 300 Māori adolescents in the Youth Connectedness Project was then analysed. Structural Equation Modelling revealed that Māori cultural engagement positively predicted Māori ethnic identity, and that Māori ethnic identity positively predicted psychological wellbeing, in support of hypotheses. In addition, Hierarchical Linear Modelling revealed that the higher a school‟s level of Māori cultural promotion, the higher the ethnic identity of its students was likely to be. The results of this thesis demonstrate the impact of school cultural environments on individual identity development, and provide evidence that cultural engagement initiatives can enhance Māori identities, which in turn can increase psychological wellbeing. The results from the studies presented in this thesis are incorporated into Te Pītau o te Tuakiri framework, outlining how Māori identities can be nurtured, and the results are also used to offer guidelines for individuals wishing to become more engaged in Māori culture, and institutions wishing to become more responsive to Māori communities. These findings are used to challenge educators and policy makers to ensure schools and other State institutions support Māori cultural expression and affirm Māori identities.</p>

scholarly journals Te Pītau o te Tuakiri: Affirming Māori Identities and Promoting Wellbeing in State Secondary Schools

2021 ◽  
Author(s):  
◽  
Arama Rata
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Secondary Schools ◽  
Thematic Analysis ◽  
Identity Negotiation ◽  
Psychological Wellbeing ◽  
Cultural Engagement ◽  
Causal Pathways ◽  
Cultural Interventions ◽  
The Impact

<p>Numerous researchers have posited links between ethnic identity and psychological wellbeing (Phinney, 1992; Martinez & Dukes, 1997; Roberts, Phinney, Masse, Chen, Robers, & Romero, 1999; Houkamau & Sibley, 2011), and Māori cultural interventions have been suggested as a means of promoting a range of positive outcomes (e.g. M. Durie, 1998; Durie, 2003b; Lawson-Te Aho, 1998). However, longitudinal evidence of causal pathways between Māori ethnic identity and psychological wellbeing remains scarce, and evidence of the positive impacts of cultural interventions is not well documented. The present thesis investigates Māori identity development in the context of State secondary schools, and explores the relationships between Māori cultural engagement, Māori identity, and psychological wellbeing. A methodology that incorporates both mātauranga Māori (Māori knowledge) and Western scientific knowledge bases and research methods was applied. Interviews were held with Māori students and their whānau (families) at a State secondary school where a community-driven initiative to improve Māori student outcomes took place. Thematic analysis was used to generate Te Korowai Aroha Framework, outlining how Māori cultural initiatives can enable schools to fulfil their duty of care and meet Māori community needs by affirming individuals‟ cultural identity and agency, by building relationships based on mutual respect, and by working collaboratively within the school and with external services providers. Thematic analysis of these interviews was also conducted to generate The Pōwhiri Identity Negotiation Framework. The pōwhiri (formal welcome), in which Māori creation narratives are ritually re-enacted, is used as a metaphor for Māori identity negotiation. The stages of creation Te Kore, Te Pō, Te Whaiao, and Te Ao Marama are used to describe, respectively: those who were yet to display interest in Māori cultural identities; those who were interested in developing their Māori identities; those who were actively exploring their Māori identities; and those who felt secure in their Māori identities. Quantitative longitudinal survey data from over 300 Māori adolescents in the Youth Connectedness Project was then analysed. Structural Equation Modelling revealed that Māori cultural engagement positively predicted Māori ethnic identity, and that Māori ethnic identity positively predicted psychological wellbeing, in support of hypotheses. In addition, Hierarchical Linear Modelling revealed that the higher a school‟s level of Māori cultural promotion, the higher the ethnic identity of its students was likely to be. The results of this thesis demonstrate the impact of school cultural environments on individual identity development, and provide evidence that cultural engagement initiatives can enhance Māori identities, which in turn can increase psychological wellbeing. The results from the studies presented in this thesis are incorporated into Te Pītau o te Tuakiri framework, outlining how Māori identities can be nurtured, and the results are also used to offer guidelines for individuals wishing to become more engaged in Māori culture, and institutions wishing to become more responsive to Māori communities. These findings are used to challenge educators and policy makers to ensure schools and other State institutions support Māori cultural expression and affirm Māori identities.</p>

scholarly journals Formovanie kultúrnej a etnickej identity Maoriov prostredníctvom príslušnosti ku gangu

2021 ◽  
Vol 2021 (1) ◽  
pp. 61-84
Author(s):  
Lucia Bistárová ◽  
Keyword(s):  
New Zealand ◽  
Identity Development ◽  
Cultural Identity ◽  
Rural Areas ◽  
Sense Of Belonging ◽  
Cultural Engagement ◽  
Ethnic And Cultural Identity ◽  
Cultural Identity Development ◽  
The Impact

Though often called a “heaven on Earth” New Zealand suffers from a serious problem with gangs. Ethnic gangs have dominated the New Zealand gang scene since the 70s when many Maoris left traditional rural areas and migrated in search of work to the cities but ended up in poverty because of lack of skills and poorly-paid jobs. Maori urbanization and the dual pressures of acculturation and discrimination resulted in a breakdown of the traditional Maori social structures and alienated many from their culture. Maoris who have been unable to maintain their ethnic and cultural identity through their genealogical ties and involvement in Maori culture attempt to find it elsewhere. For many of those that have lost contact with their cultural and ethnic links gangs have replaced families and community and provides individuals with a sense of belonging and safety. The aim of this article is to demonstrate the role of gangs in Maori ethnic and cultural identity development. This paper demonstrates the impact of gang environment on individual identity development and provides evidence that cultural engagement initiatives can enhance Maori identities, which in turn could increase psychological and socio-economic wellbeing.

How Does Ethnic Identity Relate to Adjustment for Minoritized Students? A Two-Site Comparison of Large Public Universities

2021 ◽  
pp. 152102512110226
Author(s):  
Aygul N. Batyrshina ◽  
Joseph A. Anistranski ◽  
B. Bradford Brown
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Students Of Color ◽  
Academic Adjustment ◽  
Multiple Group ◽  
Adolescents Of Color ◽  
Institutional Contexts ◽  
Public Research Universities ◽  
Developmental Significance ◽  
The Impact

Research suggests that achieved ethnic identity has positive implications for the adjustment of Adolescents of Color. However, researchers know very little about whether (or how) the impact of achieved ethnic identity extends into college years. To explore this, our study examined the effects of ethnic identity on both social and academic adjustment of Students of Color at two large public research universities with distinct enrollment characteristics. Using multiple group analyses, we tested and confirmed the developmental significance of Phinney’s conceptualization of achieved ethnic identity. In both university contexts, achieved ethnic identity related to academic adjustment for Students of Color. We found no differences in regression paths between the two institutional contexts, supporting the assertion that achieved ethnic identity plays a prominent role in student success for minoritized students across college contexts. Our study extends Phinney’s theory of ethnic identity development to the study of college adjustment.

scholarly journals The Xinjiang Uyghur Autonomous Region as an example of separatism in China

2021 ◽  
Vol 2021 (1) ◽  
pp. 85-104
Author(s):  
Dru C. Gladney ◽  
Keyword(s):  
New Zealand ◽  
Identity Development ◽  
Cultural Identity ◽  
Rural Areas ◽  
Cultural Engagement ◽  
Ethnic And Cultural Identity ◽  
Xinjiang Uyghur Autonomous Region ◽  
Cultural Identity Development ◽  
The Impact

Though often called a “heaven on Earth” New Zealand suffers from a serious problem with gangs. Ethnic gangs have dominated the New Zealand gang scene since the 70s when many Maoris left traditional rural areas and migrated in search of work to the cities but ended up in poverty because of lack of skills and poorly-paid jobs. Maori urbanization and the dual pressures of acculturation and discrimination resulted in a breakdown of the traditional Maori social structures and alienated many from their culture. Maoris who have been unable to maintain their ethnic and cultural identity through their genealogical ties and involvement in Maori culture attempt to find it elsewhere. For many of those that have lost contact with their cultural and ethnic links gangs have replaced families and community and provides individuals with a sense of belonging and safety. The aim of this article is to demonstrate the role of gangs in Maori ethnic and cultural identity development. This paper demonstrates the impact of gang environment on individual identity development and provides evidence that cultural engagement initiatives can enhance Maori identities, which in turn could increase psychological and socio-economic wellbeing.

The Development of Ethnic Identity From Late Childhood to Young Adulthood: Findings From a 10-Year Longitudinal Study of Mexican-Origin Youth

2020 ◽  
Vol 11 (5) ◽  
pp. 709-717
Author(s):  
Chieh Lu ◽  
Verónica Benet-Martínez ◽  
Richard W. Robins
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Ethnic Group ◽  
The United States ◽  
Mexican Origin ◽  
Developmental Task ◽  
Ethnic Minority Youth ◽  
Identity Exploration ◽  
Mexican Origin Youth ◽  
The Impact

Ethnic identity is a crucial developmental task for ethnic minority youth. The present study investigated the development of ethnic identity in a large sample of Mexican-origin youth ( N = 674) assessed biennially from age 10 to 19. Latent growth curve modeling was used to examine the trajectory of ethnic identity and its two facets: exploration (efforts to explore one’s ethnic group) and affirmation (positive connection to one’s ethnic group). Results showed a linear decline over time for ethnic identity and both facets; exploration declined more rapidly than affirmation. Using multigroup modeling, we tested whether the trajectories differ across gender and nativity. Compared to boys, girls’ ethnic identity, exploration, and affirmation decreased less. The trajectories did not differ for youth born in Mexico versus the United States. Discussion considers the impact of developmental, acculturative, and social–contextual processes on ethnic identity development as well unique features of our ethnic identity measure.

Identity Constructions and Negotiations Among 1.5- and Second-Generation Nigerians: The Impact of Family, School, and Peer Contexts

2012 ◽  
Vol 82 (2) ◽  
pp. 255-281 ◽  
Author(s):  
Janet Awokoya
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Second Generation ◽  
Immigrant Youth ◽  
African Immigrant ◽  
Individual Level ◽  
Identity Constructions ◽  
Racial And Ethnic Identity ◽  
The Individual ◽  
The Impact

Past scholarship on immigrant racial and ethnic identity construction tends to ignore the processes by which social context influences identity at the individual level. In this qualitative study, Janet T. Awokoya presents a complex understanding of 1.5- and second-generation African immigrant youths’ identities. Awokoya explores how three major contexts—family, school, and peer groups—affect the ways in which African immigrant youth construct and negotiate their racial and ethnic identities. Further, she contends that the ways in which African immigrant youth are expected to conform to ideals of what it means to be African, Nigerian, African American, and Black, which dramatically shift across contexts, significantly confound the racial and ethnic identity constructions and negotiations for these youth. The article concludes with a discussion of practical and theoretical implications for identity development among Black immigrant youth.

scholarly journals Young Women’s Selfhood on Antidepressants: “Not Fully Myself”

2019 ◽  
Vol 30 (2) ◽  
pp. 268-278
Author(s):  
Celine Wills ◽  
Kerry Gibson ◽  
Claire Cartwright ◽  
John Read
Keyword(s):  
Identity Development ◽  
Young Women ◽  
Thematic Analysis ◽  
Antidepressant Use ◽  
The Impact ◽  
Complex Influence ◽  
The Way

The impact of antidepressants on selfhood is well recognized but little is known about what this means for young women who take antidepressants during a key period for identity development. We analyzed interviews with 16 young women to explore the way that antidepressant use might shape selfhood. Thematic analysis was used to identify a range of potential self-related themes in the participants’ narratives including a “diagnosed self,” “an ill self,” “a normal self,” “a stigmatized self,” “an uncertain self,” and a “powerless self.” Themes highlighted the complex influence of antidepressants on young women’s selfhood. Antidepressants not only offered legitimacy for distress and the opportunity to have a more “normal” self but also left the young women challenged by some of the negative associations with antidepressant use and uncertainty about their identity. Prescribers should be mindful of the impact of antidepressants on young women’s developing selfhood.

HONG KONG SATELLITE CHILDREN IN CANADA: AN EXPLORATORY STUDY OF THEIR EXPERIENCE

1999 ◽  
Vol 33 (01n02) ◽  
pp. 1-21
Author(s):  
HOWARD H. IRVING ◽  
MICHAEL BENJAMIN ◽  
A.K. TAT TSANG
Keyword(s):  
Ethnic Identity ◽  
Hong Kong ◽  
Identity Development ◽  
Thematic Analysis ◽  
Exploratory Study ◽  
Policy Implications ◽  
Ethnic Identity Development ◽  
Immigrant Adolescent ◽  
Socially Constructed

Astronaut families are those in which one or both parents spend much of their time in Hong Kong or Taiwan, leaving their satellite adolescent children to complete their education in Canada. Very little is known about the experiences of these children. For this exploratory study, interviews with 68 satellite children living in Toronto were examined using thematic analysis and the software program — NUD-IST. Three meta-themes emerged, concerned with ethnic identity development, the socially constructed character of immigrant adolescent experience, and the salient role of time in their adjustment to resettlement. Practice/policy implications are discussed.

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