The Economic Sustainability of Culture in Hawai’i: Tourists’ Willingness to Pay for Hawaiian Cultural Experiences

Given the current travel restrictions with the COVID-19 pandemic, there is an unprecedented opportunity for Hawai’i to reexamine its current tourism offerings and establish a new approach to support a more authentic, cultural, and sustainable tourism for the U.S. domestic tourist market. As tourists from the continental U.S. are the largest source market for visitors to Hawai’i, the purpose of this study is to examine the trend towards an “authentic cultural” tourism experience and evaluate whether U.S. visitors will be willing to pay for a deeper integration and representation of Hawaiian culture in tourism offerings. The contingent valuation method (CVM) was adopted to quantify the willingness to pay (WTP) more by the tourists to Hawaii in order to experience a more “authentic Hawaiian cultural experience” as well as “sustainable experiences”. Differences between returning and first-time visitors were considered. This study focused on continental U.S. visitors’ perceptions of Hawaiian culture and the sustainability of Hawaiian tourism products, as well as the assessment of locally grown food and tourists’ willingness to pay extra for these tourism products and experiences. The contingent valuation survey demonstrated that continental U.S. travelers were supportive of an additional fee in order to experience authentic Hawaiian cultural and tourism experiences designed and/or facilitated by Native Hawaiians. In addition, U.S. visitors were also supportive of paying additional fees for activities or experiences to support sustainable tourism in Hawai’i, including paying more for locally grown food, indicating that they would be willing to increase their restaurant/hotel food bill in order to support the Hawaii’s local farming industry. The results of this study demonstrate that there are economic opportunities to further integrate Hawaiian culture and sustainability into the experience of visitors, and that U.S. visitors are willing to support these cultural activities financially.

“Finding the Other Half of Me”: Culture-Based Approaches to Music Education in Hawaiʻi

The purpose of this study was to examine how Hawaiian music teachers describe their uses of Hawaiian culture–based educational approaches in the music classroom. The theoretical lens of culture-based education framed the study in that it emphasizes increased attention to questions of cultural restoration within Indigenous communities. A collective descriptive case-study design was used to illuminate the complexities and particularities of the phenomenon of Hawaiian culture–based education utilized by four participant music teachers in their own particular contexts. Data collection included three interviews with each teacher participant, a student focus group interview at each school site, and field notes taken from in-person observations of each music classroom. Analysis revealed four themes central to the participants’ experiences, including teachers’ diverse approaches to culture-based education, their sources of cultural understanding, how they addressed or navigated challenges, and the multiple layers of meaning that they and their students derived from these culture-based approaches. Particularly compelling were findings related to each teacher’s identity and relationship to Hawaiian culture, complicated issues of authenticity related to performing and teaching Hawaiian music, and the centrality of positive relationships to culture-based approaches.

Do you Vape With Aloha?: How culture and place are used to spread misinformation on Instagram

Background Forty-two percent of high school teens in Hawai'i have tried e-cigarettes, double the United States' national average. Native Hawaiians have higher use than other racial/ethnic groups. While Hawai'i state law prohibits tobacco sales to anyone under 21, many Hawai'i adolescents purchase e-cigarettes on the internet, often through social media. Methods We collected 717 public Instagram posts from April and December 2018 geotagged in Hawai'i that mentioned one or more hashtag search terms (e.g., #vape, #ecig). All relevant, working posts (n = 476) were manually coded for text and image characteristics. Results Over 80% of posts were from vape shops (n = 389 of 476;81.7%). Caption text commonly mentioned brand names (n = 409;85.9%), vape shop names (n = 379;79.6%), and flavors (n = 103;21.6%). The most frequent image elements were logos (n = 395;82.7%), e-cigarettes (n = 324;68.1%), and flavors (n = 110;23.1%). Less than one in 50 (n = 9;1.8%) included caption text warnings. One in five posts (n = 94,19.7%%) featured content specific to Hawai'i including references to Native Hawaiian culture, flavors and foods, scenery, plants, animals, and language. For example, “Hawai'i Nei...Stay Blessed n Vape With Aloha” or “Ma'o Hau Hele” is the state flower of Hawaii, combined with a refreshing sweet raspberry it makes the perfect balance of flavor.” User engagement (i.e., likes) varied, with a median of 17 likes per post (range: 0-308). Posts with Hawaiian cultural elements received significantly more likes than other posts (median: 22 versus 16;p=0.0047). Conclusions Culture is a critical strength that can support positive health outcomes in many communities. Vape shops and product promoters explicitly misappropriated Native Hawaiian culture to sell e-cigarettes on Instagram, while downplaying known harms. Adolescents and young adults may be particularly vulnerable given social media's role as a powerful health behavior influence and an e-cigarette purchasing source. Key messages Health misinformation is contextualized within culture and place in a way that is compelling to users, may put youth at particular risk, and can perpetuate health disparities. Our study supports tailored health campaigns and interventions for local communities and cultures to combat such online misinformation.

Saving ‘Ōhi‘a

‘Ōhi‘a lehua is a species of tree endemic to the islands of Hawai‘i. Its existence is vital to the survival of many pollinator insects and endangered bird species and to the integrity of multiple islands’ watersheds. Rapid ‘Ōhi‘a Death (ROD) is an emerging fungal disease that poses a significant health risk for these trees and is spread by human traffic, ambrosia beetles, and wind dispersal. Loss of ‘ōhi’a forests will negatively affect Hawai‘i’s economy and ecology and will have detrimental impacts on Hawaiian culture, particularly because of the role of lehua flowers in hula. While transmission of ROD Death is not yet fully understood, human activity is currently considered the main proponent of its spread. Hawai‘i’s economy is largely built on the tourism industry; however, tourists are often unaware of the disease and the practices implemented to contain the current outbreak while visiting the Hawaiian Islands. ROD is a conservation issue that connects humans with the environment and must be addressed using a one-health perspective. This article aims to elucidate the anthropogenic factors contributing to the depletion of ‘ōhi‘a lehua through the spread of ROD and to propose prevention measures that can be adopted by citizens and visitors. At the end of this case study, readers will understand the cultural, ecological, and economic significance of ‘ōhi’a lehua. Readers will also be able to identify important stakeholders and examine the complexity of behavior change in conservation issues.

Talking Story: Understanding Culture-based Curricula

<p>The phenomenological study investigated the perceptions of teachers who implemented a culture-based curriculum at an elementary school on Oahu. Aloha ‘Āina is a culture-based curriculum with instruction and student learning grounded in the values, norms, knowledge, beliefs, practices, experiences, and language that are the foundation of the Hawaiian culture. Eight teachers were interviewed after they used the culture-based curriculum in their classrooms during one semester. Data analysis revealed four categories: teachers’ initial experiences, student engagement, challenges and opportunities, and meaningful experiences. Teachers were challenged by the culture-based education program and teachers’ perceptions of the Aloha ‘Āina curriculum were positive, most agreeing that it helped students to learn and improve student engagement through hands-on learning in and outside of the classroom.</p><p><em>Keywords:</em> Aloha ‘Aina, culture-based curricula, place-based education,</p>

Examining Long-Term Service and Support Needs and Preferences of Native Hawaiian Elders: A Mixed-Method Approach

Objective: The Native Hawaiian population experiences numerous disparities in health and income. Using a mixed-method research (MMR) design, we summarize findings from three phases of an MMR approach used to uncover kūpuna (elder) long-term service and support (LTSS) needs and care preferences. Methods: Key informants in Hawaiian health were interviewed, secondary analyses of large state data sets were conducted, and kūpuna and “ohana (family) caregivers were engaged in listening sessions. Results: Quantitative data confirmed numerous health disparities experienced by older Native Hawaiians, whereas qualitative data exposed their limited knowledge of this poor health profile and revealed their historical and contemporary experiences with discrimination in education, employment, and health care. Hawaiian culture was identified as a continued source of resilience in support of elders and family caregiving regardless of geographic setting. Discussion: We suggest three practice, policy, and research directions that offer the potential to respond to and improve kūpuna health and service use.

Magnifying English Language Learners' Success Through Culturally Relevant Teaching and Learning Frameworks

There is a need to amplify the voices of English language learners through authentic language and literacy learning using a multifaceted culturally relevant and responsive teaching and learning framework that encompasses social justice. Specifically, framing the chapter through the lens of the sociocultural theory to better recognize, acknowledge, and understand the influence of culturally relevant learning. Culture plays a crucial role in forming identity and agency, so we must rethink the effect of culturally relevant pedagogy by linking principles of learning to the cultural realities of children, families, and communities on literacy. English language learners require more empowering and engaging pedagogy that actively involves them in learning experiences while developing self-efficacy through varied opportunities for academic and linguistic proficiency development to further support them as global scholars. As such, parallels exist in literacy development across diverse people and cultures, specifically the Mexican American culture and the Native Hawaiian culture.