Stoking the Fires for Māori & Pacific Student Success in Psychology

References

• Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis iteration (BES). Ministry of Education. https://www.educationcounts.govt.nz/publications/series/2515/5959
   Google Scholar
• Anae, M. (2010). Research for better Pacific schooling in New Zealand: Teu le va – a Samoan perspective. MAI Review, 1(1), 1–24.
   Google Scholar
• Anae, M., Coxon, E., Mara, D., Samu, T., & Finau, C. (2001). Pasifika education research guidelines. Ministry of Education. https://www.educationcounts.govt.nz/publications/pasifika/5915
   Google Scholar
• Arahanga-Doyle, H., Hunter, J. A., Matahiki, P., Joseph, A., Murray, K., & Scarf, D. (2019). Indigenous principles of belonging to strengthen the student experience in Aotearoa New Zealand. In D. Esteves, D. Scarf, D. Pinheiro, H. Arahanga-Doyle, & J. Hunter (Eds.), Global perspectives on university students (pp. 1–20). Nova Science Publishers.
   Google Scholar
• Barney, K. (2018). ‘We need more mob doing research’: Developing university strategies to facilitate successful pathways for Indigenous students into higher degrees by research. Higher Education Research & Development, 37(5), 908–922. https://doi.org/10.1080/07294360.2018.1467382
   Web of Science ®Google Scholar
• Benseman, J., Coxon, E., Anderson, A., & Anae, M. (2006). Retaining nontraditional students: Lessons learnt with Pasifika students in New Zealand. Higher Education Research & Development, 25(2), 147–162. https://doi.org/10.1080/07294360600610388
   Google Scholar
• Berryman, M., Pennicott, K., & Tiatia, S. (2019). Te puna wai ora, e tu atu nei e: Stand up, stand strong, and be proud. In E. McKinley, & L. Smith (Eds.), Handbook of Indigenous education (pp. 1269–1293). Springer. https://doi.org/10.1007/978-981-10-3899-0_53
   Google Scholar
• Bhopal, K. (2017). Addressing racial inequalities in higher education: Equity, inclusion and social justice. Ethnic and Racial Studies, 40(13), 2293–2299. https://doi.org/10.1080/01419870.2017.1344267
   Web of Science ®Google Scholar
• Boon-Nanai, J., Ponton, V., Haxell, A., & Rasheed, A. (2017). Through Pacific/Pasifika lens to understand students experiences to promote success within New Zealand tertiary environment. Sociology Study, 7(6), 293–314. https://doi.org/10.17265/2159-5526/2017.06.001
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Cote-Meek, S. (2019). The age of reconciliation: Transforming postsecondary education. In E. McKinley, & L. Smith (Eds.), Handbook of Indigenous education (pp. 937–954). Springer. https://doi.org/10.1007/978-981-10-3899-0_37
   Google Scholar
• Curtis, E. T. (2018). Vision 20:20 and Indigenous health workforce development: Institutional strategies and initiatives to attract underrepresented students into elite courses. In M. Shah, & J. McKay (Eds.), Achieving equity and quality in higher education. Palgrave studies in excellence and equity in global education. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-78316-1_6
   Google Scholar
• Curtis, E., Reid, P., & Jones, R. (2014). Decolonising the academy: The process of re-presenting Indigenous health in tertiary teaching and learning. In F. Cram, H. Phillips, P. Sauni, & C. Tuagalu (Eds.), Māori and Pasifika higher education horizons (pp. 147–165). Emerald Group Publishing. https://doi.org/10.1108/S1479-364420140000015015
   Google Scholar
• Curtis, E., Townsend, S., & Airini. (2012). Improving indigenous and ethnic minority student success in foundation health study. Teaching in Higher Education, 17(5), 589–602. https://doi.org/10.1080/13562517.2012.658559
   Web of Science ®Google Scholar
• Curtis, E., Wikaire, E., Kool, B., Honey, M., Kelly, F., Poole, P., Barrow, M., Airini, Ewen, S., & Reid, P. (2015). What helps and hinders Indigenous student success in higher education health programmes: A qualitative study using the Critical Incident Technique. Higher Education Research & Development, 34(3), 486–500. https://doi.org/10.1080/07294360.2014.973378
   Web of Science ®Google Scholar
• Durie, M. (1998). Te Mana Te Kawanatanga: The politics of Mäori self-determination. Oxford University Press. ISBN-13: 978-0195583670.
   Google Scholar
• Fua, S. J. (2008). Faiako ma'a Tonga. Unpublished manuscript. Institute of Education, The University of the South Pacific, ‘Atele, Tonga. http://repository.usp.ac.fj/5394/1/Faiako_Ma'a_Tonga_(The_Teacher_for_Tonga)_Framework.pdf
   Google Scholar
• Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for indigenizing the Canadian academy. AlterNative: An International Journal of Indigenous Peoples, 14(3), 218–227. https://doi.org/10.1177/1177180118785382
   Google Scholar
• Gilbert, S. (2019, October 14). Embedding Indigenous epistemologies and ontologies whilst interacting with academic norms. The Australian Journal of Indigenous Education, 1–7. https://doi.org/10.1017/jie.2019.18
   Web of Science ®Google Scholar
• Hollinsworth, D., Raciti, M., & Carter, J. (2020, April 22). Indigenous students’ identities in Australian higher education: Found, denied, and reinforced. Race, Ethnicity and Education. https://doi.org/10.1080/13613324.2020.1753681
   Google Scholar
• Ka’ili, T. (2005). Tauhi vä: Nurturing Tongan sociospatial ties in Maui and beyond. The Contemporary Pacific, 17(1), 83–114. https://doi.org/10.1353/cp.2005.0017
   Web of Science ®Google Scholar
• Levy, M. (2018). Statement of claim under The Treaty of Waitangi Act 1975 (WAI 2725, #1.1.1) in the matter of The Health Services and Outcomes Kaupapa Inquiry. https://forms.justice.govt.nz/search/Documents/WT/wt_DOC_137601318/Wai%202725%2C%201.1.001.pdf
   Google Scholar
• Levy, M. P. (2002). Barriers and incentives to Māori participation in the profession of psychology: A report for the New Zealand Psychologists’ Board. https://researchcommons.waikato.ac.nz/handle/10289/457
   Google Scholar
• Macfarlane, A. H., Macfarlane, S., Cavanagh, T., Angel, M. N., Duckworth, F., & Fickel, L. H. (2019). Psychosocial analyses and actions for promoting restorative schools: Indigenous determinants connecting three international sites. In E. McKinley, & L. Smith (Eds.), Handbook of Indigenous education. Springer. https://doi.org/10.1007/978-981-10-3899-0_36
   Google Scholar
• Māhina, H. O. (2008). From vale (ignorance) to ‘ilo (knowledge) to poto (skill) the Tongan theory of ako (education): Theorising old problems anew. AlterNative: An International Journal of Indigenous Peoples, 4(1), 67–96. https://doi.org/10.1177/117718010800400108
   Google Scholar
• Major, D. N. (2017). ‘Everything has shaped you’: Contributors to young Māori university students’ ability to flourish [Thesis, Master of Applied Psychology (MAppPsy)]. University of Waikato. https://hdl.handle.net/10289/11334
   Google Scholar
• Marsh, D., & Eastwood, K. (2017). Sciboost: A collaborative approach to enhancing Māori and Pacific achievement in science and engineering. ATLAANZ Journal, 2(1), 82–101. https://doi.org/10.26473/atlaanz.2017.2.1/005
   Google Scholar
• Masters, B., Levy, M., Thompson, K., Donnelly, A., & Rawiri, C. (2004). Creating whanaungatanga: Kaupapa Maori support in the psychology department at the University of Waikato. Network Journal of the College of Community Psychologists, 16(2), 29–36. https://hdl.handle.net/10289/782
   Google Scholar
• McNamara, R. A., & Naepi, S. (2018). Decolonizing community psychology by supporting Indigenous knowledge, projects, and students: Lessons from Aotearoa New Zealand and Canada. American Journal of Community Psychology, 62(3–4), 340–349. https://doi.org/10.1002/ajcp.12296
   PubMed Web of Science ®Google Scholar
• Mila, K. (2016). Mana Moana: Healing the Vā, developing spiritually and culturally embedded practices. In L. Béres (Ed.), Practising spirituality: Reflections on meaning-making in personal and professional contexts (pp. 61–78). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-55685-1_5
   Google Scholar
• Ministry of Education. (2019). Tertiary student qualification and course completions. https://www.educationcounts.govt.nz/statistics/tertiary-education/retention_and_achievement
   Google Scholar
• Mutu, M. (2014). Indigenizing the University of Auckland. Canadian Journal of Native Education, 37(1), 63–85. http://hdl.handle.net/2292/26254
   Google Scholar
• Naepi, S. (2015). Navigating the currents of kaupapa Māori and Pan-pacific research methodologies in Aotearoa New Zealand. Mai Journal, 4(1), 71–84. MAIJrnl_V4Iss1_Naepi.pdf
   Google Scholar
• Nakhid, C. (2006). Ethics and the obstruction of social justice for Maori and Pasifika (Pacific Islands) students in tertiary institutions in Aotearoa (New Zealand). Race Ethnicity and Education, 9(3), 295–305. https://doi.org/10.1080/13613320600807683
   Google Scholar
• Nikora, L. W., Levy, M. P., Henry, J., & Whangapirita, L. (2002). An evaluation of Te Rau Puawai Workforce 100: Addressing the recruitment and retention of Maori students in tertiary education institutions: A literature review. Maori & Psychology Research Unit, University of Waikato. https://researchcommons.waikato.ac.nz/handle/10289/454
   Google Scholar
• Pihama, L. (2001). Tīhei mauri ora: honouring our voices: mana wahine as a kaupapa Māori: theoretical framework (Doctor of Philosophy in Education), University of Auckland, New Zealand. http://hdl.handle.net/2292/1119
   Google Scholar
• Reynolds, M. (2016). Relating to Va: Re-viewing the concept of relationships in Pasifika education in Aotearoa New Zealand. AlterNative: An International Journal of Indigenous Peoples, 12(2), 190–202. https://doi.org/10.20507/AlterNative.2016.12.2.7
   Google Scholar
• Rua, M. R., & Nikora, L. (1999). An evaluation of the effectiveness of social equity strategies for Maori students in the School of Science and Technology. Report prepared for the Social Equity Office, School of Science and Technology, University of Waikato. Hamilton, New Zealand: Maori and Psychology Research Unit, University of Waikato. https://researchcommons.waikato.ac.nz/handle/10289/785
   Google Scholar
• Samu, T. W. (2006). The ‘Pasifika Umbrella’ and quality teaching: Understanding and responding to the diverse realities within. Waikato Journal of Education, 12, 129–140. https://doi.org/10.15663/wje.v20i3.229
   Google Scholar
• Sciascia, A. (2017). Māori learner success in tertiary education: Highlights from Ako Aotearoa supported research projects. Ako Aotearoa. https://ako.ac.nz/assets/reports/Synthesis-reports/SYNTHESIS-REPORT-Maori-learner-success-in-tertiary-education-Highlights-from-Ako-Aotearoa-supported-research-projects.pdf
   Google Scholar
• Shields, C., Bishop, R., & Mazawi, A. E. (2005). Pathologizing practices: The impact of deficit thinking in education. Peter Lang. ISBN-13: 978-0820469386.
   Google Scholar
• Smith, T. (2018). Te awe o te kaiwhakahaere: The role of Māori administrators in universities [Doctoral dissertation, Auckland University of Technology]. http://hdl.handle.net/10292/11500
   Google Scholar
• Smith, L. T., Maxwell, T. K., Puke, H., & Temara, P. (2016). Indigenous knowledge, methodology and mayhem: What is the role of methodology in producing Indigenous insights? A discussion from mātauranga Māori. Knowledge Cultures, 4(3), 131–156. https://hdl.handle.net/10289/11493
   Google Scholar
• Solorzano, D., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69(1/2), 60–73. https://www.jstor.org/stable/2696265
   Google Scholar
• Thaman, K. H. (1997). Reclaiming a place: Towards a pacific concept of education for cultural development. The Journal of the Polynesian Society, 106(2), 119–130. http://repository.usp.ac.fj/6744/
   Web of Science ®Google Scholar
• Timutimu, N., Simon, J., & Matthews, K. M. (1998). Historical research as a bicultural project: Seeking new perspectives in the New Zealand native schools system. History of Education, 27(2), 109–124. https://doi.org/10.1080/0046760980270201
   Google Scholar
• Webber, M., & Macfarlane, A. (2017). The transformative role of iwi knowledge and genealogy in Māori student success. In E. McKinley, & L. Smith (Eds.), Handbook of Indigenous education (pp. 1–25). Springer. https://doi.org/10.1007/978-981-10-1839-8_63-1
   Google Scholar
• Wendt, A. (1999). Afterword: Tatauing the post-colonial body. In V. Hereniko, & R. Wilson (Eds.), Inside out: Literature, cultural politics, and identity in the new Pacific (pp. 399–412). Rowman & Littlefield. ISBN-10 084769142X, 0847691438.
   Google Scholar