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|Title:||The effects of a culturally sensitive high school intervention program for native hawaiians on student alienation, academic achievement, and dropping out|
|Authors:||Barnard, Beverly J.|
|Keywords:||Alienation (Social psychology) -- Hawaii|
Academic achievement -- Hawaii
Dropout behavior, Prediction of
Hawaiians -- Education (Secondary)
High school students -- Hawaii -- Attitudes
|Abstract:||A culturally sensitive high school intervention program based on the 1989 Carnegie Council Turning Points report and designed as a deterrent to at-risk students of Native Hawaiian ancestry dropping out of school was studied. The Dean (Shoho, 1996) and Margins of Society (MOS) alienation scales (Travis, 1993) were administered to 200 students who participated in the intervention program and a comparable regular program in a large high school in Hawaii. The intervention program is known as the Aloha Academy in the dissertation. The four-factor alienation construct (isolation, normlessness, powerlessness and cultural estrangement) was validated using scores from 190 of the 200 students. A principal components analysis was conducted on 38 items with an oblique rotation. Fourteen items were found to measure the four aspects of alienation in this multiethnic cultural group. A two-way multivariate analysis of variance (MANOVA) procedure was used to determine the effects of the Aloha Academy on student alienation with particular interest in students of Native Hawaiian ancestry. The MANOVA was conducted of four dependent variables of alienation, cultural estrangement, normlessness, isolation, and powerlessness. The independent variables were program (Aloha Academy vs. regular program) and ethnicity (Native Hawaiian and non-Native Hawaiian. In the MANOVA, 75 students were determined to be comparable in the sample (Aloha Academy, 36, and the ,regular program, 39). None of the three effects from the 2 X 2 MANOVA were statistically significant. Three years (1997-1998 through 1999-2000) of grade point averages (GPA), and Stanford Achievement tests (SAT) for reading and mathematics were examined as indicators of academic achievement. The ANCOVA procedures was used for this analysis with the dependent variables program (Aloha Academy vs. regular program) and ethnicity (Native Hawaiian vs. non-Native Hawaiian). The independent variables were GPA, and SAT Reading and Mathematics scores from 1998-1999 and 1999-2000. The covariates were GPA and SAT Reading and Mathematics scores from 1997-1998. Findings from this data showed significance for the intervention program in GPA but not for the contrast between Native Hawaiians vs. non-Native Hawaiians after controlling for the covariate. There was no significance found for any of the effects with SAT scores. The most dramatic results were found with students who stayed in school through their senior year. Five hundred seventy-seven ninth grade students who entered school in 1998-1999 were examined as to how the intervention program reduces the dropout rate of Native Hawaiian and non-Native Hawaiian students. Eighty-five percent of the students who participated in the intervention program during their ninth grade school year stayed in school through their senior year (12th grade). Seventy-two percent of students from all other programs also stayed in school. A logistic regression model was conducted. It was found that students who participated in the intervention program had lower odds of dropping out (chi square = 7.5969, P = 0.0058). The effect of ethnicity (Native Hawaiian vs. non-Native Hawaiian was non-significant. The interaction effect (ethnicity X program) was also non-significant.|
|Description:||Mode of access: World Wide Web.|
Thesis (Ph. D.)--University of Hawaii at Manoa, 2004.
Includes bibliographical references (leaves 80-90).
Also available by subscription via World Wide Web
xii, 93 leaves, bound ill. 29 cm
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|Appears in Collections:||Ph.D. - Educational Psychology|
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