D.Ed. - Educational Psychology
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Item Family and Community Engagement in Hawai‘i Through a Decolonial Lens(University of Hawaii at Manoa, 2022) Jensen, Joan Umiokalani; Yamauchi, Lois A.; Educational PsychologyUsing an Indigenous research and multi-case study design, this study examined the family and community engagement experiences and practices at three Hawaiʻi public schools. Because of the limitations and consequences associated with conventional engagement models with diverse families and communities, Culturally Sustaining Indigenous Family Engagement and Equitable Community-School Collaborations frameworks were employed to bring a decolonial lens to family engagement practices in diverse, Indigenous places. Data collection included interviews with 33 principals, teachers, other school staff, parents, and community members, and relevant family engagement documents including the State’s School Quality Survey data, school academic plans, and family engagement assessment reports. Findings suggest that schools did their best to engage families and communities, especially during the COVID pandemic. Schools addressed similar barriers to engagement such as time, technology, and communication, but had difficulty engaging multilingual families. Engagement strategies and practices mostly aligned with conventional family engagement models, but individual practices and ideas began to approach aspects of Indigenous engagement and Equitable Community-School Collaborations. Results suggest that schools shifting from structural, school-based approaches and activities to relationship building could benefit multilingual families and others that do not regularly engage on school campuses. Building upon individual-level awareness and actions aligned with equitable engagement to develop systemic planning and practice can facilitate this shift. Centering the needs and cultural perspectives of nondominant families in family engagement practice could also help schools increase their decolonial potential along a continuum moving towards anti-oppressive systems.Item The Influence of Self-Efficacy and Hawaiian Identity on Academic Performance among First Year Native Hawaiian Community College Students(University of Hawaii at Manoa, 2020) Nakoa, Michaelyn Napualanimekamaileokaala; Yamauchi, Lois A.; Liu, Min; Educational PsychologyImproving programs and strategies addressing the long-term historical effects of language loss and cultural practices in the current education system for the Hawaiian population is at the forefront of educational research in Hawaiʻi. This study focused on the effects of academic self-efficacy and Hawaiian identity on academic achievement among first year Native Hawaiian students at a community college in Honolulu. The study was framed by Bandura’s (1989) concept of triadic reciprocal causation. Factor analysis and structural equation modeling were employed to examine the structure of the latent factors, self-efficacy and Hawaiian identity, and their relationship to each other and their effects on GPA, persistence and grades in English, math, Hawaiian studies and Hawaiian language courses. Results revealed significant positive relationships between all the factors representing the two latent constructs. One factor, representing students’ self-efficacy in engaging in classroom activities, positively affected GPA. Self-efficacy in understanding what one was learning and being able to study and manage one’s time had a positive effect on students’ Hawaiian language grade. Recommendations are provided to improve measurement of Hawaiian identity through application of Critical Race Theory to scale development. Alternate ways to define and measure success such as community engagement, giving back and through use of student goals are suggested.