Successful Practices of Micronesian College Students in Hawai‘i: Utilizing Positive Deviants to Develop Strength-Based Student Support Services in Higher Education.
Successful Practices of Micronesian College Students in Hawai‘i: Utilizing Positive Deviants to Develop Strength-Based Student Support Services in Higher Education.
Date
2017-08
Authors
Raatior, Vidalino S.
Contributor
Advisor
Department
Professional Ed Practice
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
Abstract
Since the 1986 ratification of the Compact of Free Association between the Federated
States of Micronesia (FSM) and the United States (US) government, large numbers of
Micronesians have migrated to the US in search of better education, healthcare, and economic
opportunities for their children. Similarly to other new immigrants to the US, Micronesians face
discrimination and other negative stereotypes. While there is a growing number of Micronesians
enrolling in higher education in Hawaiʻi and other US institutions, very little research has been
conducted within this population. Like many institutions of higher education, student support
services for Micronesians are framed entirely by deficit-oriented models often reflecting data
such as low retention and graduation rates. Robust and culturally appropriate data collection
methods that are more informative and responsive are sorely wanting.
This qualitative study applies the Positive Deviance theoretical framework to understand
the strategies and behaviors enabling success for twelve Micronesian college students at the
University of Hawaiʻi at Hilo. What emerged from the study were uncommon strategies and
attitudinal adjustments about individual academic success, cultural adaptations to communal
obligations in a largely individualized learning environment, maximization of limited resources,
and self-regulating behaviors to build self-efficacy.
The results of this study have significant implications for practice in institutions of higher
learning particularly when supporting Micronesian students. It provides information and
strategies for faculty and staff to utilize in developing strength-based approaches to support
student success particularly for migrant students from the Pacific. The findings also provide
viii
valuable information for Micronesian students who strive to develop similar self-regulatory
strategies and attitudinal adjustments to enable their success.
Description
Since the 1986 ratification of the Compact of Free Association between the Federated
States of Micronesia (FSM) and the United States (US) government, large numbers of
Micronesians have migrated to the US in search of better education, healthcare, and economic
opportunities for their children. Similarly to other new immigrants to the US, Micronesians face
discrimination and other negative stereotypes. While there is a growing number of Micronesians
enrolling in higher education in Hawaiʻi and other US institutions, very little research has been
conducted within this population. Like many institutions of higher education, student support
services for Micronesians are framed entirely by deficit-oriented models often reflecting data
such as low retention and graduation rates. Robust and culturally appropriate data collection
methods that are more informative and responsive are sorely wanting.
This qualitative study applies the Positive Deviance theoretical framework to understand
the strategies and behaviors enabling success for twelve Micronesian college students at the
University of Hawaiʻi at Hilo. What emerged from the study were uncommon strategies and
attitudinal adjustments about individual academic success, cultural adaptations to communal
obligations in a largely individualized learning environment, maximization of limited resources,
and self-regulating behaviors to build self-efficacy.
The results of this study have significant implications for practice in institutions of higher
learning particularly when supporting Micronesian students. It provides information and
strategies for faculty and staff to utilize in developing strength-based approaches to support
student success particularly for migrant students from the Pacific. The findings also provide
viii
valuable information for Micronesian students who strive to develop similar self-regulatory
strategies and attitudinal adjustments to enable their success.
Keywords
Micronesia. Positive Deviance,
Strength-based student services
Citation
Extent
Format
Geographic Location
Time Period
Related To
Rights
All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Rights Holder
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.