The Long-Term Influences of a High School Hawaiian Studies Program on Graduates
| dc.contributor.author | Goto, Kawehionalani K. | |
| dc.contributor.department | Educational Psychology | |
| dc.date.accessioned | 2019-05-28T19:53:27Z | |
| dc.date.available | 2019-05-28T19:53:27Z | |
| dc.date.issued | 2018-05 | |
| dc.description.abstract | Scholars have recognized the importance of culturally relevant education in cultivating student success and academic achievement. However, little is known about how Hawaiian culturally relevant education influences graduates’ academic, personal, and career goals throughout adulthood. This qualitative study examined graduates’ perspectives of a Hawaiian culturally relevant program at Waiʻanae High School. Individual interviews and surveys were conducted with six graduates in adulthood. A longitudinal perspective was examined using interviews from two previous studies of the same graduates. Two theoretical frameworks were used in the study: The Positive Youth Development model, that was found to be connected but not representative of the graduates’ experiences in adulthood, and the Bridging Multiple Worlds theory, that highlighted the multidimensional nature of academic pathways through adulthood and into career. The study examined graduates’ experiences using grounded theory methods. A key finding was that in adulthood, graduates reflected upon the value of their relationships in their educations and their influences across time. | |
| dc.identifier.uri | http://hdl.handle.net/10125/62370 | |
| dc.language | eng | |
| dc.publisher | University of Hawaii at Manoa | |
| dc.title | The Long-Term Influences of a High School Hawaiian Studies Program on Graduates | |
| dc.type | Thesis | |
| dc.type.dcmi | Text | |
| dcterms.description | M.Ed. Thesis. University of Hawaiʻi at Mānoa 2018. | |
| dcterms.spatial | Hawaii |
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