THE DEMISE OF HAWAIIAN LANGUAGE COMMON SCHOOLS ATTENDANCE IN THE HAWAIIAN KINGDOM: A HISTORICAL ECONOMETRIC FACTOR AND REVEALED PREFERENCES ANALYSIS
THE DEMISE OF HAWAIIAN LANGUAGE COMMON SCHOOLS ATTENDANCE IN THE HAWAIIAN KINGDOM: A HISTORICAL ECONOMETRIC FACTOR AND REVEALED PREFERENCES ANALYSIS
Date
2022
Authors
Ng, Larson Siu Wah Moke
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Yoshioka, Jon
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Education
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Abstract
The demise of the Hawaiian language medium schools known as the “common schools” during the Hawaiian Kingdom has been an issue that has been widely debated among education historians over the years. Although many theories have been offered, most explanations lacked sufficient quantitative evidence to support their respective views, despite the availability of quantitative data that was officially and meticulously kept by the Kingdom’s government.Consequently, using available Kingdom government documents, this research focused its efforts to econometrically investigate the major demand and supply factors that contributed to the decline of common schools attendance from 1864 to 1893 as well as determine the prevailing and/or whether any shift occurred in aboriginal Hawaiian education revealed preferences in that analysis. After reviewing the historical trends of the Hawaiian population, Kingdom schools, and government funding during that period, a correlation as well as bivariate and multiple regression analyses were employed to statistically determine the relationship and contribution of each factor both individually and synergistically.
Looking at the econometric results, with the exception of government common schools funding, each examined factor did play a role in the decline of common schools attendance. However, only the aboriginal Hawaiian population, the overall number of the Kingdom’s schools, and the number of common schools registered positive individual influence towards common schools attendance. Synergistically, the aboriginal Hawaiian population was found to have the most statistically significant positive effect on common schools attendance, while the growth of the Kingdom’s sponsored English and independent schools had the most statistically significant negative effects. Government funding to non-common schools was found having a negative influence, but effect was determined not statistically significant. Finally, with respect to the question of what was or whether there was any education revealed preferences shift among aboriginal Hawaiians, specific historical trends corroborated by the earlier derived econometric results confirmed that a shift from the Hawaiian language common to English language non-common schools did occur among aboriginal Hawaiians from 1879 to 1893.
The results of this analysis led to a number of implications. The first implication debunks one of the most incorrectly held notions regarding the decline of Hawaiian language common schools. The second implication suggests that the decline of the common schools was not solely due to human intervention, but can be partially attributed to natural causes. The third implication explains how the disparities in funding between the Kingdom’s Hawaiian language common and sponsored English schools were government policy and not conspiracy. The final implication deals with the relationship between aboriginal Hawaiians education revealed preferences and agency.
Finally, this study suggests three areas of future research: additional research to uncover the specific nuances of Hawaiian Kingdom’s common, English, and independent schools; an examination of exogenous factors in regards to the decline of common schools attendance and aboriginal Hawaiian education revealed preferences; and an analysis of the factors that contributed to the rise in the Hawaiian Kingdom’s sponsored English schools attendance. The pursuit of these endeavors would not only enhance the current understanding of the decline of common schools attendance and aboriginal Hawaiian education revealed preferences, but could also provide current Hawaiian educators with accurate and reliable Kingdom era kupuna knowledge that could inform future directions aboriginal Hawaiian education should take to not only maximize knowledge acquisition, but also prepare their students to contribute to the national restoration and sovereign administration of Lāhui Hawai‘i.
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Keywords
Education history,
Pacific Rim studies,
Public policy,
Common Schools,
Hawaiian Education,
Hawaiian Kingdom,
School Choice,
Student Attendance,
ʻŌlelo Hawai‘i
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127 pages
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