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Journal articles on the topic 'Hawaiians – Education – Hawaii'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Businger, Steven, M. Puakea Nogelmeier, Pauline W. U. Chinn, and Thomas Schroeder. "Hurricane with a History: Hawaiian Newspapers Illuminate an 1871 Storm." Bulletin of the American Meteorological Society 99, no. 1 (January 1, 2018): 137–47. http://dx.doi.org/10.1175/bams-d-16-0333.1.

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Abstract High literacy rates among Native Hawaiians in the nineteenth century and publication of more than 100 Hawaiian-language newspapers from 1834 to 1948 produced the largest archive of indigenous writing in the Western Hemisphere. These newspapers extend our knowledge of historical environmental events and natural disasters back into the early nineteenth century and deeper into precontact times. Articles reporting observations of meteorological events allowed the authors to reconstruct the track and intensity of an 1871 hurricane that brought devastation to the islands of Hawaii and Maui and to discern historical patterns of droughts and floods in Hawaii. These findings illustrate the value of Hawaiian-language newspapers as resources for science research and science education.

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2

Withy, Kelley, Kehau Bishaw, and Marilyn Link. "Health Careers Recruitment Activities in the Islands." Californian Journal of Health Promotion 3, no. 4 (December 1, 2005): 105–7. http://dx.doi.org/10.32398/cjhp.v3i4.1784.

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To determine the feasibility of a resident physician-based, culturally appropriate method of The Hawaii/Pacific Basin Area Health Education Center (HI/PB AHEC) has a goal of increasing the proportion of the health professions workforce that comes from underrepresented groups, particularly native Hawaiians. This paper discuss some of the HI/PB AHEC partnership and recruitment efforts.

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3

Schoen, Robert, and Barbara Thomas. "Intergroup Marriage in Hawaii, 1969–1971 and 1979–1981." Sociological Perspectives 32, no. 3 (September 1989): 365–82. http://dx.doi.org/10.2307/1389123.

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For residents of Hawaii during the years 1969–1971 and 1979–1981, this article investigates marriage patterns by ethnicity and level of education, using measures that control for the composition of the population. The extent of marriage between members of different ethnic groups is substantial and increasing. Intergroup marriage is not concentrated among particular ethnic groups, nor is it a characteristic of persons with either high or low levels of education. Nevertheless, Hawaii is not a society that ignores ethnicity. There is an ethnic hierarchy, with Chinese, Japanese, and Whites the more favored groups and Hawaiians and Filipinos the less favored. In marriage behavior, that hierarchy is seen in the presence of apparent exchanges between education and ethnicity, as the extent to which women “marry up” with respect to education depends upon the ethnicities of the bride and groom.

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4

Maglione, Christine, Jodi Barnett, and Jay E. Maddock. "Correlates of Low-Fat Milk Consumption in a Multi-Ethnic Population." Californian Journal of Health Promotion 3, no. 4 (December 1, 2005): 21–27. http://dx.doi.org/10.32398/cjhp.v3i4.1778.

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Objective: To assess the correlates of low-fat milk consumption in a multi-ethnic population. Design: Cross-sectional random digit dial telephone survey of adults residing in Hawaii. Setting & Participants: The survey was completed by 600 adults who consumed cow’s milk. Five ethnicities composed over 86% of the sample: Caucasian (36%), Hawaiian (17%), Japanese (18%), Filipino (10%), and Chinese (5%). The average age of participant was 45.6. 84% had completed high school and 35% had completed college. Variables Measured: All variables were self-reported. Type of milk consumed (high-fat vs. low-fat) was the dependent variable. Independent variables included age, gender, ethnicity, body mass, attitude, normative beliefs, and stage of change. Analysis: Chi-squares and logistic regression were used for the analysis (p < .05). Results: Younger and less educated people were less likely to drink low-fat milk, as were Native Hawaiians and Filipinos. In the multivariate analyses only attitudes, normative beliefs, and education were significant predictors. Conclusions and Implications: Attitudes and normative beliefs towards milk consumption explain more of the variance in type of milk consumption than demographic characteristics. This data indicates the feasibility of testing interventions designed to influence attitudes and normative beliefs towards low-fat milk consumption in Asian and Pacific Island communities.

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5

Espiritu, Antonina. "Public versus Private Education in Hawaii." education policy analysis archives 9 (October 22, 2001): 43. http://dx.doi.org/10.14507/epaa.v9n43.2001.

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This study presents a time-series evidence on the timing and degree of feedback relationship between participation in education and income growth in Hawaii. Using the unrestricted vector autoregression approach and two related measures of linear dependence and feedback, the results suggest that across all educational levels, i.e., K-12 and tertiary, participation in public education could be a good predictor of income growth in Hawaii. However, decomposing the feedback effect by frequency suggests that the dominance of public education over private education in explaining the variation in income growth to be concentrated mainly on the short-run to medium-run for tertiary level and long-run to permanent effect for K-12 level. Hawaii state legislature and educators should perhaps take these results as a motivation not to ignore the problems plaguing Hawaii's public schools but should work towards greater improvement and support for public education given its predicted significant overall contribution to the Hawaiian economy.

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6

Zhang, Wei, Hamilton McCubbin, Laurie McCubbin, Qi Chen, Shirley Foley, Ida Strom, and Lisa Kehl. "Education and self-rated health: An individual and neighborhood level analysis of Asian Americans, Hawaiians, and Caucasians in Hawaii." Social Science & Medicine 70, no. 4 (February 2010): 561–69. http://dx.doi.org/10.1016/j.socscimed.2009.10.055.

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7

Marchand, L. Le, A. Ntilivamunda, LN Kolonel, MK Vanderford, and J. Lee. "Relationship of Smoking to Other Life-Style Factors Among Several Ethnic Groups in Hawaii." Asia Pacific Journal of Public Health 2, no. 2 (April 1988): 120–26. http://dx.doi.org/10.1177/101053958800200207.

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Associations between smoking status and selected life-style characteristics (food and beverage consumption, alcohol use, weight, height, obesity, education and Income) were examined among the five main ethnic groups in Hawaii (Caucasians, Japanese, Hawaiians, Filipinos and Chinese) in a sample of 18, 632 male and 19, 031 female adults who were interviewed from 1975 to 1980. Mean values for each personal characteristic, adjusted for age and ethnicity by analysis of covariance, were compared in each sex among non-, ex-and current smokers. Linear relationships with extent of smoking were also sought. Significant findings from these analyses included: an increasing use of alcohol and coffee from non-to ex-to current smokers; a greater consumption of meat and eggs and a lower consumption of fresh fruits and raw vegetables by current than by ex-and non-smokers; higher intakes of protein and cholesterol by smokers; and less obesity among smokers than non-smokers (females only). These results were consistent across ethnic groups. They were also in agreement with those obtained among Caucasians in the US and Europe, suggesting that the dietary preferences of smokers do not reflect cultural influences but rather universal personality traits or biological needs.

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8

Wainer, Howard, Thomas Saka, and John R. Donoghue. "Notes: The Validity of the SAT at the University of Hawaii: A Riddle Wrapped in an Enigma." Educational Evaluation and Policy Analysis 15, no. 1 (March 1993): 91–98. http://dx.doi.org/10.3102/01623737015001091.

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Hawaii is unique in a variety of ways. One of these is the unusual ethnic mixture that makes up its population; under traditional definitions 76% of its population is “minority” and 24% is “White.” The performance of those of its high school students who go on to the University of Hawaii-Manoa on the SAT-Verbal is higher than the national mean, and on the SAT-Mathematical it is much higher. However, the correlation of SAT scores with first year grades has decreased to almost zero since 1982 among Hawaiian students (although among mainland students at UH it is the same as the national average). In this article we provide the facts for a mystery regarding the low and decreasing validity of the SAT at the University of Hawaii among students from Hawaiian secondary schools. Moreover, while we are unable to provide a complete solution, we do eliminate one onerous suspect and provide an evocative hint.

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9

Hensley, David L. "The Landscape Industry Council of Hawaii—An Experiment in Cooperation." HortScience 31, no. 4 (August 1996): 594b—594. http://dx.doi.org/10.21273/hortsci.31.4.594b.

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The Landscape Industry Council of Hawaii was formed in 1987 to bring the landscape professional and trade associations together. The organization's goals are communication between segments of the industry, education, promotion, and legislative action. Current members of the council include: Aloha Arborists Association; ASLA Hawaii Chapter; Hawaiian Association of Nurserymen; PGMS HI Chapter; Hawaii Landscape and Irrigation Contractors Association; HI Professional Gardeners Association; HI Turfgrass Association; and the HI Island Landscape Association. The Council publishes Hawaii Landscape magazine, presents statewide educational programs and trade shows, and works for the common good of the entire green industry. It has been successful in gleaning grant support for several efforts. The Council is on the verge of broadening membership to individuals as well as associations and making significant strides to meet its goals and needs of the Hawaiian landscape industry. The evolution and successes have not been without problems, setbacks, ruffled feathers, and a lot of hard work from a dedicated group of volunteers.

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Lincoln, Noa, Jack Rossen, Peter Vitousek, Jesse Kahoonei, Dana Shapiro, Keone Kalawe, Māhealani Pai, Kehaulani Marshall, and Kamuela Meheula. "Restoration of ‘Āina Malo‘o on Hawai‘i Island: Expanding Biocultural Relationships." Sustainability 10, no. 11 (October 31, 2018): 3985. http://dx.doi.org/10.3390/su10113985.

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Before European contact, Native Hawaiian agriculture was highly adapted to place and expressed a myriad of forms. Although the iconic lo‘i systems (flooded irrigated terraces) are often portrayed as traditional Hawaiian agriculture, other forms of agriculture were, in sum, arguably more important. While pockets of traditional agricultural practices have persevered over the 240 years since European arrival, the revival of indigenous methods and crops has substantially increased since the 1970s. While engagement in lo‘i restoration and maintenance has been a core vehicle for communication and education regarding Hawaiian culture, it does not represent the full spectrum of Hawaiian agriculture and, on the younger islands of Hawai‘i and Maui in particular, does not accurately represent participants’ ancestral engagement with ‘āina malo‘o (dry land, as opposed to flooded lands). These “dryland” forms of agriculture produced more food than lo‘i, especially on the younger islands, were used to produce a broader range of resource crops such as for fiber, timber, and medicine, were more widespread across the islands, and formed the economic base for the powerful Hawai‘i Island chiefs who eventually conquered the archipelago. The recent engagement in the restoration of these forms of agriculture on Hawai‘i Island, compared to the more longstanding efforts to revive lo‘i-based cultivation, is challenging due to highly eroded knowledge systems. However, their restoration highlights the high level of place-based adaptation, demonstrates the scale and political landscape of pre-European Hawai‘i, and provides essential elements in supporting the restoration of Hawaiian culture.

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Hosaka, Kalei R. J. "Reflections on a community health elective in Native Hawaiian Health: a community-centred vision for health and the medical profession in Indigenous contexts." Australian Journal of Primary Health 25, no. 5 (2019): 415. http://dx.doi.org/10.1071/py19028.

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The medical profession is fundamentally thought of as a vocation and calling, one that requires the translation of knowledge and skill into counselling, diagnosis and interventions that benefit the lives of patients. Physicians and healthcare professionals have the immense privilege to compassionately use their vocation to improve the health of communities. What does this commitment look like in an Indigenous health setting? Using the author’s own experience as a participant–observer in the University of Hawaii’s John A. Burns School of Medicine’s Native Hawaiian Health elective, an example is provided of an educational curriculum that seeks to integrate community health in Native Hawaiian settings. This paper shows the ways that the author’s understanding of health broadened to include environmental stewardship and healthcare professionals’ compassion and involvement in the life of the community throughout the elective. By providing this example, the author seeks to shed light on how a medical education initiative can change the way students approach Indigenous health.

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Ghaffari-Rafi, Arash, Kimberly Teehera, Tate Higashihara, Frances Morden, Connor Goo, Michelle Pang, Cori Sutton, et al. "Variables Associated with Coronavirus Disease 2019 Vaccine Hesitancy Amongst Patients with Neurological Disorders." Infectious Disease Reports 13, no. 3 (August 30, 2021): 763–810. http://dx.doi.org/10.3390/idr13030072.

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Introduction: Given that the success of vaccines against coronavirus disease 2019 (COVID-19) relies on herd immunity, identifying patients at risk for vaccine hesitancy is imperative—particularly for those at high risk for severe COVID-19 (i.e., minorities and patients with neurological disorders). Methods: Among patients from a large neuroscience institute in Hawaii, vaccine hesitancy was investigated in relation to over 30 sociodemographic variables and medical comorbidities, via a telephone quality improvement survey conducted between 23 January 2021 and 13 February 2021. Results: Vaccine willingness (n = 363) was 81.3%. Univariate analysis identified that the odds of vaccine acceptance reduced for patients who do not regard COVID-19 as a severe illness, are of younger age, have a lower Charlson Comorbidity Index, use illicit drugs, or carry Medicaid insurance. Multivariable logistic regression identified the best predictors of vaccine hesitancy to be: social media use to obtain COVID-19 information, concerns regarding vaccine safety, self-perception of a preexisting medical condition contraindicated with vaccination, not having received the annual influenza vaccine, having some high school education only, being a current smoker, and not having a prior cerebrovascular accident. Unique amongst males, a conservative political view strongly predicted vaccine hesitancy. Specifically for Asians, a higher body mass index, while for Native Hawaiians and other Pacific Islanders (NHPI), a positive depression screen, both reduced the odds of vaccine acceptance. Conclusion: Upon identifying the variables associated with vaccine hesitancy amongst patients with neurological disorders, our clinic is now able to efficiently provide ancillary COVID-19 education to sub-populations at risk for vaccine hesitancy. While our results may be limited to the sub-population of patients with neurological disorders, the findings nonetheless provide valuable insight to understanding vaccine hesitancy.

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13

Kaomea, Julie. "Education for Elimination in Nineteenth-Century Hawai‘i: Settler Colonialism and the Native Hawaiian Chiefs' Children's Boarding School." History of Education Quarterly 54, no. 2 (May 2014): 123–44. http://dx.doi.org/10.1111/hoeq.12054.

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On August 27, 1862, the much-loved crown prince and heir apparent to the throne of the Kingdom of Hawai'i died tragically and inexplicably at the tender age of four. Prince Albert Edward Kauikeaouli Kaleiopapa, the beloved child of a long line of chiefs, was the only son of Alexander Liholiho (Kamehameha IV) and Emma Na'ea (Queen Emma). He was believed to be the last child to be born to a reigning Hawaiian monarch and the last hope of the Kamehameha Dynasty. Adored by the Hawaiian public, his birth was celebrated for days throughout the islands. Likewise, his untimely death was mourned for years to come as it left his parents heartbroken and the Hawaiian nation without a constitutionally recognized heir. One of the Hawaiian newspapers is quoted as saying, “The death of no other person could have been so severe a blow to the King and his people.” The following year, the King himself died of grief and despair.

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14

Browne, Colette V., Kathryn L. Braun, Noreen K. Mokuau, Yan Yan Wu, and Shelley Muneoka. "Examining Long-Term Service and Support Needs and Preferences of Native Hawaiian Elders: A Mixed-Method Approach." Journal of Aging and Health 32, no. 7-8 (April 8, 2019): 582–90. http://dx.doi.org/10.1177/0898264319839903.

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Objective: The Native Hawaiian population experiences numerous disparities in health and income. Using a mixed-method research (MMR) design, we summarize findings from three phases of an MMR approach used to uncover kūpuna (elder) long-term service and support (LTSS) needs and care preferences. Methods: Key informants in Hawaiian health were interviewed, secondary analyses of large state data sets were conducted, and kūpuna and “ohana (family) caregivers were engaged in listening sessions. Results: Quantitative data confirmed numerous health disparities experienced by older Native Hawaiians, whereas qualitative data exposed their limited knowledge of this poor health profile and revealed their historical and contemporary experiences with discrimination in education, employment, and health care. Hawaiian culture was identified as a continued source of resilience in support of elders and family caregiving regardless of geographic setting. Discussion: We suggest three practice, policy, and research directions that offer the potential to respond to and improve kūpuna health and service use.

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15

Kaholokula, Joseph Keawe'aimoku, Andrew Grandinetti, Kamana'opono M. Crabbe, Healani K. Chang, and Cynthia K. Kenui. "Depressive Symptoms and Cigarette Smoking among Native Hawaiians." Asia Pacific Journal of Public Health 11, no. 2 (April 1999): 60–64. http://dx.doi.org/10.1177/101053959901100202.

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The present study estimated the prevalence of depressive symptoms and cigarette smoking and examined the relationship between depressive symptoms and cigarette smoking among native Hawaiians. Cross-sectional data from 524 rural, native Hawaiian from the Native Hawaiian Health Research Project are presented. Depressive symptoms were measured using the self-report Centre for Epidemiological Studies-Depression Scale. Information on smoking behavior and sociodemographic variables was collected. The prevalence of depressive symptoms was 15%, and significantly higher among participants with lower educational attainment. The prevalence of current smokers was 32%, and significantly higher among younger adults and participants with lower educational attainment. Regression analyses reported a significant relationship between CES-D scores and smoking status as well as between CES-D scores and number of cigarettes smoked daily. However, when education and age were included in the regression models, the relationships were attenuated. The findings and implications of this study are discussed.

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Donnelly, Roarke E., Alex Prots, and Christl A. Donnelly. "Better educational signage could reduce disturbance of resting dolphins." PLOS ONE 16, no. 4 (April 2, 2021): e0248732. http://dx.doi.org/10.1371/journal.pone.0248732.

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Spinner dolphins on Hawai‘i Island’s west coast (Stenella longirostris longirostris) rest by day in protected bays that are increasingly popular for recreation. Because more frequent interactions of people with these dolphins is likely to reduce rest for dolphins and to explain recent decline in dolphin abundance, the National Oceanic and Atmospheric Administration (NOAA) proposed stricter rules regarding interactions with spinner dolphins near the main Hawaiian Islands and plans to increase enforcement. Simultaneous investment in public education about both interaction rules and their biological rationale has been and is likely to be relatively low. To test the hypothesis that more educational signage will reduce human-generated disturbance of dolphins, a paper questionnaire was distributed to 351 land-based, mostly unguided visitors at three dolphin resting bays on Hawai‘i Island’s west coast. Responses indicated that visitors wanted to see dolphins, were ignorant of interaction rules, were likely to read signs explaining rules and their biological rationales, and were likely to follow known rules. Therefore, investment in effective educational signage at dolphin resting bays is recommended as one way to support conservation of spinner dolphins on Hawai‘i Island’s west coast and similar sites in the Hawaiian archipelago.

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Kaomea, Julie. "Dilemmas of an Indigenous Academic: A Native Hawaiian Story." Contemporary Issues in Early Childhood 2, no. 1 (March 2001): 67–82. http://dx.doi.org/10.2304/ciec.2001.2.1.9.

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In this article, the author draws upon the Native Hawaiian practice of ha'i mo'olelo, or storytelling, to problematize her role as an indigenous, Native Hawaiian academic working and researching in Native Hawaiian elementary and early childhood educational communities. Focusing on her personal dilemmas and struggles within this role, she attempts to unpack a number of ethical, cultural and political issues that can present special difficulties for indigenous academics who work partly as insiders and partly as outsiders within both the academy and their home communities. By intertwining Marxist and post-structuralist theory with Native Hawaiian protocol and tradition, she considers possibilities for reconnecting indigenous academics with native communities through the development of hybrid indigenous/Western research methodologies that draw from and speak to both indigenous and Western ways of knowing and being.

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Pobutsky, Ann M., Lee Buenconsejo-Lum, Catherine Chow, Neal Palafox, and Gregory G. Maskarinec. "Micronesian Migrants in Hawaii." Californian Journal of Health Promotion 3, no. 4 (December 1, 2005): 59–72. http://dx.doi.org/10.32398/cjhp.v3i4.1782.

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More than 20,000 Micronesians have migrated to Guam, Hawaii, or the Commonwealth of the Northern Mariana Islands. Of these migrants, more than 8,000 now live in Hawaii. Factors in their home islands driving the recent emigration include the limited economic resources and struggling health care systems. Education systems in Micronesia are inadequate, and there are few job opportunities. The rates of infectious diseases remain high while at the same time, the epidemiologic transition in health has led to an explosion of non-communicable diseases. In Hawaii, the impact of the Micronesians emigration has been significant with most health and education expenses un-reimbursed. The health care costs alone are substantial as many Micronesians travel to Guam or Hawaii for medical treatment unavailable in their home islands. At the same time, Micronesians have difficulty accessing and navigating the health care system. While governmental, private, and academic programs already provide innovative and communitybased services to the Micronesian population, more work remains to be done. Not only are additional services, tailored to the culture and needs of Micronesian migrants, needed but a keener awareness and understanding of the issues surrounding Hawaii’s migrant population must be promoted among all public health stakeholders to ensure that the priority necessary to successfully address these challenges is recognized.

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Grace, Donna J., and Alethea Ku'ulei Serna. "Early childhood education and care for Native Hawaiian children in Hawai‘i: a brief history." Early Child Development and Care 183, no. 2 (February 2013): 308–20. http://dx.doi.org/10.1080/03004430.2012.673487.

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Wiener, Carlie S., and Marc O. Lammers. "Sound & Observation: Listening for Clues Using Real-Life Acoustic Recorders." American Biology Teacher 72, no. 6 (August 1, 2010): 365–68. http://dx.doi.org/10.1525/abt.2010.72.6.10.

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This article presents a classroom activity for grades 4 to 6 based on real research from the Hawai'i Institute of Marine Biology Northwestern Hawaiian Islands Research Partnership. Students learn how scientists use sound to observe and monitor marine environments. The ecological acoustic monitoring tool is used to help students practice observation skills and understand biological concepts such as sound, coral reef ecosystems, scientific method, field research, and environmental monitoring, as well as marine species' behavior. Instructions, background information, materials, and activity discussion are provided.

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Luning, Rebecca, and Lois Yamauchi. "The Influences of Indigenous Heritage Language Education on Students and Families in a Hawaiian Language Immersion Program." Heritage Language Journal 7, no. 2 (August 30, 2010): 207–36. http://dx.doi.org/10.46538/hlj.7.2.4.

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Papahana Kaiapuni is a K-12 public school program in which the Hawaiian language is the medium of instruction. In 1987, parents and language activists started the program in response to the dwindling number of speakers that resulted from a nearly century-long ban on the indigenous language. This study examined how participation in this indigenous heritage language program influenced students and their families. Data included interviews with 12 adolescent students and their family members. Results suggested that the program promoted students’ learning about and practicing traditional Hawaiian values, and influenced cultural pride among family members. Participation in the program also encouraged youths and their family members to become politically active around Hawaiian cultural issues. Unlike the more typical process in which culture is passed down from the older to the younger generations, participants viewed Kaiapuni students as the carriers of the culture and language, teaching older family members about these topics. Informants also reported that Kaiapuni promoted positive community views about both Hawaiian language and culture revitalization efforts.

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Smith, Garnett J., and Patricia Edolon-Smith. "Restructuring Secondary Special Education Hawaiian Style." Intervention in School and Clinic 28, no. 4 (March 1993): 248–52. http://dx.doi.org/10.1177/105345129302800409.

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Beyer, C. Kalani. "The Connection of Samuel Chapman Armstrong as Both Borrower and Architect of Education in Hawai'i." History of Education Quarterly 47, no. 1 (February 2007): 23–48. http://dx.doi.org/10.1111/j.1748-5959.2007.00073.x.

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Samuel Chapman Armstrong is well known for establishing Hampton Institute, the institution most involved with training black teachers in the South after the Civil War. It is less known that he was born in Hawai'i to the missionary couple Reverend Richard and Clarissa Chapman Armstrong. His parents were members of the Fifth Company of missionaries that arrived in Hawai'i in 1831. Reverend Armstrong withdrew from the mission in 1848 to become the Minister of Public Instruction. Until Reverend Armstrong's death in 1860, he was the major force behind education for Hawaiians in both missionary and public schools

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Ogata, Veronica F., Patricia H. Sheehey, and Mary Jo Noonan. "Rural Native Hawaiian Perspectives on Special Education." Rural Special Education Quarterly 25, no. 1 (March 2006): 7–15. http://dx.doi.org/10.1177/875687050602500103.

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Kana'iaupuni, Shawn Malia, Brandon Ledward, and Ku'ulani Keohokalole. "New Research on the Impact of Cultural Influences in Education on Native Hawaiian Student Outcomes." AAPI Nexus Journal: Policy, Practice, and Community 9, no. 1-2 (2011): 211–29. http://dx.doi.org/10.36650/nexus9.1-2_211-229_kanaiaupunietal.

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The long-standing education achievement gaps of Native Hawaiian and Pacific Islander (NHPI) students in our nation represent a significant concern, one that diverse stakeholders are committed to resolving. Although national data sets fail to address NHPI populations, thereby limiting the ability to drive effective policy and programs, local-level research and developments in education provide fresh opportunities to reexamine the learning and teaching of NHPI students. This report shares the results of a quantitative research study that examines the impact of culture-based education (CBE) on student achievement and socio-emotional development. The findings indicate that culture-based educational strategies positively impact student outcomes, especially Native Hawaiian student outcomes. The implications of this study are valuable for education practitioners, programs, and policy makers seeking to eliminate achievement gaps for NHPI and indigenous students.

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Chun, Donna, Norman Eburne, and Joseph Donnelly. "Comparison of Health Education and Physical Activity Practice in Four Regions of the Hawaiian Island of Oahu." Californian Journal of Health Promotion 3, no. 1 (March 1, 2005): 147–63. http://dx.doi.org/10.32398/cjhp.v3i1.1751.

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The purpose of this study was to compare four distinct Hawaiian districts on the island of Oahu regarding their efforts in presenting quality health education and physical activity. The ethnic groups represented in this study included Hawaiian, Pacific Islander, Asian and Caucasian. Questionnaires based on the Action for Healthy Kids Healthy Schools Summit Survey were sent to 168 schools on Oahu. The return response of the surveys was 79% with 132 schools either returning the survey or being interviewed by a follow-up phone call. Statistical analysis utilizing ANOVA identified any significant differences among the districts, school levels, and ethnic groups. Further analysis using Tukey’s Honestly Significant Difference Post Hoc Test indicated specific differences after significant ANOVA was found. Based on data collected in this study, it would appear that fewer than half of the schools were in the process of making health and physical education culturally sensitive, and that state health education standards were mostly being implemented at the middle and high school level. Elementary schools that were “in progress” for implementing health standards and adopting physical education standards should be given assistance from the district level. Additional assistance should also be given to elementary schools that were “in progress” for testing health topics and providing uniform assessment in physical education. Hawaiian schools on Oahu were contributing to the physical activity of students by offering physical education classes, however, this could be greatly improved by inclusion of daily physical education taught by certified instructors at all levels especially elementary.

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D'Amato, John. ""Acting": Hawaiian Children's Resistance to Teachers." Elementary School Journal 88, no. 5 (May 1988): 529–44. http://dx.doi.org/10.1086/461555.

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Susana Helm, Scott K. Okamoto, Howard Medeiros, Coralee I. H. Chin, K. Nahe Kawano, Ka`ohinani Po`a-Kekuawela, LaRisa H. Nebre, and F. Petelo Sele. "Participatory Drug Prevention Research in Rural Hawai`i With Native Hawaiian Middle School Students." Progress in Community Health Partnerships: Research, Education, and Action 2, no. 4 (2008): 307–13. http://dx.doi.org/10.1353/cpr.0.0042.

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Wilson, William H. "The Sociopolitical Context of Establishing Hawaiian-medium Education." Language, Culture and Curriculum 11, no. 3 (September 1998): 325–38. http://dx.doi.org/10.1080/07908319808666560.

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Yamauchi, Lois A., Andrea K. Ceppi, and Jo-Anne Lau-Smith. "Teaching in a Hawaiian Context: Educator Perspectives on the Hawaiian Language Immersion Program." Bilingual Research Journal 24, no. 4 (October 2000): 385–403. http://dx.doi.org/10.1080/15235882.2000.10162774.

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Hagedorn, Linda Serra, Jaime Lester, Hye Sun Moon, and Katherine Tibbetts. "Native Hawaiian Community College Students: What Happens?" Community College Journal of Research and Practice 30, no. 1 (January 2006): 21–39. http://dx.doi.org/10.1080/10668920500248852.

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Mokuau, Noreen, and Alyson Kau. "AIDS in the Native Hawaiian Community." Journal of Multicultural Social Work 2, no. 3 (June 1992): 43–50. http://dx.doi.org/10.1300/j285v02n03_04.

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Hyams, Bernard. "United States Colonialism in Hawaiian Education: The Teacher's Role." Paedagogica Historica 31, sup1 (January 1995): 279–92. http://dx.doi.org/10.1080/00309230.1995.11434849.

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Allaire, Franklin S. "Navigating Uncharted Waters: First-Generation Native Hawaiian College Students in STEM." Journal of College Student Retention: Research, Theory & Practice 21, no. 3 (May 16, 2017): 305–25. http://dx.doi.org/10.1177/1521025117707955.

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This qualitative study explored the experiences of 10 Native Hawaiian members of Hawai‘i’s science, technology, engineering, and mathematics (STEM) community to understand how they navigate their cultural and professional identities. This article explores one of the major themes—being first-generation college students—and the narrators’ inspirations, influences, and challenges as first-generation college students in STEM-related degree programs. Within this context, the participants explore the impact of support networks, going beyond the educational level of their parents, as well as feelings of inferiority, tokenism, and marginalization as one of the few Native Hawaiian students in STEM degree programs. These findings are substantial in that they offer understanding related to a distinct racial/ethnic minority that is underrepresented in higher education and the sciences.

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Yamamoto, Kathryn K., and Rhonda S. Black. "Standing Behind and Listening to Native Hawaiian Students in the Transition Process." Career Development and Transition for Exceptional Individuals 38, no. 1 (September 5, 2013): 50–60. http://dx.doi.org/10.1177/2165143413498412.

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The purpose of this qualitative multiple case study was to describe how culture, disability, and prospective first-generation college student status influenced the transition decisions of five native Hawaiian students with specific learning disabilities who attended a Hawaiian-focused charter school. Students had strong ties to their history and culture which influenced all facets of their lives including their decisions about the future. Accessing postsecondary education (PSE) was viewed as a means to employment that would enable them to support their family members. The lack of economic, social, and cultural capital may present a larger barrier to accessing PSE than disability. Implications for personnel who are tasked with developing and maintaining culturally appropriate curricula and programs for students are discussed.

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Meyer, Manu Aluli. "Native Hawaiian Epistemology: Sites of Empowerment and Resistance." Equity & Excellence in Education 31, no. 1 (April 1998): 22–28. http://dx.doi.org/10.1080/1066568980310104.

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Ramisetty-Mikler, Suhasini, Deborah Goebert, Stephanie Nishimura, and Raul Caetano. "Dating Violence Victimization: Associated Drinking and Sexual Risk Behaviors of Asian, Native Hawaiian, and Caucasian High School Students in Hawaii." Journal of School Health 76, no. 8 (October 2006): 423–29. http://dx.doi.org/10.1111/j.1746-1561.2006.00136.x.

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Gaspar-Takahashi, Nainoa T., and Edna R. Magpantay-Monroe. "Experiential Lens in Nursing Education and Thriving Lāhui (Community): A Native Hawaiian and Pacific Islander Student Experience." Asian/Pacific Island Nursing Journal 5, no. 3 (December 7, 2020): 166–69. http://dx.doi.org/10.31372/20200503.1104.

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The purpose of this descriptive paper is to explore examples of high impact practices in nursing education that affects the community of interest and more specifically from the perspective of a native Hawaiian and Pacific Islander student. High impact learning involving communities benefits nursing students by honing their critical thinking skills and compassionate way of knowing (Hill, 2017).

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Dewhurst, Marit, Lia O'Neill Moanike‘Ala Ah-Lan Keawe, Marsha MacDowell, Cherie Okada-Carlson, and Annette Ku‘Uipolani Wong. "Ka ulana ‘ana i ka piko (In Weaving You Begin at the Center): Perspectives from a Culturally Specific Approach to Art Education." Harvard Educational Review 83, no. 1 (March 26, 2013): 136–44. http://dx.doi.org/10.17763/haer.83.1.nj05h4567xw58738.

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“It starts at the piko.”1 For Kanaka Maoli, the piko is extremely important. We have at least three “piko.” There is one located on our head, at the fontanel. The second is located at our navel, the third, our genitals. Each has a significant purpose, function, and meaning. The phrase “It starts at the piko” is a poignant frame for our reflection on Hawaiian lau hala weaving as a source of knowledge, spirituality, and genealogy.

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Ka‘anehe, Rebecca J. I. "Ke A‘o Mālamalama: Recognizing and Bridging Worlds with Hawaiian Pedagogies." Equity & Excellence in Education 53, no. 1-2 (April 2, 2020): 73–88. http://dx.doi.org/10.1080/10665684.2020.1756536.

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Brott, Shirley. "News of The Academy of Neonatal Nursing." Neonatal Network 26, no. 4 (July 2007): 241–43. http://dx.doi.org/10.1891/0730-0832.26.4.241.

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Surrounded by warm Hawaiian trade winds, friends and colleagues enjoyed the best in advanced practice neonatal education at the 4th National Advanced Practice Neonatal Nurses Conference held in the Sheraton Waikiki in Honolulu. Conference chairpersons, Debbie Fraser Askin, RNC, MN, Rosanne Harrigan, EdD, CPNP, APRN, FAAN, and Sherri Lee Simons, RNC, MSN, CCRN, assembled quality speakers with fresh ideas for participants to share with their students and NICUs.

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Kaomea, Julie, Mahealani Brown Alvarez, and Mary Pittman. "Reclaiming, Sustaining and Revitalizing Hawaiian Education through Video‐Cued Makawalu Ethnography." Anthropology & Education Quarterly 50, no. 3 (May 7, 2019): 270–90. http://dx.doi.org/10.1111/aeq.12301.

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Goodyear-Ka'ōpua, Noelani. "Rebuilding the ‘Auwai: Connecting Ecology, Economy and Education in Hawaiian Schools." AlterNative: An International Journal of Indigenous Peoples 5, no. 2 (December 2009): 46–77. http://dx.doi.org/10.1177/117718010900500204.

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Keene, Adrienne J. "College Pride, Native Pride: A Portrait of a Culturally Grounded Precollege Access Program for American Indian, Alaska Native, and Native Hawaiian Students." Harvard Educational Review 86, no. 1 (March 1, 2016): 72–97. http://dx.doi.org/10.17763/0017-8055.86.1.72.

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In this article Adrienne J. Keene employs the portraiture methodology to explore the story of College Horizons. She examines this precollege access program for American Indian, Alaska Native, and Native Hawaiian students to understand how a program rooted in Native cultures and identities can not only provide a space to create knowledge surrounding the college application process but also create a college-bound Native identity. The motto of the program, “College Pride, Native Pride” embodies a duality that emerges through the program itself.

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May, Stephen. "Indigenous immersion education." Journal of Immersion and Content-Based Language Education 1, no. 1 (March 6, 2013): 34–69. http://dx.doi.org/10.1075/jicb.1.1.03may.

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This article outlines key developments internationally over the last 40 years in indigenous immersion education. Most notable here has been the establishment of community-based, bottom-up immersion programs, instigated by indigenous communities with the aim of maintaining or revitalizing their indigenous languages. As such, the article addresses a relative lacuna in immersion education literature, which has to date focused primarily on second- and foreign-language contexts. The article first provides a wider sociohistorical and sociopolitical context, focusing on key developments in international law, and in specific national contexts, which have facilitated the establishment of these indigenous immersion programs. The interrelationship between indigenous immersion educational policy and pedagogy is then explored, highlighting, in the process, the various challenges involved in developing, implementing, and maintaining effective indigenous immersion programs. Finally, international exemplars of indigenous education programs are discussed, including, Hawaiian, Navajo, and Cherokee programs in the U.S., and Māori-medium education in Aotearoa/New Zealand.

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Keehne, Chelsea N. K., M. Waiʻaleʻale Sarsona, Alice J. Kawakami, and Kathryn H. Au. "Culturally Responsive Instruction and Literacy Learning." Journal of Literacy Research 50, no. 2 (April 1, 2018): 141–66. http://dx.doi.org/10.1177/1086296x18767226.

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Research in culturally responsive instruction (CRI) to improve literacy learning was explored through study of Hawaiian-focused charter schools. Building on work by Au, an indigenous framework reflecting the work of these schools was developed, highlighting five elements: (a) literacy in indigenous languages; (b) community connections; (c) a shared vision that encompasses culture, academic proficiency, and community; (d) authentic assessment; and (e) teaching grounded in culture and higher level thinking. Schools implemented CRI in an outward-looking, action-oriented manner and literacy was viewed as a means of serving community, not as an end in itself. Schools emphasized CRI as content, in contrast to earlier research with Native Hawaiian students that viewed CRI as process. CRI centered on exploration of cultural identity as the basis for gaining cultural knowledge of one’s ancestors, as well as Western academic knowledge for the purpose of contributing to the well-being of family, community, and nation.

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Huwaikem, Mashael, Cristina Palacios, and Jinan Banna. "Effect of a Text Intervention During Pregnancy on Birth Weight in Participants of the WIC Program in Hawaii." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1009. http://dx.doi.org/10.1093/cdn/nzaa054_081.

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Abstract Objectives There are limited studies testing the effect of a pregnancy educational intervention on infants’ birth weight. This study investigated the effect of a short message service (SMS), or text message, intervention for promoting adequate gestational weight gain on infants’ birth weight in a sample of pregnant women in Hawai‘i. Methods A randomized clinical trial was conducted among women participating in the Special Supplemental Nutrition Program for Women, Infant, and Children (WIC) program in Hawai‘i (n = 83). The intervention group (n = 42) received weekly SMS about appropriate energy intake and physical activity and the control group (n = 41) received weekly SMS about general health issues for 4 months during pregnancy. Weight and length at birth were obtained from the participant's chart in WIC and compared between groups. Birthweight was categorized as small (SGA), appropriate (AGA) or large (LGA) for gestational age. Results Women were age 27.7 ± 5.3y on average, 65.5% were Native Hawaiian, Pacific Islander or American Indian, 54.8% had some college or more and 37.8% were employed. Infant birth weight was similar in the intervention (3431 ± 682 g) and control groups (3232 ± 599 g; P > 0.05). Mothers in the control group had higher odds of having a SGA baby (OR: 2.21; 95% CI 0.40, 12.2) but similar risk of having a LGA baby (0.27; 95% CI 0.07, 1.05) compared to the intervention group. After adjusting for mothers’ age, education level and employment status, results were similar for SGA (OR: 2.34; 95% CI 0.43, 14.7) and LGA (OR: 0.35; 95% CI 0.08, 1.49). Conclusions There was no significant difference in birth weight between groups in mothers from the WIC program in Hawai‘i. More intensive educational interventions may be needed to observe an impact on birth weight. Funding Sources Mountain West Clinical Translational Research Infrastructure Network under a grant from the National Institute of General Medicine Sciences of the National Institutes of Health.

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Ahedo, Angelina M., Taryn W. Lee, Joan Pan, Katie M. Heinrich, Stefan Keller, and Jay Maddock. "Factors Affecting the Consumption of Away-from-Home Foods in Hawai`i Residents." Californian Journal of Health Promotion 5, no. 2 (June 1, 2007): 1–12. http://dx.doi.org/10.32398/cjhp.v5i2.1227.

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Higher frequencies of consuming away-from-home foods has been associated with greater Body Mass Index (BMI), weight gain, and obesity, affecting people of different genders, ethnicities, and socioeconomic status (SES) groups differently. The purpose of this study was to determine how SES, ethnicity, gender, and the frequency of away-from-home food consumption at fast food and sit-down restaurants affected BMI levels and dieting practices for Hawai`i residents. Data were from a cross-sectional randomdigit dial telephone survey of the state of Hawai`i in the spring of 2006. Data were analyzed using a oneway ANOVA, Pearson's bivariate correlation analysis, a linear regression model, and direct logistic regression. Native Hawaiians reported eating at fast food restaurants most often (58.5%), while Japanese participants reported eating at sit-down restaurants most often (48.6%). Native Hawaiians had the highest rates of overweight and obesity (69.1%), but they were most likely to report being on a diet (50.1%), followed by Chinese participants (49.5%). A higher frequency of eating at fast food restaurants was related to higher BMI, male gender and less education (p < .05), while a higher frequency of eating at sitdown restaurants was related to higher income and more education (p < .05). Higher BMI and lower income were related to dieting to lose weight (p < .05). Over 6% of the variance in BMI was accounted for by gender, income, eating at fast food and sit-down restaurants, and dieting to lose weight, F(59, 1440) = 18.63, p < .05. The frequency of eating at fast food and sit-down restaurants as predictors for dieting to lose weight were not statistically significant (p > .05). Future research should investigate what types of food are available at fast food, sit-down restaurants, or other away-from-home food sources and which types of foods at these locations consumers are more likely to select based on their SES, BMI, or dieting practices.

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Feldman, Carol Fleisher, Addison Stone, and Bobbi Renderer. "Stage, Transfer, and Academic Achievement in Dialect-Speaking Hawaiian Adolescents." Child Development 61, no. 2 (April 1990): 472. http://dx.doi.org/10.2307/1131108.

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KAOMEA, JULIE. "Indigenous Studies in the Elementary Curriculum: A Cautionary Hawaiian Example." Anthropology & Education Quarterly 36, no. 1 (March 2005): 24–42. http://dx.doi.org/10.1525/aeq.2005.36.1.024.

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