Tesis:

1

Mishina, Christy Lokelani. "Hawaiian Culture-Based Education| Reclamation of Native Hawaiian Education". Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10275900.

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American colonization of the Hawaiian Islands has brought about generations of Native Hawaiian learners being subjected to educational practices that are incompatible with core Indigenous beliefs. Consequently, Native Hawaiian learners have lower academic achievement than other ethnic groups in the islands. The lack of success is not confined to academics since Native Hawaiians are also underrepresented in material-economic, social-emotional, and physical wellbeing. Hawaiian culture-based education (HCBE) can be used to decolonize educational practices by increasing cultural relevancy and compatibility within schools. This study was conducted within a school founded explicitly for the education of Native Hawaiian children. The selected campus has approximately 80 teachers and 650 Native Hawaiian learners (age eleven to fifteen). The purpose of the study was to better understand implementation of the HCBE framework components and data was collected through surveys and semi-structured follow-up interviews. The findings showed that although there was a range of the extent the teachers at the school understood and implemented the various HCBE components, there was commitment to using Hawaiian language, knowledge, and practices as the content and context for student learning. The data also showed though teachers have a high level of understanding of the importance of relationship building, that building family and community relationships remains an area of challenge. Additionally, teachers pride themselves on delivering meaningful personalized learning experiences and assessments to their students, and would like their own professional development to be grounded in the same educational practices. This study provides baseline data to inform further growth.

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2

Kupo, V. Leilani. "What is Hawaiian?: Explorations and Understandings of Native Hawaiian College Women's Identities". Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273603294.

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3

Straub, Christopher Aaron. "CHANGING PORTRAYALS OF CAPTAIN JAMES COOK IN HAWAIIAN EDUCATION". DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/213.

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This paper covers the portrayals of Captain James Cook within Hawaiian education. It begins by providing a backdrop to early European portrayals of Captain Cook and then proceeds to investigate how these portrayals changed as they were incorporated into Hawaiian textbooks. The paper then continues to illustrate the changes made in Cook’s portrayal within Hawaiian textbooks and how these changes coincide with the prevailing interests of the eras in which the authors wrote them.

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4

Nhomi, Sally Yuka. "The role of public interest in Hawaii's special education reform policies". Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249866.

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5

Esterle, Richard M. "Holistic Health and Hawaii's Renewable Energy Future". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6014.

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Collective efficacy, time urgency, and health literacy have been a focus of research since the 1970s. Researchers have demonstrated that these factors influence health and decision making. However, researchers have yet to establish how these factors may be connected to the achievement of policy aims that impact holistic or environmental health. This study utilized the health belief model, social cognitive theory, time urgency theory, health education and promotion theory, Bronfenbrenner's ecological systems theory, and the Meikirch model. The purpose of this quantitative study was to determine if the factors of collective efficacy, perceived time urgency, perceived health literacy, ethnicity, age, gender, perceived financial strain, and/or educational level are associated with the perception of the likelihood of reaching 100% renewable energy in North Hawaii County (Hawaii Island) by the year 2045, referred to as REHI45. A sample of 136 residents of North Hawaii County completed a survey to measure these factors. A multiple linear regression analysis was run to test relationships among the variables. Results revealed that collective efficacy, perceived time urgency, and perceived health literacy were significantly associated with the perceived likelihood of REHI45. These findings may inform the design of intervention programs and/or preventative measures to promote overall long-term health and positive social change in North Hawaii County. Individuals, organizations, institutions, cultures, and societies may benefit from the results of this study through its ability to raise awareness of factors that influence the perceived likelihood of achieving REHI45.

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6

Kaui, Toni Marie Mapuana. "Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79845.

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The purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of participants who teach upper elementary (grades three through six) STEM educators of predominantly Native Hawaiian students. The second purpose was to identify differences in cultural competence and culturally responsive teaching practices of those same participants identified above. These two participant groups were from the State of Hawaiʻi Department of Education’s Keonepoko and Pāhoa Elementary Schools. Both schools are from the Keaʻau-Kaʻu-Pāhoa Complex Area. The educators from Keonepoko were afforded knowledge and experiences from a culture-based professional development program known as the Moenahā School Program, while the educators from Pāhoa were not afforded these same knowledge and experiences. Using a quantitative, quasi-experimental design, data were collected via an online survey using three instruments: the Culturally Responsive Teaching Self-Efficacy Inventory (CRTSE), the Cultural Competence Self-Assessment Questionnaire (CCSAQ), and the Cultural Competence Self-Assessment Scale Demographic Information (CCSASDI). The data were analyzed using mean scores and those mean scores were compared for differences using a Mann-Whitney U test. The findings indicated the Moenahā participants had a statistically significantly higher level of cultural competence and higher degree of culturally responsive teaching practices than the non-Moenahā participants suggesting the importance of cultural competence professional development iii opportunities. These findings are applicable for teachers in schools with an higher Native Hawaiian student population.
Ph. D.

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7

Gugganig, Mascha. "Learnscapes on Kaua'i : education at a Hawaiian-focused charter school, a food sovereignty movement, and the agricultural biotechnology industry". Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59123.

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This dissertation interrogates the different forms that education takes in regards to land across three different settings on the Hawaiian island of Kauaʻi: a Hawaiian-focused charter school, a food sovereignty movement, and the agricultural biotechnology industry. As ethnographic researcher, I approached Kauaʻi about 15 years after three seemingly parallel developments had commenced: the establishment of Hawaiian-focused charter schools to educate Kānaka Maoli (Native Hawaiians) students on their culture, language and history, a “New Economy” resulting among other changes in a shift in agriculture to research and develop genetically modified organisms (GMOs), and a burgeoning social movement concerned about the impacts of GMOs. Following these developments, I argue that education as a term and transinstitutional practice has populated social, cultural and scientific discourses beyond the school. In effect, and at times in overlapping ways, I show that education was firstly a means of self-determination and sovereign right for Indigenous educators to move teaching and learning into the public sphere and onto the ʻāina, land. Secondly, education emerged as democratic right for consumers, environmentalists, and food producers, who practiced self-education – by “educating yourself” – on contested food technologies. Thirdly, among scientists and industrialists, education was both a corrective effort of public misconceptions of biotechnology – by “educating the public” - and a process of community building as to demonstrate a legitimate presence in Hawaiʻi. I further probe what it means for high school students at a Hawaiian-focused charter school to learn to be young Kānaka Maoli while learning about ʻāina (land), aloha (love, affection), andʻohana (family). Through the concept of learnscapes, I indicate that these knowledge ways are not assessed in school education. Rather, the students learned in often inconspicuous ways how to navigate remediation and recovery for land and people, which in times of the “New Economy” and in the colonial aftermath remain pressing issues. Situated in the anthropology of education and science & technology studies (STS), this dissertation furthers scholarship on everyday expertise by elucidating how young Kānaka Maoli as much as citizens concerned with GMOs are knowledge-able social experts, who gain often tacit forms of expertise on their lived-in worlds.
Arts, Faculty of
Anthropology, Department of
Graduate

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8

Collins, Susan. "Multiyear student/teacher relationships and language development in children of Hawaiian descent at Kamehameha schools community based early childhood education program". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/781.

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Although numerous studies have documented the connection between early language and academic achievement, there is much less information available about the effects of teacher/student relationships on language development. Based on Vygotsky's theory that all learning takes place in the context of relationships, this quasi-experimental study examined language scores for students in an early education classroom who stayed with the same teacher for 2 years compared with those in a classroom with two different teachers for each of the 2 years. Pre- and posttest scores on the Peabody Picture Vocabulary Test-III (PPVT-III) and language scores on the Developmental Indicators for the Assessment of Learning-3 (DIAL-3) were compared using an independent samples t test. Analysis of variance (ANOVA) was used to test for the effects of student gender, family income, maternal education, teacher education, and teacher years of experience. The results revealed no significant difference between the experimental and control groups. Future studies should include examination of possible associations between qualitative aspects of student/teacher relationships and language development. The current study contributes to social change by raising awareness of the importance of relationships in early childhood and by encouraging educators in the development of environments that most effectively support early language development for students from diverse cultural and linguistic backgrounds.

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9

Lefrandt, Jason Bernard. "Comparing Alcohol Abuse of Native Hawaiian and Pacific Islander College Students to that of Other Racial Groups". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7687.

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Alcohol abuse is a ubiquitous issue for college students across the United States (U.S.) including Native Hawaiians and Pacific Islanders (NHPI). As compared to their counterparts, NHPI students tend to underutilize university counseling services and have significantly lower retention rates than their White counterparts. Considering that NHPI may be reluctant to go to counseling, their levels of distress and alcohol abuse may have to reach a higher threshold before they seek treatment. This study examined NHPI college students' presenting levels of alcohol abuse both at intake and over time and compared these students to students from other ethnic/racial groups. Data were gathered from the Center for Collegiate Mental Health (CCMH), a practice-research network used by hundreds of college counseling centers across the U.S. Aggregated data from the years 2012-2015 included variables measured by the Standardized Data Set (SDS) and the Counseling Center Assessment of Psychological Symptoms (CCAPS). The data were analyzed using Latent Growth Modeling (LGM) to assess the differences at intake and over time in alcohol abuse and distress across ethnic groups. Results of this study indicated that NHPI college students at college counseling centers had higher levels of alcohol abuse and presenting distress at intake than students from other ethnic/racial groups. However, NHPI did not have significantly different changes in levels of alcohol abuse from session one to session 12 as compared to other students. Implications and directions for further research are also discussed.

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10

Siregar, Erna. "Assessing Plant-Based Food Lifestyle to Reduce Obesity Risk". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3413.

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Despite an increasing number of healthy lifestyles throughout the country, Americans, including Native Hawaiians, keep gaining weight. Unlike several American lifestyles that have resulted in weight gain within the American population, the vegetarian lifestyle is a scientifically proven method for decreasing body weight and maintaining the weight loss for more than 1 year. This study aimed to compare the lifestyle patterns of 4 vegetarian lifestyles and 1 nonvegetarian lifestyle among Native Hawaiians aged 21 and older using their body mass index (BMI). This quantitative study utilized a correlational design, which is particularly suitable for examining the relationship of BMI to eating lifestyle and such variables as physical activity. A survey with 18 questions was administered to participants (n = 300) who have chosen a specific lifestyle and have been following this lifestyle for 1 year or more. The main research question investigated the difference in the body weight of Native Hawaiians aged 21 and older who followed and maintained a vegan, lacto-ovo vegetarian, semivegetarian, or nonvegetarian diet. Participants' BMI was affected by the factors of age, self-efficacy, disease status (high blood pressure, no health risks), and eating habits (Vegetarian Lifestyle Scale). While the Vegetarian Lifestyle Scale was a significant predictor of BMI, there was no significant difference in the effect of the 2 lifestyle classifications of nonvegetarian and vegetarian on BMI, after controlling for other relevant factors. This study aimed to effect social change in the Native Hawaiian community by demonstrating the health benefits of a plant-based diet and better informing public health officials to guide their development of more effective nutrition and weight loss programs for Native Hawaiians.

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11

Palu, Afa K. "Factors Related to High School Dropout Rates Among Native Hawaiian and Other Pacific Islander Youths in Salt Lake and Utah Counties in Utah". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5544.

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Researchers across the globe have studied high school dropouts for decades and have identified various factors related to high school dropout rates. These factors have been found to be related to dropout rates among specific ethnic groups, including White, Asian, Black or African American, American Indian or Alaska Native, and Hispanic or Latino Origin high school students. However, the factors related to dropout rates among Native Hawaiian or Other Pacific Islander high school students in the U.S. mainland have not been studied. This study was completed to better understand the factors related to dropout rates among Native Hawaiian or Other Pacific Islander high school dropouts. The sample for this study was 13 males and 4 females that dropped out of high schools located in the Salt Lake and Utah counties in Utah. A qualitative analysis of the interview data indicated that peer-, personal-, family-, culture-, and school-related factors were associated with dropout rates among the Native Hawaiian and Other Pacific Islander high school dropouts in these two counties. The implications of these findings are explored.

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12

Serna, Alethea Kuʻulei Keakalaulono Distajo. "Effects of cultural worldview belief and the achievement of cultural standards of value on self-esteem, anxiety, and adaptive behavior of native Hawaiian students". Thesis, 2005. http://hdl.handle.net/10125/11544.

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Mode of access: World Wide Web.
Thesis (Ph. D.)--University of Hawaii at Manoa, 2005.
Includes bibliographical references (leaves 160-166).
The purpose of this study was to examine the psychological framework called the Terror Management Theory (TMT) applied to Native Hawaiian students. TMT is a framework that provides an explanation of relationships between cultural factors, self-esteem, and anxiety (Solomon, Greenberg, & Pyszczynshi, 1991). The hypotheses [sic] of this study was that Native Hawaiian students who identify or seek to identify with "being Hawaiian" and are assisted in achieving its standards of value (high cultural values) will (1) have higher levels of self esteem if they see themselves achieving cultural standards following treatment (2) have lower levels of anxiety following treatment (3) increase "adaptive" behaviors such as achieving academic standards, positive social interactions and making positive contributions to their families and communities. The design of this study was both quantitative and qualitative. The design of this study was a quasi-experimental nonequivalent comparison-group design, consisting of two intervention groups and two comparison groups of 24 Native Haqwaiian students from ages 9-16 years. Intervention participants engaged in Native Hawaiian cultural interventions for 10 hours over a six-week period, while comparison participants engaged in academic tutorial sessions. Measures for self-esteem, anxiety, and adaptive behavior were taken before and after intervention. Qualitative and anecdotal data were also collected and analyzed. Intervention group results indicated that Hawaiian identity increased, anxiety decreased and positive behavior increased. Findings were mixed for self-esteem. Qualitative measures indicated increase in self-esteem, participants felt "good" about themselves and were "proud," but quantitative indicated a decrease. Comparison group indicated a decrease in Hawaiian identity, anxiety and self-esteem. Overall, there were positive indicators to conclude that the TMT framework is applicable to the Native Hawaiian population.
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xii, 166 leaves, bound ill. 29 cm

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13

Nakanishi, Daniel Keola. "Ho'okumu A Ho'okele E Ho'omana: Aia Ka Mana I Ka Leo 'Opio Maoli: Acquiring Energy and Sustenance through Building a Foundation and Crossing Seas: It can be found within the voices of Hawaiian youth". 2000. http://hdl.handle.net/10125/21116.

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14

Hansen, Ann Dugdale. "Kanu O Ka Aina: Navigating Between Two Worlds". 2011. http://hdl.handle.net/10125/21101.

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15

Barnard, Beverly J. "The effects of a culturally sensitive high school intervention program for native hawaiians on student alienation, academic achievement, and dropping out". Thesis, 2004. http://hdl.handle.net/10125/11546.

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Mode of access: World Wide Web.
Thesis (Ph. D.)--University of Hawaii at Manoa, 2004.
Includes bibliographical references (leaves 80-90).
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Also available by subscription via World Wide Web
xii, 93 leaves, bound ill. 29 cm

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16

Baumhofer, Nicole K. "For the Health of a People: The Recruitment and Retention of Native Hawaiian Medical Students at the University of Hawai`i's John A. Burns School of Medicine". 2007. http://hdl.handle.net/10125/21091.

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17

D'Amato, John Joseph. ""We cool, tha's why" : a study of personhood and place in a class of Hawaiian second graders". Thesis, 1986. http://hdl.handle.net/10125/9326.

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18

Sheehey, Patricia. "Hawaiian families' involvement in special education a cultural perspective /". 2001. http://wwwlib.umi.com/dissertations/fullcit/3030197.

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19

Ing, Vivian Shim. "Hawaii's parent-community networking experience : discovering community and community education". Thesis, 1992. http://hdl.handle.net/10125/9706.

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20

Allaire, Franklin S. "Science education and native Hawaiian peoples: a study of the dis/connection between science teaching and being native Hawaiian". Thesis, 2007. http://hdl.handle.net/10125/20363.

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21

Gnatek, Theresa A. "Peer group talk in a language arts classroom: An ethnographic study of Hawaiian adolescents". 1997. https://scholarworks.umass.edu/dissertations/AAI9737529.

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This dissertation reports an ethnographic investigation of the peer group talk of Hawaiian middle school students during an English language arts class. It is concerned with the academic and social agendas of the seventh grade participants. The purpose of the research was to investigate: (a) student labels and descriptions of their interactive accomplishments; (b) communicative features which characterized academic and social engagement; (c) relationships and identities invoked in the conversations. The study was conducted over one school year with primary focus on one group of four students. The analytic categories "doing English" and "socializing" were derived from field notes, video tapes, group and individual interviews, and copies of pertinent written documents. These student terms-for-talk foregrounded their perceptions of what was required to participate appropriately in the language arts classroom and recognition of "socializing" as an acceptable, prominent, and purposeful activity within the small peer group and larger classroom context. Instances-of-the-terms-for-talk were interrogated to identify topic patterns, features-of-the-talk, norms of interaction, and tone of engagement. Patterns of engagement related to peer group harmony included "getting busted," arguing and fighting, preserving the status of group members, using humor, and mediating tensions. Intrapersonal and interpersonal dynamics were examined as dimensions of individual autonomy and group affiliation. Enactments of personhood or identity invoked in the terms for talk "doing English" and "socializing" were rendered as those of 'student' and 'friend' respectively. Monitoring, assessing, directing, clarifying, and confirming were salient interactional strategies associated with academic endeavors, while using humor emerged as the prominent feature of social interactions. The significance of this investigation relates to the value of socializing. Off-task conversations served to promote collective group identity, mediate tensions that arose during academic engagement, and further develop the social and personal identities of the participants. These insights contribute to the literature on face-to-face interactions in classrooms by legitimizing "socializing" or off-task talk as an activity form that can serve to expedite on-task or academic interactions such as "doing English." The results of the study expand our understandings of how students categorize, describe, and construct classroom events.

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22

Benjamin, Thomas L. "Will they stay? Factors that promote the retention of novice special education teachers on Hawaii's neighbor islands". Thesis, 2008. http://hdl.handle.net/10125/20532.

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Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.
Findings of the study indicated commitment to teach and the desire to succeed with students were primary reasons why participants chose to become special educators. Participants expressed their satisfaction with and concerns about a myriad of issues that included administrative support, collegial support, working conditions, professional development, mentoring, induction, resources, and relations with students, parents, and support staff. Research findings may be of value to local, district, and state administrators and university personnel as they wrestle with the issues of recruitment, preparation, and retention of special education teachers.
This study focused on issues of teacher retention and attrition in Hawaii's public schools. Specifically, it addressed the experiences of novice special education teachers on Hawaii's neighbor islands (Hawaii, Kauai, Lanai, Maui, Molokai). These islands are considered "rural" in contrast to Oahu where the majority of Hawaii's population resides in Honolulu. The primary goal of this research study was to investigate the relationship between the level of support experienced by these teachers and their intent to stay in the field of special education. Teacher shortages in special education are a reoccurring theme for the Hawaii Department of Education. Better understanding of the supports present and not present for novice special education teachers may help initiate workable solutions that enhance retention. Two questions guided this study: (a) In what ways have professional factors such as community support, institutional support, and pre-service preparation influenced novice special education teachers' decisions to remain in the field of special education? and (b) In what ways have personal factors such as intrapersonal variables, personal background, and family support influenced novice special education teachers' decisions to remain in the field of special education? A case study design was used in conjunction with resiliency theory to give voice to novice special education teachers on Hawaii's neighbor islands.
Includes bibliographical references (leaves 252-264).
Also available by subscription via World Wide Web
264 leaves, bound 29 cm

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23

Naone, C. Kanoelani. "The pilina of kanaka and 'aina : Place, language and community as sites of reclamation for indigenous education the Hawaiian case". Thesis, 2008. http://hdl.handle.net/10125/20846.

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Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.
1 Kanaka Maoli- the aboriginal people of Hawai'i; 'Aina- land or that which feeds. 2 Kupuna- ancestors. 3 Kaiaulu- community. 'Olelo makuahine- language, mother tongue.
Kanaka Maoli are intimately connected to 'aina.1 'Aina, "that which feeds", encompasses the entire cosmos including the land, sea, sky and spiritual dimensions which our kupuna celebrated in place names, stories, songs and other orature.2 Hearing from childhood- through song and story of the myriad of relationships of people with their world commemorated in what more scientific perspectives have labeled the "natural environment" grounds Hawaiian sensibilities about the world around them in a unique and powerful way. Many nuances of Native language communicate to and inform Kanaka Maoli in ways that other languages from foreign places cannot. Tremendously strong connections are forged through being immersed both physically and linguistically in the landscape and community of beings that inhabit it. The current educational, political and economic system disregards, for the most part, this ancestral bond with 'aina and 'olelo and the influence it could exert in the arena of education.3 This work explores and accords recognition to the powerful, positive potential influence that land, language, community and place can have as sites of reclamation for the education of our people.
The first chapters of this work take us through indigenous ideas of 'aina, kaiaulu, 'olelo makuahine, and an indigenous framework as a means for informing this project. Chapters 3 and 4 explore a traditional Kanaka Maoli education system and deconstruct the Protestant missionary classroom as a means to better understand our current education system and why it is incongruent with traditional values and education. Chapter 5 explores options for educational reform and the closing chapter summarizes the findings by offering possibilities.
Includes bibliographical references (leaves 212-219).
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24

(9012401), Anne M. Gray. "Still Underrepresented: Minoritized Students With Gifts And Talents". Thesis, 2020.

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To what extent do Black/African American (Black), Hispanic/Latinx (Latinx), and Native Hawaiian/Other Pacific Islander (NHPI) students have access to being identified with gifts and talents? In places where they have access to identification, how equitably are they identified? And, to what extent are they missing from identification with gifts and talents due to lack of access or underidentification? This study used the Civil Rights Data Collection for the years 2000, 2011–2012, 2013–2014, and 2015–2016 to investigate underrepresentation of Black, Latinx, and NHPI youth with gifts and talents, nationally and by state. The data in these years were census data, meaning data from every child who attends public school is included. Data were also examined by Title I and Non-Title I school status and by locale (i.e., City, Suburb, Town, Rural) to determine how school poverty concentration and/or school locale affect identification of Black, Latinx, and NHPI youth. All states were analyzed for Black and Latinx youth, but due to the small NHPI student populations in some states this analysis was limited to a 20 state sample. Nationally, and in 37, 31, and all 20 states analyzed, respectively, lack of access to identification was not a major contributing factor to underrepresentation. The disparity in identification percentages between schools by Title I status showed 45% fewer Black students, 21% fewer Latinx students, and 15% fewer NHPI students were identified in Title I schools. Additionally, in every state and setting, Black, Latinx, and NHPI youth were underidentified with 92%, 92%, and 67%, respectively, of the equity ratios and 92%, 93%, and 61%, respectively, of the representation indices less than the minimum criterion of 0.80. In 2015-2016, there were 276,840 Black students with gifts and talents identified with an estimated 469,213 (62.89%) to 771,728 (73.60%) missing from identification; 588,891 Latinx students with gifts and talents identified with an estimated 658,544 (52.79%) to 1,164,363 (66.41%) missing from gifted identification; and among the 20 state sample, 6,594 NHPI students with gifts and talents identified with an estimated 7,236 (52.32%) to 9,253 (58.39%) missing from gifted identification.

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Tesis sobre el tema "Hawaiians – Education – Hawaii"

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