School expectations and student aspirations
The influence of schools and teachers on Indigenous secondary students
Bibliographic Data
| ID | 6255978 |
|---|---|
| Authors | Anne Hynds (The University of Auckland, Auckland, New Zealand, corresponding author), Robin Averill (0000-0002-8941-5565, Victoria University of Wellington, Wellington, New Zealand), Rawiri Hindle (The University of Auckland, Auckland, New Zealand), Luanna Meyer (0000-0001-7062-3631, Victoria University of Wellington, Wellington, New Zealand), Luanna H Meyer (Victoria University of Wellington) |
| Year | 2017 |
| Volume | 17 |
| Issue | 4 |
| Pages | 546-573 |
| Publication date | 2017-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Ethnicities (JOURNAL) |
| Journal identifiers | ISSN: 1468-7968 • E-ISSN: 1741-2706 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/1468796816666590 |
| OpenAlex | W2514714938 |
| Language | EN |
| Citations received | 5 |
| References cited | 24 |
Although there is extensive literature on the relationship between student motivation and achievement, less is known about how secondary schools create conditions that enable diverse groups of students to do their personal best. This article reports research into the development of school leadership in New Zealand secondary schools to enable Indigenous Māori students to achieve educational success as Māori. Data collection included school goal-setting plans for students, in-class observations, student surveys and interviews. Analyses revealed school goals reflected low expectations for Māori achievement and little evidence of culturally responsive practices in classrooms. Interviews with Māori students highlighted perceptions that their schools had low expectations for them and their learning, while analysis of Māori student surveys indicated lower academic aspirations in comparison with European peers. These results are discussed critically alongside specific recommendations for further research on the multiple influences of mainstream secondary school contexts on educational achievement outcomes for Indigenous students
Academic achievement · Class (philosophy · Ethnic group · Indigenous · Mainstream · Mathematics education · Pacific islanders · Pedagogy · Perception · Political science · Sociology · Student achievement · Early Childhood Education and Development · Education, Achievement, and Giftedness · Indigenous and Place-Based Education · Psychology
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Anti-Indigenous Deficit Racism and Cultural Essentialism in K–12 Education
Education in the Post-Pandemic Era
Culturally sustaining assessment for indigenous learners in aotearoa New Zealand
The forgotten role of teachers in students’ educational aspirations. School composition effects and the buffering capacity of teachers’ expectations culture
Handbook of qualitative research
Handbook of Motivation at School
Self-Efficacy Beliefs as Shapers of Children's Aspirations and Career Trajectories
Culturally Responsive Schooling for Indigenous Youth
Patterns of motivation beliefs
On the measurement of achievement goals
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Te Kotahitanga
Maximal levels of aspiration, minimal boundary goals, and their relationships with academic achievement
Pygmalion in the classroom
Are teachers' expectations different for racial minority than for European American students? A meta-analysis
Intrinsic and Extrinsic Motivations
Stereotype threat and the intellectual test performance of African Americans
Toward a Theory of Culturally Relevant Pedagogy
Secondary student motivation orientations and standards-based achievement outcomes
| Unique citing works | 5 |
|---|---|
| Citations per year | 0.83 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |