Current Tertiary Context
The current tertiary context is characterised by a shift by Mäori towards wänanga, anecdotal evidence of low retention rates of Mäori within mainstream providers and a wide acceptance that research considering the retention of Mäori students be addressed.
Statistics show that numbers of Mäori in tertiary education are increasing every year, from 20,201 in 1994 to 29,523 in 2000 (Ministry of Education). Similarly, the number of equivalent full time Mäori students is also increasing. These seemingly positive statistics mask a reality that many mainstream providers are not catering to the needs of Mäori students. Consequently the wänanga are enjoying an increase in Mäori enrolments alongside a smaller growth in university enrolments (Ministry of Education).
Ministry of Education statistics further reveal that Mäori are entering tertiary education at later stages of life when compared with non-Mäori (1999). A high number of returning students with little or negative educational experiences is contributing to a melting pot of Mäori student needs.
According to Somerville (1999), it is unhelpful to merely present a list of `characteristics' of Mäori students in tertiary study. The obvious reason being that these `characteristics' are often converted into stereotypes and negative experiences. Adopting a perspective which requires Mäori students to fit into a specific homogenous group will not contribute to addressing the diversity of Mäori student needs (Somerville, 1999).
However, several commonalities do emerge within Mäori student groups. Several barriers to Mäori participation were identified by Jefferies (1997). Several commonalities also exist in international literature where factors influencing indigenous Australian students (Bourke et al, Walker) and native American students (Thomason & Thurber, Pavel, Jenkins) are explored.
From this literature it is concluded that the main factors affecting Maori students in tertiary education include:
- isolation
- financial difficulties
- unwelcoming tertiary environments
- inappropriate support systems
- negative schooling experiences
- difficulty in transition to tertiary study
- personal and family issues
- inadequate secondary school qualifications
These factors collectively represent reasons for Mäori student withdrawal. If one factor is experienced it may be easy to overcome if teamed with motivation and a commitment to study. When a multitude of factors are experienced by one student the result is often withdrawal.
Another result is the `sink or swim' approach identified by Malezer (in Anderson et al, 1998). This is referred to as those students who wish to maintain their cultural identity `sink' and those who are willing to abandon their culture for academic success, choose to `swim' (p. 88). In an era where there is a strong emphasis on empowering Mäori through strong cultural identity a balance must urgently be struck.
Reasons for withdrawal are bountiful, but strategies to combat low retention rates have only recently come to the attention of providers over the past few years. Various Mäori student and staff groups have formally and informally addressed retention issues through increased support from staff, study groups, taking on counselling roles, pastoral care and support services. Evaluations have not occurred in most instances and therefore the extent of the success of these initiatives is unknown. In any case, it is seldom the provider that proactively initiates any solutions.
The situation for Mäori in Aotearoa can draw some parallels with that of indigenous Australians. Although it is unclear how far the Australian Government has progressed in terms of reconciliation and socio-economic development of Aboriginal and Torres Strait Islander peoples, the establishment of policy addressing participation, retention and achievement at a tertiary level is considerably more advanced than that of Aotearoa. Various policies have initiated a high level of responsibility for tertiary providers to develop appropriate strategies and to report on these strategies (Walker, Ham, Ramsay et al, Anderson et al, DETYA).
Studies of native American students in tertiary education in North America also provide experience that can be drawn upon in addressing indigenous students needs. Various studies document programmes for American Indian students (Wright, Winds of Change, Thomason & Thurber). What lies at the heart of indigenous education, whether it be Mäori, Aboriginal, Torres Strait Islander, or native American, is a desire to empower community members through education. The extent to which this is achieved is, in some part, the responsibility of all tertiary education providers.