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THE RELATIONSHIP OF A CULTURALLY RELEVANT AND RESPONSIVE
LEARNING ENVIRONMENT TO ACHIEVEMENT MOTIVATION FOR NATIVE
HAWAIIAN SECONDARY STUDENTS
by
Timothy K. Lino
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2010
Copyright 2010 Timothy K. Lino
Object Description
| Title | The relationship of a culturally relevant and responsive learning environment to achievement motivation for Native Hawaiian secondary students |
| Author | Lino, Timothy K. |
| Author email | tlino.usc@gmail.com; tim_lino@notes.k12.hi.us |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-02-05 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-03-29 |
| Advisor (committee chair) | Sundt, Melora A. |
| Advisor (committee member) |
Brewer, Dominic J. Picus, Lawrence O. |
| Abstract | As data depict, Native Hawaiian public school students consistently rank among the lowest of all ethnic groups by nearly every measure of academic engagement and success (Kana‘iaupuni & Ishibashi, 2003). As is common with many children of indigenous ancestry, teaching methodologies, pedagogical strategies, and structures of mainstream or conventional educational systems have generally not served Native Hawaiian children satisfactorily (Bielenburg, 2000; Kana‘iaupuni, Malone & Ishibashi, 2005). Native Hawaiian students are perceived by their peers as poor academic performers, mainly due to their lack of effort and apathetic attitude toward education in general (Kana‘iaupuni & Ishibashi, 2003). Native American educator Cornel Pewewardy (1993) maintains that one of the reasons why Native American children experience difficulty in schools is because mainstream educators, in trying to address indigenous or minority students’ needs, have traditionally attempted to insert culture into their education, as opposed to inserting education into their culture (as cited in Ladson- Billings, 1995).; This study examines the relationship of a culturally relevant and responsive learning environment to achievement motivation for Native Hawaiian secondary students (grades 6-12). It investigates whether elements of cultural connectedness not only help Native Hawaiian secondary students increase academic achievement, but also positively affect their level of achievement motivation.; This is a quantitative study which correlates the six independent variables of cultural connectedness, including: (1) cultural attachment; (2) Hawaiian language; (3) connection to ‘äina (land); (4) connection to ‘ohana (family); (5) cultural practices; and (6) cultural issues, to the dependent variable of achievement motivation. Secondary students representing four school types, including: (1) Public Hawaiian language immersion; (2) Charter Hawaiian language immersion; (3) Charter Hawaiian-focused; and (4) Private were surveyed. The relationship of cultural connectedness to achievement motivation is examined and compared between each school type, by grade level, and also by gender. The findings of this study will inform the reader about effective cultural learning structures that impact learning as well as motivation for Native Hawaiian secondary students in a variety of school settings. |
| Keyword | culturally relevant pedagogy; cultural connectedness; achievement motivation; Native Hawaiian secondary students; Hawaiian language immersion education |
| Geographic subject (state) | Hawaii |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2886 |
| Contributing entity | University of Southern California |
| Rights | Lino, Timothy K. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Lino-3604 |
| Archival file | uscthesesreloadpub_Volume44/etd-Lino-3604.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | THE RELATIONSHIP OF A CULTURALLY RELEVANT AND RESPONSIVE LEARNING ENVIRONMENT TO ACHIEVEMENT MOTIVATION FOR NATIVE HAWAIIAN SECONDARY STUDENTS by Timothy K. Lino A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2010 Copyright 2010 Timothy K. Lino |
