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KŪ I KE AO: HAWAIIAN CULTURAL IDENTITY AND STUDENT
PROGRESS AT KAMEHAMEHA ELEMENTARY SCHOOL
by
Robert Holoua Stender
________________________________________________________________
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 Robert Holoua Stender
Object Description
| Title | Kū i ke ao: Hawaiian cultural identity and student progress at Kamehameha Elementary School |
| Author | Stender, Robert Holoua |
| Author email | hostende@ksbe.edu; stender@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-02-06 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-04-15 |
| Advisor (committee chair) | Sundt, Melora |
| Advisor (committee member) |
Cole, Darnell Au, Kathryn |
| Abstract | The relationship between Hawaiian cultural identity and student progress at Kamehameha Elementary School (KES) is the focal point of this study. As the student demographics continue to evolve at Kamehameha Schools, most recently with increasing numbers of children coming from orphan and indigent backgrounds, teachers want greater understanding of the ways that culturally relevant pedagogy (Ladson-Billings, 1995) and culturally based education can be used to facilitate learning. As a starting point, this study analyzed secondary, quantitative data of 267 5th and 6th graders to determine the degree to which the independent variables of cultural identity (as measured by a Hawaiian cultural identity survey) gender, SES, orphan status and length of enrollment at KES are related to the dependent variables -- standardized assessments, grades and citizenship ratings. Results indicate relationships between the intensity of one’s identity with Hawaiian culture and academic success is more prevalent for lower SES and orphan students than for the general population, however both positive and negative correlations were found for specific cultural measures. The findings also suggest significant negative differences in the academic experiences of boys compared to girls, children who are orphans compared to all others, and children receiving full financial aid compared to those not receiving full aid. While greater study is needed, these findings suggest that faculty examine instructional and outreach practices for these particular sub-groups of students, in order to achieve equitable educational outcomes for all students. |
| Keyword | cultural identity; culturally relevant pedagogy; culture-based education; multicultural education; low SES |
| Geographic subject (state) | Hawaii |
| Geographic subject (country) | USA |
| Coverage date | circa 2004 |
| 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-m2925 |
| Rights | Stender, Robert Holoua |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Stender-3592 |
| Archival file | uscthesesreloadpub_Volume51/etd-Stender-3592.pdf |
Description
| Title | Page 1 |
| Full text | KŪ I KE AO: HAWAIIAN CULTURAL IDENTITY AND STUDENT PROGRESS AT KAMEHAMEHA ELEMENTARY SCHOOL by Robert Holoua Stender ________________________________________________________________ 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 Robert Holoua Stender |
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