This document provides a summary of initiatives taken by the author to improve Pasifika education at Shirley Boys' High School in Christchurch, New Zealand. It discusses characteristics of the Pasifika student population and community, which faces social and institutional barriers. It details programs implemented with a focus on students, community, and staff. For students, mentoring and tutoring aim to improve academic and social skills. For community, the goal is better engagement between home and school. For staff, professional development enhances understanding and teaching of Pasifika learners. Overall the initiatives seek to support Pasifika learners' identities and pathways to further education.

1. Massey University
A Cantabrian Perspective on Pasifika Education
A review of Pasifika development at Shirley Boys’ High School,
examining current issues raised in contemporary research
literature
By
Joseph Houghton
Student number: 14111980
Course: Educational Issues among Pacific Islands Peoples in New Zealand
(254.744)
Lecturer: Dr JodieHunter
2,940 words

2. Joseph Houghton Studentnumber:14111980
For the past five years,Ihave beeninvolvedinthe developmentof PasifikaeducationatShirley
Boys’High School whichissituatedinthe Easternsuburbof ShirleyinChristchurch.Thisreportwill
reviewmyinvolvementwiththe group,linkingthe experiencestocurrentissuesregardingPasifika
educationinNewZealand.The reportwill have threemainsections.Firstly,Iwill outlinethe
characteristicsof boththe studentsandthe widerPasifikacommunityandcompare withcontemporary
researchliterature andnational statistics.Secondly,Iwill detail someof the initiativesIhave
implemented,aswell assome outcomesthathave beenobserved.Lastly,Iwill discussthe future
directionforPasifikaatShirleyBoysHighSchool,includingstrategiesforfuture improvement.
WhenI firstarrivedat ShirleyBoys’HighSchool in2010, I wasassignedresponsibilityforwhat
was thencalledthe “SamoanCulture Group”.The groupconsistedof approximately20Samoan
students,outof the approximately80 PasifikastudentsattendingShirleyBoys’.The primaryaimof the
group,whichwas largelystudentrun,wastoperforminthe ChristchurchPolyfestperformance.This
was a wayin whichthe groupof students,whowere fromPacificIslandnationalityorheritage, could
maintaina cultural identityandfindbelonging (Macpherson,2006) inwhatis a largelyEurocentric
school,withapproximately70%of the studentpopulationbeingof Europeandescent.Uponarrival,my
role became the managerof thisgroup and unofficialmentortothe studentswithinit.One formerstaff
member,whohadpreviouslyhadoversightof thisgroup,encouragedme inmynew role indicatingthat
my involvementwouldincrease my“mana”withinthe school.WhatIobservedduring2010 wasa
dynamicgroupof passionate studentswhowere underachieving.Thisledme todevelopamore formal
mentoringrelationshipwithasmall groupof Samoanstudents,andmakinga requesttothe Headmaster
that I mightpilota ‘PasifikaMentoringProgram’ where the aimwouldbe toincrease student
engagement.Overthe followingyears,the programhasgrownand become largerandmore
comprehensive,includingemphasesonacademicperformance,leadershipandPasifika‘Giftedand
Talented’.Myrole,whichhadpreviouslybeenaco-curricularposition,isnow the Directorof Maori and

3. Joseph Houghton Studentnumber:14111980
PasifikaDevelopmentandhasboth academicandpastoral aspectsto it andthe positionisconsultedby
SeniorManagementof ShirleyBoys’HighSchool onawide range of matters,rangingfrom timetabling
to literacyandnumeracy.
The South Islandhasa total Pasifikapopulationof approximately25,000 (StatisticsNew Zealand,
2013), withthe majoritylivingandeducatedinChristchurch.Manyof the schoolsinthe Easternarea of
Christchurchhave highnumbersof Pasifikastudents,whichmakesitcrucial foreducational institutions
to take themintoaccount. While the areainwhich ShirleyBoys’ issituatedtendstohave higherahigher
proportionthansurroundingareas,suchas Rangiora,Kaiapoi,Papanui andStAlbans,the Pasifika
communityare still adefinite minority,whichcanstill make itchallengingtoeffectpositive change.As
has beenwell documented,minoritygroupsare oftenmarginalizedandnotprioritizedwithin
institutions (Nakhid,2002; Cahill,2006; Dooley,Exley,&Singh,2000). Thisrealityhasmeantthat for a
longtime,Pasifikarepresentationwasabsent apartfroma handful of charismaticstudentswhohad
gainedstudentleadershippositions. Numbersof Pasifikateachershasalsobeenlow andinconsistent.
Previously,there hasbeenisolatedinstancesof teachersof Pasifikaheritage,forexample,one
commerce teacherwhowasSamoan taughtat ShirleyBoys’fromappriximately2002-2007. Currently,
we have two teachersonstaff whoare of Pasifikaethnicity–A Samoanwhowas born andraisedinNew
Zealandanda part CookIslandMaori,part NZ European.Bothare involvedinthe Pasifikaimprovement
program we have inplace,withthe headmasterveryeagertoensure thattheirvoicesare listenedto.
Researchalsoshowsthathavingpeople of Pasifikaheritage asvisible,active role modelswithinthe
school environmentisbeneficial tostudents (FletcherJ.,Parkhill,Fa'afoi,Leali'ie'e,&O'Regan,2009). At
board level,there hasbeennoparentrepresentationof Pasifikafamiliesorcommunities,whichmeans
that there are serious inadequacieswhenitcomestocommunicatingwithcommunities (Tongati'o,
2010). This isone of the national prioritiesthathasbeenidentifiedasakeygoal in the recentPasifika
EducationPlan (Ministryof Education,2013).

4. Joseph Houghton Studentnumber:14111980
While ShirleyBoys’hasenjoyedrelativesuccessintermsof itsNCEA resultsincomparisonto
manyschoolsof similarnature (single sex,decile six,inarelativelylow socio-economicarea),the
achievementof itsPasifika studentshasbeenverysimilartonational trends (Ministryof Education,
2013). For many years, the proportion of the studentbodywhowere Pasifikaonlyamountedto
approximately5%.Thismeantthatdata collectionandsubsequentanalysisaroundthisgroupwas
virtuallynon-existent.Asmentionedabove,numbersare still low,butare growingandbecomingmore
stable.Thishassome correlationwiththe post-earthquakeenvironmentthatCanterburyfindsitself in,
particularlythe Easternsuburbsof Christchurch. So,while low numbersmeanthatsmall fluctuationscan
be seenas large statistical variations,the realityforShirleyBoys’hasbeenalow toaverage achievement
rate.For example,in2012, onlythree outof the eighteenPasifikastudentsinyear11 achievedNCEA
Level One.Thisequatesto17%,which is lowernational statisticsforthe years2007-2009 (Ministryof
Education,2009). Currentachievementratespointtoa muchhigherlevelsof success.Atthe time of
writing,over30% of year 11 PasifikastudentshadachievedNCEA Level One,before the external
examinationshadtakenplace.
PasifikastudentsatShirleyBoys’are experiencingsimilarissuestothose around New Zealand,
interms of the social and institutional barriersorobstacleswhichhindertheireducational achievement.
Social factorsinclude the absence of educationalsupport (FletcherJ., Parkhill,Fa'afoi,&Taleni,2006)
and deprivation athome (Marriot& Sim,2014). Institutional factorsincludealackof effectiveteaching
practicesfor Pasifikastudents (Chu,Glasgow,Rimoni ,Hodis,& Meyer,2013) and difficultynavigating
academicpathwaysthroughto tertiary (Horrocks,Ballantyne,Silao,Manueli,&Fairbrother,2012). We
have a numberof parentswho,througheitherlackof knowledge orlackof motivation,donotsupport
theirson’seducation.This cantake the form of not ensuringthattheyattendschool,resultingin
extendedperiodsof truancy,orevencaseswhere parentshave arrangedemploymentfortheirson.
There are nothighnumbersof these incidents,but ina small cohort,a small numbers are significant.

5. Joseph Houghton Studentnumber:14111980
Often,whatseemslike financialpressureswill presentthemselves,resultinginparentshavingtowork
longhoursand as a consequence,be unable toengage withtheirson’seducation.These circumstances,
oftenbeyondthe control of the studenthimself,canresultinconflictbetweenthemandtheirteachers.
Spiller(2013) statesthat “perceptionsthatPasifikastudentsandtheirteachershave of themselvesand
of eachothercan cause misunderstandingsintheirrelationships” andthisresultsinconflict,lackof trust
and lackof engagement,leadingtopoorachievement.Ithasbeenmyintention,andthatof the senior
managementof the school,toaddressthese issues,while ensuringthatenhancingPasifikaeducationat
ShirleyBoys’doesnotmeanpanderingtostereotypes (Spiller,2012).
From the beginningof 2012, ShirleyBoys’hastakena more active interestinthe educational
performance of itsPasifikastudents andatthe beginningof 2014, we have been able toconsolidate our
goalson a school level andcreate a PasifikaEducationPlan.A lotof the goalsarticulatedand initiatives
implementedhave revolvedaroundhavingsomeone inapositionwhoiswillingtobe bothresponsible
and passionate aboutthe cause of Pasifikaeducation.Theycanbe separatedinto three distinct
approachestowards improvement–studentfocused,communityfocusedandstaff focused.Allare
necessaryandcomplimentary,witheachaspectrelyingonthe others (Sutton&Airini,2012). Withthe
planstill initstrial phase,ithas onlystartedto become relevantforthe school.The foundationof the
planis the Ministryof Education’sPasifikaEducationPlan2013-2017.
The studentfocusedapproacheshave centeredonequippingthemwiththe skillsnecessaryto
be sociallyandacademicallycompetentinthe school environmentandbeyond.The low academic
achievementexperiencedbyourstudentsdonotoccur inisolation (Chu,Glasgow, Rimoni ,Hodis,&
Meyer,2013; NZQA,2009). We realizedthatthe variousfactorscontributed,rangingfromlow levelsof
confidence andtrustinstaff (Siope,2011; Nakhid,2003), to low levelsof literacyandpoortransitions
fromprimaryschool (Tongati'o,2010). We desire tocreate “demanding,vibrant,dynamic,successful
Pasifikalearners,secure andconfidentintheiridentities,languagesandculturesthroughall curriculum

6. Joseph Houghton Studentnumber:14111980
areas” (Ministryof Education,2013, p.3) andto fosterthisinour studentsfromthe earliestpossible
time. Mentoringandtutoringhave beenthe primarywaysinwhichwe have soughtto achieve this.Our
‘PasifikaMentoringProgram’ensuresthateachstudentknowsthatthere isa designatedmemberof
staff whohas the specificresponsibilityof assistingtheminthe settingof goalsandthe navigationof
academicpathways (FletcherJ., Parkhill,Fa'afoi,&Taleni,2006). I am able to serve asa bridge between
the studentsandthe staff,oftencommunicatingwhenthe studentisunable todoso.Our ‘Pasifika
TutoringProgram’seekstoensure thatour studentsare supportedacademicallyinthe juniorschool,so
theyare able tobuilda strongfoundationandbuildconfidence toproceedintothe seniorschool.Focus
aroundthe core subjectsof English,mathandscience give studentsopportunitiestonotonlyrise to the
level theyare requiredtobe at,butto also be extendedif possible. Inthe seniorschool,we assistour
studentstosethighgoalsfor themselvesandtobringinrole modelsfromoutside the school
environment.We alsoencourage studentstogetinvolvedinnon-stereotypical,extra-curricularactivities
whichwill helpdevelopsocial andcreative skills.The visionisthat “Pasifikaschool leaversare
academicallyand sociallyequippedtoachievetheirgoalsforfurther education,trainingand/or
employment”(Ministryof Education,2013, p.10). Future economicbenefitsforboththemselvesand
theircommunitieswillbe the eventualoutcome of this (Ministryof Business,Innovationand
Employment,2013; Ministryof Education,preparedbyDavidEarle,2010).
The parent andPasifikafamilycommunityhave beenanotherpriorityareatoworkwith,with
manychallengesinengagementexperienced.The visionistohave Pasifikaparents,familiesand
communities […] betterinformed,more knowledgeable anddemanding consumersof education
services”(Ministryof Education,2013, p. 5) so thattheyare betterable tosupporttheirchildrenasthey
journeythroughsecondaryschool.We similarlyrecognizedthatlow studentengagementdoesnotoccur
inisolationfromthe familyandthataccountabilityforissuessuchasparentcondonedabsenteeism(
(Siope,2011)) and lack of communicationbetweenthe school andfamiliescannotbe laidonlyatthe

7. Joseph Houghton Studentnumber:14111980
student’sfeet.Ourfirststephasbeentocollectdata aboutwhat isand is notworkingforour families.
Thisis beendifficult,withparental involvementatsecondaryschool beingtraditionallylimitedacross
cultures.Ourmethodshave beentoaimforclearer,more targetedcommunication,suchasspecific
correspondence usingPasifikalanguages (Cahill,2006) where possible andappropriate.Anothermethod
has beentoaim forface toface encounterswhere arelationshipcanbe builtbetweenmyself asthe
nominatedcontactpersonandthe parents.Veryoftenschoolswillfeel thattheyprovide amultitudeof
opportunitiesforparentstoengage withtheirchild’seducation,however,whenthe evidencesoclearly
showsthat Pasifikaparentsare missingoutonthis (Cahill,2006),action needstobe taken. Afterour
May 2014 parentinterviews,we collectedthe dataonwhat parentsattended.The resultsshowedthat
18% of Pasifikaparentsattendedoverthe twonights,comparedto22% of Maori parentsand54% of
nonMaori, non Pasifikaparents.Thisdemonstratesanurgentneedtoengage ourPasifikacommunity
and to engage themintheirchildren’seducation.Fletcheretal.(2009) state that initiativeswhich
connectthe home and the school are vital inorderto raise achievement.If we are able tomore fully
supportour parentsandfamiliestoengage withusasa learningcommunity,theywill be betterable to
“supportand championtheirchildren’slearningandachievements”(Ministry of Education,2013, p. 5).
Our thirdarea of focus hasbeento engage withstaff,encouragingthemtosee Pasifikastudents
as prioritylearners,aswell aslookingatschool systemsandwhetherchangesare necessary.Thishas
involvedprovidingevidence basedprofessionaldevelopmentinorderto “Increase the knowledge,
confidence andskillsof staff [and] buildPasifikacompetenciesacrossthe education workforce”
(Ministryof Education,2013, p. 12). It has also beenaimedatenabling themtocreate betteracademic
pathwayswithintheirowndepartments(subjects) andpastoral care systems. The motivationbehind
ensuringclearpathwayswithinShirleyBoys,aswell asattemptingtoensure thatteachersare
passionate aboutPasifikastudentsuccessstemsfromthe notionthatquality teachingfocuses on
improvingstudentachievement (Alton-Lee,2003). Staff at ShirleyBoys’have beenrequiredtoworkona

8. Joseph Houghton Studentnumber:14111980
‘classprofile’,whichisdesigned toopenuptheirclassandget to know theirstudents’academicand
pastoral needs.The focushasbeenonstaff makingsure that theirMaori and Pasifikastudentsare not
isolatedandleftout (Nakhid,2002; Nakhid,2003). Previousprofessional developmentthatIhad run
had askedstaff aboutareasof needwhenitcame to Pasifikalearners.Moststaff saidthat theyfeltthey
didnot knowPasifikalearnersinanacademicsense,whereaswhentheywereinacoaching/co-
curricularrole,theywere quite familiarwiththem.The supportaroundclassprofilesandan
examinationof the dataconcerningPasifikaachievementbothnationallyandintermsof ShirleyBoys’,
was designedtoencourage staff tobe more specificandintentionalintheirteaching,realizingthat
“teachingpractice isunique foranyparticulargroup of learners”(Alton-Lee,2003, p. 14). It ishoped
that as developmentinthisregardprogresses,“assumptionsbuiltintothe presentschoolingsystem
[which] actto continue the educational inequalityof Pasifikastudents” (Spiller,2013, p. 3) will be
resolved,leadingtoan educationenvironmentconducive tothe diversitywhichPasifikalearnersbring.
Since 2012, whenI startedimplementingprogramsdesignedtoraise the achievementof and
betterengage PasifikalearnersatShirleyBoys’,noticeablechangeshave occurred. Observationssofar
have includedanincreasedsocial engagementof Pasifikastudents,whoare becomingbetter
representedacrossthe school indifferentcontexts,forexampleleadership onschool councils and
studentexecutives.Thishasbeenthe resultof intentionalselectionandsupportingstudentsbynot
expectingthemtotake onthese rolesandresponsibilitiesinisolationfromtheirPasifikapeers.Other
observationshave includedacademicsuccess,withmore Pasifikastudentsbeingconsideredfor
extensionprogramsandgainingNCEA endorsements.A focushasalsobeenoncelebratingthese
successesinorderto create a culture of Pasifikasuccesswithinthe school.While these outcomesare
anecdotal,itisour intentionin2015 to prepare a comprehensivereportdetailingachievementtrends
and observationssothatfuture developmentisbasedon whatwe have learnt.

9. Joseph Houghton Studentnumber:14111980
The future directionforPasifikaatShirleyBoysHighSchool, includes strategiesforfuture
improvementsupportedbyresearch andrevolvesaroundthe currentPasifikaEducationPlanandthe
hopesandaspirationsof ourcommunity. A key part of thiswill hopefullybe linkedintothe developing
clustermodel,sothatinstitutionsare notworkinginisolation,butrather,incommunity (Amituanai-
Toloa,McNaughton,KuinLai,& Airini,2009).ThiskeyPasifikaprinciple (Ministryof Education,2013)
needstodrive forwardsuccessforour students.Anacknowledgementof where communitiesare
currentlyat withregardsto qualificationsandachievementalsoneedstobe takenintoconsideration.
While achievementhasbeenrising withinourcommunity,the numberof Pasifikapeoplewith
qualificationsisstill significantlybelow the general population (Statistics NewZealand,2013; NZQA,
2009). There is a needforthe developmentof programswhichsupportteachersduringtheirtraining
periodandintheirinitial years,withregardstothe engagementof Pasifikalearnersandtheirfamilies
(Airini,2013). Our ProvisionallyRegisteredTeachersProgram will take thisintoaccount incomingyears.
We alsoneedtobecome more self-evaluative whenitcomestoour approachesregardingPasifika
learners,withsome of ourdepartmentsworkinginisolationandwithouttransparencyintermsof what
strategiestheyhave putinplace.The EducationReview Office encouragesschoolstodevelop effective
self-reviewprocessesthatfocusonPasifikalearnersinordertobuildonstrengthsandworkon
weaknesses (ERO,2013). These practiceswill buildonexisting initiativestocreate a strong,effective
vehicle forPasifikaeducational success.
ShirleyBoys’HighSchool hassubstantiallydevelopeditsapproachwithregardstobetterserving
Pasifikaprioritylearnersoverthe pastfive years.While initialeffortswere notclearlydefinedandnot
necessarilypartof a school wide strategy,recentchangeshave placedthe issueatthe forefrontof the
school’sconsciousness.Manyof the issueswe face are the issuesNew Zealandfacesasa nation,and
individual,tailored,future focusedeffortswithinourschool,basedon knowledge gainedfromresearch
intocurrentissues,will assistusinachievingsuccessforourstudents.

10. Joseph Houghton Studentnumber:14111980
Bibliography
Airini.(2013).Towardsequitythroughinitial teachereducation. WaikatoJournalof Education,53-66.
Alton-Lee,A.(2003). Qualityteaching fordiverse studentsin schooling:Best EvidenceSynthesis.
Wellington:Ministryof Education.
Amituanai-Toloa,M.,McNaughton,S.,KuinLai,M., & Airini.(2009). Ua Aoina le Manogio le Lolo:
Pasifika Schooling ImprovementResearch. Wellington:Ministryof Education.
Cahill,F.(2006). Crossingthe road fromhome to secondaryschool:A conversationwithSamoan
parents. Waikato Journalof Education,57-71.
Callister,P.,&Didham,R.(2009). Someemerging demographicand socio-economicfeaturesof the
Pacific population in NewZealand. Auckland:PaperpreparedforThoughtLeadersDialogue -
Withthe Pacific.....Aboutthe Pacific,.
Chu,C., Glasgow,A.,Rimoni ,F.,Hodis, M., & Meyer,L. (2013). An analysisof recent Pasifika education
research literature to informand improveoutcomesforPasifika learners. Wellington:Ministryof
Education.
ERO. (2013). ERO PacificStrategy 2013-2017: Building Capability in Evaluating PacificSuccess.
Wellington:Educational ReviewOffice.
Fletcher,J.,Parkhill, F.,Fa'afoi,A.,&Taleni,L.T. (2006). InfluencesonPasifikastudents'achievementin
literacy. NewZealand Journalof EducationalStudies,163-182.
Fletcher,J.,Parkhill,F.,Fa'afoi,A.,Leali'ie'e,T.,&O'Regan,B. (2009). Pasifikastudents:teachersand
parentsvoice theirperceptionsof whatprovidessupportsandbarrierstoPasifikastudents’
achievementinliteracyandlearning. supportsand barriersto Pasifika students’achievementin
literacy and learning,24-33.
Horrocks,J., Ballantyne,N., Silao,A.,Manueli,K.,&Fairbrother,P.(2012). Successfor Pasifika Learners:
The Impactof Tertiary Education Strategies. Wellington:AkoAotearoa.
MacPherson,C.(2006). PacificPeoplesinAotearoa/New Zealand:FromSojourntoSettlement.InK.
Ferro,& M. Wallner, Migration Happens:Reasons,Effectsand Opportunitiesof Migration in the
SouthPacific(pp.97-126). Piscataway,New Jersey:TransactionPublishers.
Marriot, L., & Sim,D. (2014). Indicatorsof Inequality forMāoriand PacificPeople. Wellington:Victoria
University.
Ministryof Business,InnovationandEmployment.(2013). Pasifika LabourMarketFactsheet. Wellington:
Ministryof Business,InnovationandEmployment.
Ministryof Education.(2009). Pasifika participation and attainmentin NCEA.RetrievedfromEducation
Counts:
http://www.educationcounts.govt.nz/statistics/pasifika_education/schooling2/participation-
and-attainment-of-pasifika-students-in-national-certificate-of-educational-achievement
Ministryof Education.(2013). Pasifika Education Plan 2013-2017. Wellington:Ministryof Education.

11. Joseph Houghton Studentnumber:14111980
Ministryof Education,preparedbyDavidEarle.(2010). Labourmarketoutcomesof skillsand
qualifications. Wellington:Ministryof Education.
Nakhid,C.(2002). "Who do yousay I am?" – Explainingthe marginalisedstatusof Pasifikastudents'
academicachievementbyexaminingthe conflictbetweeninstitutional perceptionsandthe
'IdentifyingProcess'.
Nakhid,C.(2003). ComparingPasifikastudents’perceptionsof theirschoolingwiththe perceptionsof
non-Pasifikateachersusingthe “mediateddialogue”asa researchmethodology. NZJournalof
EducationalStudies,38(2),207-226.
NZQA.(2009). Pasifika Strategy forthe New Zealand QualificationsAuthority. Wellington:NZQA.
Siope,A.(2011). The schoolingexperiencesof Pasifikastudents. Set:Research Information forTeachers,
10-16.
Spiller,L.(2013). Teachers’misunderstandingsthataffectthelearning of their Pasifika students.
Wellington:VictoriaUniversityof Wellington.
Spiller,L.(2012). Howcan we teachthemwhentheywon’tlisten?How teacherbeliefsaboutPasifika
valuesandPasifikawaysof learningaffectstudentbehaviourandachievement. Set,58-66.
StatisticsNewZealand.(2002,June). PacificProgress:A Reporton theEconomic Statusof Pacific Peoples
in New Zealand.Retrievedfromhttp://www.stats.govt.nz/:
http://www.stats.govt.nz/browse_for_stats/people_and_communities/pacific_peoples/pacific-
progress.aspx
StatisticsNewZealand.(2013). 2013 Censusethnicgroup profiles:.RetrievedfromStatisticsNew
Zealand: http://www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/ethnic-
profiles.aspx?request_value=24707&tabname=Income
Sutton,A.,& Airini.(2012). A snapshotof Pasifika Education in Auckland. Auckland:COMETEducation
Trust.
Tongati'o,L. P. (2010). Koe Fana Fotu´:Successin Motion,Transforming PasifikaEducation in Aotearoa
NewZealand 1993-2009. PhD Thesis,Universityof Canterbury.