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Research Commons is the University of Waikato's open access research repository, housing research publications and theses produced by the University's staff and students.
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Publication Te whakahaumanu i ngā taonga takatāpui: Belonging and thrivance for takatāpui(Thesis, The University of Waikato, 2025-06-19)This thesis celebrates takatāpui belonging and thrivance; created by, with and for takatāpui. It is carefully crafted with an abundance of love for this community to which I belong. Informed by the overarching conceptual framework of Te Pū o te Rākau (pūrākau) methodology (Lee-Morgan, 2019), this thesis follows pūrākau of how takatāpui and queer Māori identify and express belonging and thrivance. The intention of this study is to privilege the voices and lived experiences of people who have been consistently subject to the systematic dehumanisation of Western research conventions. In the aftermath of the COVID-19 pandemic in 2020, anti-Māori racism, homophobia and transphobia have risen exponentially in Aotearoa, spurring an increase in aggressive violent attacks on marginalised communities. It is progressively evident that the fundamental right to tino rangatiratanga affirmed by Te Tiriti o Waitangi to express self-determination has failed to be honoured (Came et al., 2024; Mutu, 2011a). Therefore, it is paramount within this rangahau to give power to and centralise the voices of takatāpui as they express their experiences of belonging. Drawing upon the springs of mātauranga takatāpui (re)generated by takatāpui academics, this rangahau is firmly grounded within a takatāpui worldview. Adapted elements from Te Pū o te Rākau methodological framework are implemented in this rangahau to (re)affirm the importance of takatāpui voices and interdependent relationships. Experienced through the ritualistic ceremony of wānanga, informed by Kaupapa Māori tenet - titiro, whakarongo… kōrero – I facilitated a wānanga for a group of kaipūrākau to share their pūrākau at Te Kohinga Mārama marae. Throughout the wānanga the kaipūrākau shared hilarious, heartwarming and painful pūrākau about their lived experiences as Indigenous queer people navigating a settler-colonial Western society and their encounters with belonging. These precious pūrākau are then translated into key themes that communicate the findings of this rangahau, that are described as Whanaungatanga, Tuakiritanga, Mana Motuhake and Te Hari Te Koa.Item Decolonising qualitative analysis: Collectively weaving understanding using talanoa and fa’afaletui Pacific-Indigenous research methods(Journal Article, SAGE Publications, 2024-01-01)Sense-making processes shape the messages and impacts of qualitative research. Using qualitative data analysis methods embedded within a Pacific-Indigenous research paradigm decolonises research. This article discusses the Pacific-Indigenous data analysis processes of talanoa and fa’afaletui employed within a study of Pacific elder care in Aotearoa New Zealand, conducted by scholars of Pacific/Moana heritage. While research literature has primarily identified talanoa and fa’afaletui as data collection methods, we discuss our use of talanoa and fa’afaletui as methods of analysis. Talanoa and fa’afaletui were engaged as collective processes of orality weaving understanding from the researchers’ lived experiences and navigating across languages. Enhancing authenticity and actionability are identified as benefits of talanoa and fa’afaletui collective data analysis. Considerations for implementing these methods are language, logistics and location.Item Collaborative processes in the development of the International Competences for Undergraduate Psychology (ICUP) Model(Journal Article, Wiley, 2025)Across all nations, undergraduate psychology programmes aim to promote the acquisition of foundational psychology competences. Yet, until recently, a universally recognised model outlining essential competences did not exist. The International Collaboration on Undergraduate Psychology Outcomes (ICUPO) addressed this gap by developing the International Competences for Undergraduate Psychology (ICUP) Model. The aim of this article is to provide guidance about how other groups might successfully approach similar efforts to delineate discipline-specific key competences. We describe the processes that led to the development of the ICUP Model, framed by group development theory (Preparing, Forming, Storming, Norming, and Performing Stages), with additional consideration of individual ICUPO Committee member psychological needs for competence, relatedness, and autonomy. Each group development Stage section (a) describes project activities relevant to the characteristics of that Stage, and (b) lists key strategies employed and lessons learned, as well as commentary on psychological needs. To further enhance the value of this endeavour, the Discussion includes (a) commentary on the strengths and limitations of these theories for understanding and enhancing the effectiveness of such project processes, and (b) actionable insights for educational leaders undertaking similar projects.Publication Perceptions, expectations and interactions: a study of teachers and pupils in five ethnically mixed primary classrooms(Thesis, The University of Waikato, 1978)Teachers’ perceptions of their pupils, expectations for pupil general ability, teacher-pupil interaction and pupil achievement were investigated in this naturalistic study of 5 teachers and 90 pupils in their New Zealand ethnically mixed Standard 3 classrooms. A pilot study showed that teachers at this level tended to perceive pupils in terms of constructs reflecting academic work skills, home background and personal/social attributes. Using rating scales developed from the pilot study it was apparent that the teachers had a conception of the ideal pupil. It was suggested that this influenced expectations for pupils’ ability to do well at school. Girls and Pakeha pupils were seen as being closer to the ideal pupil stereotype than boys or Polynesian pupils, and for Polynesian pupils this was reflected in lower teacher expectations. Teacher expectations tended to be borne out by standardized achievement test results and accounted for a large proportion of teacher rated achievement variance. Ethnic group made a small but significant independent contribution to achievement variance on two of the Progressive Achievement Tests and on teacher rated achievement. Using data on teacher-pupil dyadic interaction collected with the Brophy-Good system, contrasting patterns of interaction were noted between expectation groups (high, middle and low teacher expectations). The differences were largely qualitative and there were no expectation group differences in the total number of public or private dyadic interactions. High expectation pupils initiated more contacts with the teacher, answered more open public academic questions and received a lot less criticism for work or behaviour than the other groups. The low expectation group experienced a greater proportion of teacher initiated contacts and were asked more direct public academic questions which were of the product rather than the process type. The middle expectation group generally fell in between the high and low groups, but received the most criticism and the highest proportion of process questions. Teachers appeared to be attempting to prevent inequalities in quantity of interaction and this was discussed in terms of the perception of pupil attributes. Expectation group differences in interaction were not always the same for boys and girls or for all teachers. Despite the differences in teachers’ perceptions and expectations for Polynesian and Pakeha pupils, no ethnic group differences in teacher-pupil interaction were evidenced. No consistent and clear-cut expectation group differences were found in pupils’ perceptions of teacher behaviour. There was a moderate positive correlation between perception of the quantity of teacher contact and observed interaction but not regarding the affective quality of teacher contacts. The findings were discussed in terms of the theory and research on person perception and expectation phenomena in interpersonal behaviour. Some practical implications for educational practice were commented upon.Publication The general cognitive ability of Maori and European subjects: a comparative study of Queensland test performances and psychometric properties(Thesis, The University of Waikato, 1977)Research was undertaken into the performances of New Zealand Maori and European children on the Queensland Test of Cognitive Abilities. In addition to studying the comparative performances of the two ethnic groups at six age levels, major psychometric properties of the instrument were investigated. Such data have an important bearing upon the issue of psychological equivalence across ethnic or culture group samples. Seven hundred children (303 Maori and 397 European) aged between eight and a half and fourteen and a half years were tested with the Queensland Test. A small statistically significant ethnic group difference was found favouring the European children. Subsequent analyses indicated that the small difference was of little practical significance. Queensland Test subtest data were also analysed, This indicated that subtest performances were likely to be influenced by subject variables in a manner not necessarily evident in the overall test results. Gender differences in performance on the Pattern Matching Subtest were found and are consistent with other data. Queensland Test reliability, validity and item characteristics were researched for the two ethnic groups. To obtain test-retest reliability estimates and data on criterion related validity longitudinal studies were undertaken with four ethnically mixed class groups Standard 3 to Form 2). The Queensland Test was found to be equally reliable with both ethnic groups although the levels of reliability obtained were not considered entirely satisfactory. Validity data indicated that the same general intelligence construct could be employed in the interpretation of Queensland Test results with both European and Maori subjects. Content validity issues were considered and it was argued that in terms of both test content and measurement procedures the Queensland Test should provide an equally valid measure of general intelligence with both groups. The criterion related validity coefficients were of approximately the same order for each ethnic group although doubts were expressed about the adequacy of the criteria. Construct validity was investigated by considering the relationship of test performance to age and through factor analytic evidence. The analyses supported the view that the Queensland Test was primarily a measure of the same underlying construct within each ethnic group. In terms of prevailing psychological theories on human intelligence this construct was interpreted as being of a general intelligence nature. Comparative data on item characteristics did not indicate any marked ethnic group differences. More apparent was the need to restructure particular subtests where items failed to discriminate adequately within both ethnic groups. It was concluded that the weight of evidence was in favour of the psychological equivalence of this ability measure with Maori and European children. Data for combined ethnic group samples have been reported, Pooled data were employed in some factor analyses and these supported a general intelligence interpretation of Queensland Test results. Preliminary norms were also derived from combined ethnic group data. Findings are discussed in relation to the concept of intelligence and its cross-cultural measurement, other Queensland Test research and recent cross-cultural studies on cognitive abilities in New Zealand.
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