Academic success among a cohort of gifted and talented Maori and Pasifika secondary school boys: Elements contributing to their achievement

Abstract

Evidence shows that Maori and Pasifika secondary school boys are seriously under-represented in programmes for the gifted and talented in New Zealand. The qualitative study on which this chapter is based examined elements in relation to identifying gifted and talented students and investigated how their abilities were forged and nurtured. It investigated why 30 academically successful Maori and Pasifika secondary school boys, in two boys' schools, achieved highly in the mainstream education system. The thesis argued that their academic success was due to the complex interplay of elements in the home and school environments, along with the boys' intrapersonal characteristics. Sociocultural learning theory was the main theoretical lens through which the findings were viewed. The methodology was built primarily upon narrative inquiry. With its focus specifically on high-achieving Maori and Pasifika secondary school boys, this thesis made an original contribution to the national and international discussion about raising student achievement. In addition, it provided a platform for further research to address the particular concerns around the underachievement of Maori and Pasifika secondary school boys in New Zealand.