title: Language, identity and parenting in acculturation: A case study of Saudi Arabian mothers sojourning in New Zealand

authors: Yaghi, Esra

subjects: acculturation

abstract: The international education sector is rapidly growing in New Zealand, with increasing numbers of students arriving from Saudi Arabia under the scholarship scheme, with the firm intention of returning home at the end of their study. These sojourning students are typically accompanied by their spouses and children, causing a noticeable influx of Saudi families in educational institutions as well as society at large. 

Sojourning students have been the focus of research in the United States, United Kingdom and Australia with the primary focus being on the experiences of the student and not on their accompanying family. As Saudi people are relative newcomers to New Zealand, local research about Saudi students is scarce and research on their dependants is non-existent, to the knowledge of the researcher.

The main objective of the present study was to gain a better understanding of the experiences of Saudi wives who have to navigate their way through an unfamiliar society in a foreign language, with a particular focus on how these women parent and educate their children in New Zealand while trying to maintain their own cultural values.
This explorative case study was conducted from August 2016 and March 2018 in Hamilton, a provincial town in New Zealand. Narrative data were collected from nine Saudi women through a series of in-depth interviews, focus groups and informal observation made at social gatherings. The narratives of the participating women, their discussions with one another on parenting values and the personal observations of the researcher helped provide a picture of the everyday sojourning experiences of Saudi mothers. 
The findings from the interviews are broadly organised into a retrospective look at life pre-sojourn, challenges and changes they made during their sojourn, and preparation for their future return to Saudi Arabia. Within each of these sections are a number of themes that arose from the analysis. Focus group data are presented by topic and informal observations are incorporated throughout the study. 

The findings indicate that these mothers renegotiate and redefine their own identities in relation to their changed circumstances and environment. They show that they are receptive to the influence of some aspects of local culture provided they do not contradict their Islamic identity. Maintaining their children’s Islamic identity was of concern to them: they found it challenging to instil desired values when mainstream society operates by a different set of values. They found that their role as mothers changed and they had to adapt their parenting practices. 

The mothers were apprehensive about their children’s return to Saudi Arabia, particularly their Arabic schooling. Most of their children did not have age-appropriate Arabic literacy and would foreseeably struggle to close the gap between them and their peers. However, mothers prepared possible solutions to ameliorating their challenges. Fitting back into the extended Saudi family was also of concern: the women were aware of the changes they and their children had undergone during their sojourn and that their repatriation would require further changes. As a result of these Saudi mothers’ greater sense of self-efficacy, they did not predict being faced with any insurmountable challenges. 
A grounded analysis of the findings suggested that Experiential Learning Theory could assist a situated explanation of the process of acculturation (Berry, 1997, 2001, 2005, 2011) that these Saudi mothers underwent, and the most recent model (Kolb, 2015) was refined to develop a construct of cross-cultural experiential learning. 
This study contributes a qualitative understanding of cross-cultural experiential learning of sojourning Saudi mothers. Recommendations are made about possible support that could be offered to sojourning families by the home and host societies, to aid in their transition and ensure their sojourn would be a rich and rewarding experience.

text: Language, identity and parenting in acculturation: A case study of Saudi Arabian mothers sojourning in New Zealand The international education sector is rapidly growing in New Zealand, with increasing numbers of students arriving from Saudi Arabia under the scholarship scheme, with the firm intention of returning home at the end of their study. These sojourning students are typically accompanied by their spouses and children, causing a noticeable influx of Saudi families in educational institutions as well as society at large. 

Sojourning students have been the focus of research in the United States, United Kingdom and Australia with the primary focus being on the experiences of the student and not on their accompanying family. As Saudi people are relative newcomers to New Zealand, local research about Saudi students is scarce and research on their dependants is non-existent, to the knowledge of the researcher.

The main objective of the present study was to gain a better understanding of the experiences of Saudi wives who have to navigate their way through an unfamiliar society in a foreign language, with a particular focus on how these women parent and educate their children in New Zealand while trying to maintain their own cultural values.
This explorative case study was conducted from August 2016 and March 2018 in Hamilton, a provincial town in New Zealand. Narrative data were collected from nine Saudi women through a series of in-depth interviews, focus groups and informal observation made at social gatherings. The narratives of the participating women, their discussions with one another on parenting values and the personal observations of the researcher helped provide a picture of the everyday sojourning experiences of Saudi mothers. 
The findings from the interviews are broadly organised into a retrospective look at life pre-sojourn, challenges and changes they made during their sojourn, and preparation for their future return to Saudi Arabia. Within each of these sections are a number of themes that arose from the analysis. Focus group data are presented by topic and informal observations are incorporated throughout the study. 

The findings indicate that these mothers renegotiate and redefine their own identities in relation to their changed circumstances and environment. They show that they are receptive to the influence of some aspects of local culture provided they do not contradict their Islamic identity. Maintaining their children’s Islamic identity was of concern to them: they found it challenging to instil desired values when mainstream society operates by a different set of values. They found that their role as mothers changed and they had to adapt their parenting practices. 

The mothers were apprehensive about their children’s return to Saudi Arabia, particularly their Arabic schooling. Most of their children did not have age-appropriate Arabic literacy and would foreseeably struggle to close the gap between them and their peers. However, mothers prepared possible solutions to ameliorating their challenges. Fitting back into the extended Saudi family was also of concern: the women were aware of the changes they and their children had undergone during their sojourn and that their repatriation would require further changes. As a result of these Saudi mothers’ greater sense of self-efficacy, they did not predict being faced with any insurmountable challenges. 
A grounded analysis of the findings suggested that Experiential Learning Theory could assist a situated explanation of the process of acculturation (Berry, 1997, 2001, 2005, 2011) that these Saudi mothers underwent, and the most recent model (Kolb, 2015) was refined to develop a construct of cross-cultural experiential learning. 
This study contributes a qualitative understanding of cross-cultural experiential learning of sojourning Saudi mothers. Recommendations are made about possible support that could be offered to sojourning families by the home and host societies, to aid in their transition and ensure their sojourn would be a rich and rewarding experience.

year: 2019

title: Indigenising science, technology, engineering, and mathematics (STEM): Integrating Pacific knowledge within a high school STEM study program

authors: Kauaula, Zyshana

subjects: STEM

abstract: Pacific students have low course completion rates within universities in Aotearoa, New Zealand (ANZ), resulting in poor educational outcomes in STEM-related fields. Additionally, Pacific students are underrepresented in university departments, including those in STEM fields. This research explores the reasons behind Pacific students’ low representation and course completion rates in STEM, aiming to create a more supportive and conducive environment within ANZ universities.

Integrating culturally relevant educational content has been shown to improve the success rates of Pacific students. This thesis investigates the benefits of incorporating Indigenous Pacific knowledge into STEM curricula to enhance student engagement and academic performance. The research is based at the University of Waikato, aligning with the university's Pacific theme, Imua, meaning to go forward, to help Pacific students progress and thrive.

Despite the growing interest in integrating traditional Indigenous knowledge into education, most research in this area has been limited to small projects and case studies. This thesis provides an in-depth examination of an Indigenous methodology that acknowledges culture, identity, and worldview, aiming to offer a deeper understanding of the factors affecting Pacific students' development in STEM fields. Ultimately, this research aims to contribute to the development of a new STEM learning model that better supports Pacific students by addressing their cultural needs and backgrounds.

text: Indigenising science, technology, engineering, and mathematics (STEM): Integrating Pacific knowledge within a high school STEM study program Pacific students have low course completion rates within universities in Aotearoa, New Zealand (ANZ), resulting in poor educational outcomes in STEM-related fields. Additionally, Pacific students are underrepresented in university departments, including those in STEM fields. This research explores the reasons behind Pacific students’ low representation and course completion rates in STEM, aiming to create a more supportive and conducive environment within ANZ universities.

Integrating culturally relevant educational content has been shown to improve the success rates of Pacific students. This thesis investigates the benefits of incorporating Indigenous Pacific knowledge into STEM curricula to enhance student engagement and academic performance. The research is based at the University of Waikato, aligning with the university's Pacific theme, Imua, meaning to go forward, to help Pacific students progress and thrive.

Despite the growing interest in integrating traditional Indigenous knowledge into education, most research in this area has been limited to small projects and case studies. This thesis provides an in-depth examination of an Indigenous methodology that acknowledges culture, identity, and worldview, aiming to offer a deeper understanding of the factors affecting Pacific students' development in STEM fields. Ultimately, this research aims to contribute to the development of a new STEM learning model that better supports Pacific students by addressing their cultural needs and backgrounds.

year: 2024

title: Inter-propositional semantic relations and semantic relational encoding in written discourse in Maori: an investigation

authors: Houia, Waldo

subjects: Maori

abstract: This thesis is an investigation of the various ways in which relationships of meaning between propositions (such as reason-result and temporal overlap) are encoded (as clauses, sentences and groups of sentences) and signalled in Maori.
In Chapter 1, the overall research topic and research questions are outlined.
Chapter 2 locates the research on inter-propositional semantic relations with reference to the concept of cohesion which is central to inter-propositional relational signalling and encoding. Here, reference is made to a number of relevant publications in the area.
Chapter 3 provides an introductory examination of the role of cohesion in the encoding and signalling of inter-propositional semantic relations in Maori.
Chapter 4 introduces a corpus of written texts and examines that corpus in terms of the ways in which inter-propositional semantic relations are encoded.
Chapter 5 examines a number of textbooks designed for learners of both English and Maori in terms of the extent to which they draw upon insights relating to the operation of inter-propositional semantic relations.
In Chapter 6, the research findings are summarised and their implications for aspects of the teaching and learning of Maori are discussed. In addition, suggestions are made in relation to future research possibilities.
Overall, the conclusion reached is that the study of semantic relational encoding and signalling in Maori texts reveals a number of aspects of language that appear not to be commonly taught and suggests the need for further studies of this type.

text: Inter-propositional semantic relations and semantic relational encoding in written discourse in Maori: an investigation This thesis is an investigation of the various ways in which relationships of meaning between propositions (such as reason-result and temporal overlap) are encoded (as clauses, sentences and groups of sentences) and signalled in Maori.
In Chapter 1, the overall research topic and research questions are outlined.
Chapter 2 locates the research on inter-propositional semantic relations with reference to the concept of cohesion which is central to inter-propositional relational signalling and encoding. Here, reference is made to a number of relevant publications in the area.
Chapter 3 provides an introductory examination of the role of cohesion in the encoding and signalling of inter-propositional semantic relations in Maori.
Chapter 4 introduces a corpus of written texts and examines that corpus in terms of the ways in which inter-propositional semantic relations are encoded.
Chapter 5 examines a number of textbooks designed for learners of both English and Maori in terms of the extent to which they draw upon insights relating to the operation of inter-propositional semantic relations.
In Chapter 6, the research findings are summarised and their implications for aspects of the teaching and learning of Maori are discussed. In addition, suggestions are made in relation to future research possibilities.
Overall, the conclusion reached is that the study of semantic relational encoding and signalling in Maori texts reveals a number of aspects of language that appear not to be commonly taught and suggests the need for further studies of this type.

year: 2001