title: The transition to parenthood in New Zealand and a developmental conceptual framework for the study of family change

authors: Swain, David

abstract: The research and reflection reported in this thesis was initially centred on parenthood as ‘crisis’ or ‘transition’. A prospective longitudinal survey of a representative or ‘normal’ cohort of 241 primiparae in Hamilton, New Zealand, was carried out. Data were collected by means of four structured interviews (two antenatal and two post-partum) based on largely pre-coded questionnaires. The Hobbs Checklist (Hobbs, 1965; 1968) was used to measure ‘crisis’. It was found that this New Zealand sample did not experience crisis at or around the birth of their first child. 
The originally-planned data analysis was a multivariate search for statistical predictors of ‘crisis’, together with an examination of the short- and medium-term consequences of that ‘crisis’. As a result of the finding of no crisis attention was refocussed on more conceptual, theoretical and epistemological issues. 
A conceptual framework or ‘model’ for handling developmental changes in families was devised. This framework brings together a variety of concepts and ideas from ‘the literature’ together with some original concepts and ideas developed in the course of this project. 
The conceptual framework is organised around four main dimensions of structure, interaction, transactions and norms. Attention is focussed on the transitions which families may be understood to make between family career categories, especially from ‘couple’ to ‘childbearing’ categories. Ideas of homeostasis, morphogenesis and conflict are integrated into the conceptual framework. 
The original dataset was then used to investigate the conceptual framework, and areas for both further conceptualisation and further empirical investigation were identified.
Some issues remaining from the earlier substantive literature were further considered. In particular, the question of whether a ‘crisis group’ is better understood as the researcher’s construct or a ‘real’ social grouping was considered. It was found to be the former. 
It is concluded that theoretical orientations and approaches to conceptualisation, as well as a concern with practical issues (social problems, parent education, social work etc.), have strongly influenced research on parenthood in the past towards a focus on ‘crisis’. It is argued that a more comprehensive conceptual framework for the study of developmental change in families is needed. A first draft of such a framework is offered, and the need for further conceptual, theoretical and empirical work is emphasised.

text: The transition to parenthood in New Zealand and a developmental conceptual framework for the study of family change The research and reflection reported in this thesis was initially centred on parenthood as ‘crisis’ or ‘transition’. A prospective longitudinal survey of a representative or ‘normal’ cohort of 241 primiparae in Hamilton, New Zealand, was carried out. Data were collected by means of four structured interviews (two antenatal and two post-partum) based on largely pre-coded questionnaires. The Hobbs Checklist (Hobbs, 1965; 1968) was used to measure ‘crisis’. It was found that this New Zealand sample did not experience crisis at or around the birth of their first child. 
The originally-planned data analysis was a multivariate search for statistical predictors of ‘crisis’, together with an examination of the short- and medium-term consequences of that ‘crisis’. As a result of the finding of no crisis attention was refocussed on more conceptual, theoretical and epistemological issues. 
A conceptual framework or ‘model’ for handling developmental changes in families was devised. This framework brings together a variety of concepts and ideas from ‘the literature’ together with some original concepts and ideas developed in the course of this project. 
The conceptual framework is organised around four main dimensions of structure, interaction, transactions and norms. Attention is focussed on the transitions which families may be understood to make between family career categories, especially from ‘couple’ to ‘childbearing’ categories. Ideas of homeostasis, morphogenesis and conflict are integrated into the conceptual framework. 
The original dataset was then used to investigate the conceptual framework, and areas for both further conceptualisation and further empirical investigation were identified.
Some issues remaining from the earlier substantive literature were further considered. In particular, the question of whether a ‘crisis group’ is better understood as the researcher’s construct or a ‘real’ social grouping was considered. It was found to be the former. 
It is concluded that theoretical orientations and approaches to conceptualisation, as well as a concern with practical issues (social problems, parent education, social work etc.), have strongly influenced research on parenthood in the past towards a focus on ‘crisis’. It is argued that a more comprehensive conceptual framework for the study of developmental change in families is needed. A first draft of such a framework is offered, and the need for further conceptual, theoretical and empirical work is emphasised.

year: 1985

title: ‘Novels are not Nonsense’: 1920s and 1930s New Zealand reflected through the Fiction of Jean Devanny and John A. Lee.

authors: Horsley, Alexandra Kate

subjects: Jean Devanny

abstract: John Mulgan’s Man Alone (1939) has often been considered by historians and literary scholars as ‘the fullest prose rendering of what the New Zealand twenties and thirties felt like.’¹ This thesis argues that other contemporary novels, specifically those of Jean Devanny (1894 – 1962) and John A. Lee (1891 – 1982), present equally rich sources of information for historians researching early twentieth century New Zealand. Devanny and Lee both wrote novels set in a contemporary context, all of which offer critiques relevant to aspects of New Zealand society. These works often draw on and comment on entrenched understandings of gender, class and race, and thus provide a nuanced and sophisticated picture of 1920s and 1930s New Zealand. In this sense, the novels enable meaningful insights into contemporary issues. As Devanny asserts, they are by no means ‘nonsense’, but highly valuable and useful considerations relevant to contemporary lives and issues.² This thesis stresses that the contradictions and intricacies found in the novels of these two authors, Devanny’s in particular, should be utilised by historians as they reflect on various issues in early twentieth century New Zealand. Indeed, what might they say about New Zealanders’ understandings of their national history if Devanny’s The Butcher Shop (1926) or Lee’s Children of the Poor (1934) was regarded by historians as the quintessential novel of the 1920s and 1930s instead of Man Alone?

text: ‘Novels are not Nonsense’: 1920s and 1930s New Zealand reflected through the Fiction of Jean Devanny and John A. Lee. John Mulgan’s Man Alone (1939) has often been considered by historians and literary scholars as ‘the fullest prose rendering of what the New Zealand twenties and thirties felt like.’¹ This thesis argues that other contemporary novels, specifically those of Jean Devanny (1894 – 1962) and John A. Lee (1891 – 1982), present equally rich sources of information for historians researching early twentieth century New Zealand. Devanny and Lee both wrote novels set in a contemporary context, all of which offer critiques relevant to aspects of New Zealand society. These works often draw on and comment on entrenched understandings of gender, class and race, and thus provide a nuanced and sophisticated picture of 1920s and 1930s New Zealand. In this sense, the novels enable meaningful insights into contemporary issues. As Devanny asserts, they are by no means ‘nonsense’, but highly valuable and useful considerations relevant to contemporary lives and issues.² This thesis stresses that the contradictions and intricacies found in the novels of these two authors, Devanny’s in particular, should be utilised by historians as they reflect on various issues in early twentieth century New Zealand. Indeed, what might they say about New Zealanders’ understandings of their national history if Devanny’s The Butcher Shop (1926) or Lee’s Children of the Poor (1934) was regarded by historians as the quintessential novel of the 1920s and 1930s instead of Man Alone?

year: 2013

title: Explaining Maori under-achievement in standardised reading tests: The role of social and individual characteristics

authors: Lock, Kelly J.

subjects: education

abstract: In New Zealand, Maori students have lower educational attainment levels than their Pakeha counterparts, which is a major contributor to the earnings inequality between these two groups. This study attempts to identify determinants of the gap in educational attainment using data on reading test scores for a sample of 3031 15‐year‐old Maori and Pakeha students. Using a decomposition method that is commonly applied to income inequality analyses, the determinants of the reading literacy test score gap between Maori and Pakeha students are identified. The main contributors to this gap are family factors, student's opinions, and school factors (including decile). An understanding of the determinants of the test score gap provides insights into how effective policy makers can be at reducing this inequality.

text: Explaining Maori under-achievement in standardised reading tests: The role of social and individual characteristics In New Zealand, Maori students have lower educational attainment levels than their Pakeha counterparts, which is a major contributor to the earnings inequality between these two groups. This study attempts to identify determinants of the gap in educational attainment using data on reading test scores for a sample of 3031 15‐year‐old Maori and Pakeha students. Using a decomposition method that is commonly applied to income inequality analyses, the determinants of the reading literacy test score gap between Maori and Pakeha students are identified. The main contributors to this gap are family factors, student's opinions, and school factors (including decile). An understanding of the determinants of the test score gap provides insights into how effective policy makers can be at reducing this inequality.

year: 2008