title: Mental health and wellbeing for young people from intersectional identity groups: Inequity for Māori, Pacific, Rainbow young people, and those with a disabling condition

authors: Roy, Rituparna

subjects: Māori

abstract: ‘Intersectionality’ describes the converging effects of ethnicity, gender, sexuality, disability, and other social group characteristics that influence life experiences. We draw on a representative study of year 9-13 students in Tai Tokerau, Tāmaki Makaurau, and Waikato (Youth19) to explore differences in mental health and wellbeing outcomes for young people from a selection of intersectional identities (Māori, Pasifika, Rainbow, and young people with a Disabling Condition). We found a pervasive pattern of inequity for young people who have intersectional identities compared to those from the majority groups (i.e. Pākehā, non-disabled, cis-heterosexual youth). Intersectional youth had higher levels of inequity and faced a greater array of inequities. There was evidence of an additive effect for some indicators. Thematic analysis of open-text survey responses found the need for positive inclusive environments, and support for all young people, including those at the intersections of identity. Drawing on the findings, we offered several systemslevel policy recommendations, including strategies to improve inclusiveness and reduce discrimination.

text: Mental health and wellbeing for young people from intersectional identity groups: Inequity for Māori, Pacific, Rainbow young people, and those with a disabling condition ‘Intersectionality’ describes the converging effects of ethnicity, gender, sexuality, disability, and other social group characteristics that influence life experiences. We draw on a representative study of year 9-13 students in Tai Tokerau, Tāmaki Makaurau, and Waikato (Youth19) to explore differences in mental health and wellbeing outcomes for young people from a selection of intersectional identities (Māori, Pasifika, Rainbow, and young people with a Disabling Condition). We found a pervasive pattern of inequity for young people who have intersectional identities compared to those from the majority groups (i.e. Pākehā, non-disabled, cis-heterosexual youth). Intersectional youth had higher levels of inequity and faced a greater array of inequities. There was evidence of an additive effect for some indicators. Thematic analysis of open-text survey responses found the need for positive inclusive environments, and support for all young people, including those at the intersections of identity. Drawing on the findings, we offered several systemslevel policy recommendations, including strategies to improve inclusiveness and reduce discrimination.

year: 2023

title: He Paiaka Totara: Māori Psychologists Wānanga, report to Ngā Pae o te Māramatanga

authors: Waitoki, Waikaremoana

abstract: Sustainability for the growing number of Māori psychologists depends on a resilient system that reflects the centrality of Māori knowledge, tikanga, kawa and moemoea. Paiaka refers to whakapapa, identity, roots and connectedness. As Māori psychologists how we might use this term with Māori whānau and each other differs according to our own unique skills and abilities - our pūmanawa. (He Paiaka wānanga, August, 29, 2015).

text: He Paiaka Totara: Māori Psychologists Wānanga, report to Ngā Pae o te Māramatanga Sustainability for the growing number of Māori psychologists depends on a resilient system that reflects the centrality of Māori knowledge, tikanga, kawa and moemoea. Paiaka refers to whakapapa, identity, roots and connectedness. As Māori psychologists how we might use this term with Māori whānau and each other differs according to our own unique skills and abilities - our pūmanawa. (He Paiaka wānanga, August, 29, 2015).

year: 2016

title: Student engagement and empowerment in a flipped engineering dynamics classroom

authors: Zaka, Pinelopi A.

subjects: flipped classroom

abstract: The flipped classroom model is increasingly used in tertiary education. Opportunities for active learning, col-laboration and interaction with the lecturer are some of the reported benefits associated with the use of flipped ap-proaches. These opportunities improve engagement and empowerment of students. This paper presents the results of a study on student experiences in a first year engineering dynamics Sum-mer semester course that used a flipped approach. This research used focus group interviews to determine the students’ sense of empowerment and engagement in the flipped classroom. The students’ ability to control the pace of their learning and the collaborative nature of in-class active learn-ing led to empowerment and an increase in confidence about their learning. Some students’ felt that they lacked suf-ficient discipline to succeed in self-directed learning. However, reassuring students that their out-of-class learning was beneficial was found to be a potential enabler to their confidence. Student engagement was also positively af-fected by the ability to control the pace of their learning, their increased flexibility in study timing and location, and active learning during the scheduled classes. Some students noted that their self-directed learning skills combined with workload issues presented unique challenges due to the flipped approach and negatively impacted their en-gagement. The paper concludes with recommendations for practice to further facilitate students’ sense of empowerment and engagement and may be of particular interest to engineering or other threshold technical subject pedagogy.

text: Student engagement and empowerment in a flipped engineering dynamics classroom The flipped classroom model is increasingly used in tertiary education. Opportunities for active learning, col-laboration and interaction with the lecturer are some of the reported benefits associated with the use of flipped ap-proaches. These opportunities improve engagement and empowerment of students. This paper presents the results of a study on student experiences in a first year engineering dynamics Sum-mer semester course that used a flipped approach. This research used focus group interviews to determine the students’ sense of empowerment and engagement in the flipped classroom. The students’ ability to control the pace of their learning and the collaborative nature of in-class active learn-ing led to empowerment and an increase in confidence about their learning. Some students’ felt that they lacked suf-ficient discipline to succeed in self-directed learning. However, reassuring students that their out-of-class learning was beneficial was found to be a potential enabler to their confidence. Student engagement was also positively af-fected by the ability to control the pace of their learning, their increased flexibility in study timing and location, and active learning during the scheduled classes. Some students noted that their self-directed learning skills combined with workload issues presented unique challenges due to the flipped approach and negatively impacted their en-gagement. The paper concludes with recommendations for practice to further facilitate students’ sense of empowerment and engagement and may be of particular interest to engineering or other threshold technical subject pedagogy.

year: 2018