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    Communicating work culture adaptation techniques of Filipino migrants in New Zealand : Kampanteng Kiwinoys : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Communication and Journalism at Massey University, Wellington, New Zealand
    (Massey University, 2025-08-26) Separa, Lenis Aislinn
    Filipinos are the third-largest Asian ethnic group and the second-fastest-growing population of migrants in New Zealand (Asia New Zealand Foundation, 2020; Statistics New Zealand, 2024a). With the continuous influx of migrant workers from the Philippines for the last 19 years, New Zealand has been home to several migrants working in the health, construction, dairy, and information technology industries. Through the lens of cultural fusion theory, this study provides insights into the cultural adaptation of Kiwinoys in the workplace. Specifically, this study: (1) describes the cultural adaptation experiences of people in New Zealand; (2) identifies to what extent Filipino migrants choose acculturation over cultural maintenance; and (3) determines the extent receptivity and conformity pressure from the dominant culture in New Zealand affect intercultural transformation among Filipino migrants. The first article reveals that the cultural adaptation of immigrants in New Zealand can be traced along the acculturation, cultural adaptation, and cultural fusion of Berry (1970, 2003, 2005, 2006), Aycan and Berry (1996), and Sam and Berry (2010) on acculturation, Kim (2001, 2017) on cross-cultural cultural adaptation, Kraidy (2005) on cultural hybridity, and Croucher and Kramer (2016) on cultural fusion theory. The results of the second article reveal that ecological adaptability, language use, media language, and community engagement positively relate to acculturation. The results of the third article suggest that both host receptivity and host conformity pressure are positively related to intercultural transformation. The results of this study enrich existing theories on cultural adaptation and intercultural communication and provide deeper and wider perspectives on how Filipinos thrive as an ethnocultural group in New Zealand.
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    The Jewish community in New Zealand : a contribution to the study of assimilation : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Geography at Massey University
    (Massey University, 1971) Collins, Patricia R
    Numerous references have been made to the dearth of material on New Zealand's immigrant minority groups. 1 For example: Thompson, R., 1963, 16. Harper, A.G. in an introduction to Lochore, R.A., 1951, 5. Although listing a bibliography of approximately 90 references on immigrants and immigration in New Zealand, Thomson and Trlin in their recently published Immigrants in New Zealand ventured the opinion that, "there are still serious gaps in our knowledge and that there is a definite need for further research on all aspects of immigration, immigrants, ethnic group adjustments, assimilation and so on".2 Trlin, A.D. in Thomson, K.W. and Trlin, A.D. (ed.), 1970, 196. With the exception of L.M. Goldman's The History of the Jews in New Zealand and R.A. Lochore's From Europe to New Zealand (which contains a section on the Jewish people) no specialist work has been completed on the Jewish people of New Zealand. This thesis aims therefore to make a detailed study of the New Zealand Jewish community in its New Zealand environment for two purposes: a) as a contribution to the literature on the New Zealand Jewish community, and b) on a broader base, a contribution to the greater understanding of immigration, settlement end assimilation of racial and ethnic minority groups in New Zealand. More specifically it is aimed to: i) examine the origins, growth and development of Jewish settlement in New Zealand ii) to describe similarities to, and differences from, New Zealand's spatial, demographic, social and economic norms in the Urban Areas of Auckland, Wellington and Christchurch where 79 percent of the Jewish population reside. In other words, to examine the pattern of assimilation of Jewish people into New Zealand life and comment on one of the central problems of contemporary Jewish life in New Zealand - the question of survival.
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    A philosophical exploration of some unstated educational presuppositions concerning Polynesian education in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University
    (Massey University, 1973) Whitehead, Paul Eric
    A PHILOSOPHICAL EXPLORATION OF SOME UNSTATED EDUCATIONAL PRESUPPOSITIONS CONCERNING POLYNESIAN EDUCATION IN NEW ZEALAND. The prime concern in a multi-racial society should. be to encourage harmonious race relations in a system which aims at 'equality'. The Education system is one way of achieving this objective. Historically New Zealand educational policy has emphasised assimilation or its later more euphemistic derivative integration. This policy effectively increased the rate of acculturation but only at the expense of Polynesian culture and 'Maoritanga'. Subsequent academic failure, coupled with a steady decline in enthusiasm for formal education has resulted in the Polynesian devaluing education for other more tangible rewards. Innovation in educational policy aimed. at providing the Polynesian with an education which is intrinsically valuable to him, has been slow. This despite the immediate urgency and despite the findings and recommendations of the various commissions and committees set up by Government. Specifically, what is needed is the type of innovation which will encourage a greater degree of involvement by both pupil and parent; innovation that will effectively close the gap in attainment level between Polynesian and European. In examining this problem it becomes obvious that the assumptions which may be widely held, either consciously on partly or wholly unconsciously, concerning education must also be explored so that the various types of innovation can be analysed in terms of their effect in the system and on the community. An examination of these presuppositions is necessary to allow for, and to counteract, possible bias which may interfere with any recommendations which may ensue. Also, it allows for critical thought and reflection on that assumption so that the universal tendency to make no systematic attempt to explain and justify the principles on which the education system is based can be avoided. These presuppositions can be found within existing or implemented policies and have largely determined the various policy statements: educational, racial, social, recreational, penal. Any one of these presuppositionse, once exposed and found to be an immediate influence, can be examined to determine just what extent they have influenced, or are influencing, the Polynesian educational structure. A variety of alternatives and possible solutions could instead be implemented. The principle objective then is: to explore these presuppositions and possible alternatives in order that the resultant recommendations might be implemented in an attempt to raise the level of Polynesian under-achievement. The four main steps in this process are: 1. To show that any one educational presupposition 'may' be held or that it is widely held, consciously or unconsciously. 2. To show what effect this presupposition has had, or is having, upon the Polynesian educational system. 3. To examine this effect and to explore the possible variations and solutions of diverse alternative policies. 4. To arrive at and to recommend what action might be taken to alleviate the discrepancies and inequalities that are found to be important determinants of Polynesian under-achievement. The solutions and recommendations that are advanced in this thesis have been the result of careful analysis and examination of the unstated presuppositions, the principal factors affecting them and the principles in which they are embedded. These recommendations are not intended to be prescriptive. They are not the only possible recommendations but are perhaps the most appropriate. They are the end product of an inductive logical inquiry utilizing the findings of empirical research where available and appropriate. Some of them have already been implemented since this thesis was begun. However, it is not desirable, nor necessary, to remove them simply because they have been implemented and therefore rendered obsolete. The argumentation for them, in fact, is given greater credence in a world that views philosophical inquiry as merely a priori. These recommendations must be retained to allow for the continuity of argument and the facts which support them.