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    Multicultural children : their cultural identities as communicated by their parents : a thesis presented in fulfilment of the requirements for the degree of Master of Management in Communication and Journalism at Massey University
    (Massey University, 2007) Ogawa, Erina
    Parents from different cultural backgrounds may often lack information on helping their multicultural children to develop healthy cultural identities. The views and strategies of twenty parents regarding the cultural identities communicated to their children are presented in this interview-based case-study in the greater Tokyo area of Japan. Seventeen respondents are non-Japanese with children to Japanese partners; two are non-Japanese with a non-Japanese partner with a different cultural background; and one is Japanese married to a non-Japanese partner. Six respondents chose to identify their children as Japanese; another six chose a Combined identity; and eight chose a Global identity. Six major factors in the development of a healthy cultural identity emerged: language, visits to parents' home countries, schooling and/or peer groups, religious and/or cultural activities, names, and physical appearance. Suggestions are made to parents of multicultural children to develop linguistic abilities, to facilitate immersion in target cultures, to develop awareness of relevant cultural activities, and to provide culturally-appropriate names. Parents are encouraged to combine different cultural aspects in different areas of their children's lives, to teach their children about their own cultures, and to remember that each child is unique. In addition, the iceberg metaphor of culture presented by Ting-Toomey and Chung (2005) has been adapted to illustrate multicultural identities. This study has confirmed the need for further qualitative and quantitative studies on the development of cultural identities in multicultural children.
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    Overcoming language barriers in early childhood education : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Sociology at Massey University, Palmerston North, New Zealand
    (Massey University, 2016) Beauchamp, Angela Katina
    New Zealand’s increasingly heterogeneous population places manifold demands on the education sector to educate and integrate children who do not speak English. Children of migrant background attending early childhood settings are assumed to benefit in English language obtainment from attending early years educational facilities, but does the mere placement in such settings achieve the desired outcome? Limited research exists into how minority language children acquire English whilst attending preschool settings, how this impacts on their first language, or on how teachers support their second language development. There is little insight into what motivates teachers in their interactions and decision-making, how they adjust teaching content, and whether they engage in language-specific teaching activities at all. To address this gap, this study considers questions regarding the relationship between early childhood teachers’ knowledge of second language acquisition and the type of support they report implementing. I investigate educators’ views and reported practices, as well as the influence of professional training, institutional policies, and philosophies. This research used a qualitative perspective and was benchmarked against comparative reflections of my own teaching experience. The inductive methodology involved semi-structured interviews of early childhood practitioners, covering a selection of educational settings in the Wellington region that practise distinct philosophies. Results show that teachers rely on their centres’ philosophies and socio-cultural practices as per Te Whāriki - the New Zealand curriculum - in their work with minority language children. The consensus was that early childhood education is to prepare language foundations through emotional confidence and cultural capability, not to set academic standards, and children’s perceived natural ability to learn by osmosis is accorded much credence. These findings suggest that teachers’ knowledge regarding complex language and cognitive processes could be significantly improved. Furthermore, support for te reo Māori and Pasifika first languages in New Zealand notwithstanding, practices tend to facilitate institutionalized monolingualism. Future research in all migrant language learning would add to the knowledge base about second language acquisition in New Zealand and the role of early childhood education in this dynamic. As well, there is scope for a discussion on language inequities and the possibilities of a plurilingual society.
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    Learning through language : implications in a mathematics class : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Studies (Mathematics), Massey University
    (Massey University, 1997) Arnold, Phillipa Mareea
    Mathematics is a subject that can be said to be have a language all of its own. The language of mathematics, the language of teaching and the language of the students all impact on the mathematics classroom. With the ever-increasing numbers of ESOL and NESB students in our classrooms there is a need for an awareness of the benefits when we use language activities particularly in the mathematics classroom. The New Zealand Mathematics Curriculum has mathematical processes as a central focus. Communicating mathematical ideas is a sub-strand of mathematical processes. With these two thoughts as background stimulus this research examines the effect that learning through language activities used in a mathematics classroom have on student understanding and communication. Learning through language is active learning strategies for the classroom and is based on the philosophy that all teachers need an understanding of language processes. They can then build language-based interactive strategies into the teaching of their subject. Learning through language aims to help teachers cater for the language and learning needs of their students especially those from Non-English speaking backgrounds. The research findings indicate that the use of learning through language activities in the mathematics classroom has a positive effect on the willingness of students' to communicate in mathematics. There is also an indication that the quality of this communication has improved. Student understanding has not been affected by the use of these strategies, but it was difficult to draw any major conclusions based on evidence collected.
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    Nutritional status of migrant mainland Chinese children in Auckland : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Nutritional Science at Massey University
    (Massey University, 2002) Lu, Jie Hua
    Objective: To assess the food and nutrient intake, activity levels and body composition of migrant Chinese children living in Auckland, and compare the results with data from European children of the same age in New Zealand. Subjects: Fifty children aged between 7 to 10 years of age, who were born in Mainland China and have immigrated to New Zealand (twenty-seven boys and twenty-three girls). Method: Three 24-hour recalls were used to evaluate dietary intake. Questionnaires were pretested before survey, and were used to determine food consumption patterns, demographic details, medical status, lifestyle and activity patterns. Anthropometric measurements included were height, weight, upper arm circumference, triceps skinfold, subscapular skinfold and elbow breadth. BMI was calculated. Results: • The average body height and weight of the migrant Chinese children was 131.8cm and 29.2kg respectively, higher and heavier than their peers in Mainland China. Each anthropometric measurement was higher in 9 - 10 year old children than 7 - 8 year old children, but only the differences between weight (p < 0.001), arm circumference (p < 0.005), and elbow width (p < 0.001) were significant. Except the triceps skinfold, most anthropometric measurements for the migrant Chinese children were lower than the European children in the Validation Report for the Children's Nutrition Survey in New Zealand, indicating Chinese children had higher arm fat and lower muscle than their counterparts in new Zealand. • The overall average energy intake of migrant Chinese children was 7712 kJ, close to the recommendations. The average protein intake of children was well above the UK RNI and USA RDA values (69.3g compared with RNI of 28.3g and RDA of 28.0g), and higher than that of their New Zealand and Mainland Chinese counterparts. Mean percentage of food energy derived from carbohydrate was 52.5%. Mean percentages of food energy derived from fat and saturated fat were 29.6 and 12.8, respectively. The fat intake of children was higher than that found in Mainland Chinese children where the mean percentage of total energy from fat in this age group varies from 23.4-28.5. However, it was lower than that found in New Zealand European children where the average percentages of food energy derived from fat and saturated fat were 34.9 and 16.3 for boys, and 31.4 and 13.8 for girls, respectively. • Mean intakes of most micronutrients were in excess of UK RNI. Lower intakes of vitamin A Eq were found (95.5% of RNI and 68.5% of RDA), reflecting lower consumption of fruits and vegetables than European New Zealand children. • The food frequency questionnaire designed to assess nutrient intake in New Zealand European, Maori and Pacific children in the Children's Nutrition Survey was not applicable to migrant Chinese children. • For the children in this study, breakfast and lunch at school, especially lunch at school, were "Westernized". Dinner of the children mainly maintained Chinese traditional foods. • While parents of the children realized the importance of modern nutrition, most of them applied the ancient Chinese philosophies regarding food and health to their children. Seventy percent of the parents could feel their children in "hot" or "cold" conditions, and used dietary restriction or encouraged their children to eat certain foods when their children were in hot" or "cold" conditions. All the Cantonese families used herbs in their children's dishes. • In these Chinese families, the mothers played a very important role in determining food choice of their children. • The migrant Chinese children achieved the recommended activity levels. However, their activity levels were lower than their counterparts in New Zealand. Conclusions: • The trend towards increasing fat and protein intake should be avoided in migrant Chinese children, and the importance of maintaining the traditional Chinese cereal-based diet should be emphasized. • Foods rich in vitamin A should be recommended for the migrant Chinese children. • It is crucial that migrant Chinese children during their diet transition adopt healthy western food habits. • Cultural preferences and mothers' influence should be considered when making nutrition recommendations for migrant Chinese children.
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    The impact of immigration on the anxiety, self-esteem and attitudes towards school and friends of South African immigrant children : a thesis in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1997) Mason, Lesleyanne
    This study is an attempt to explore any psychological and emotional difficulties South African immigrant children may encounter in New Zealand. Use was made of both qualitative and quantitative data. Anxiety and self-esteem scales were administered together with various semantic differential examining attitudes towards and perceptions of friends and schools. Two questionnaires were designed to explore aspects of the South African children's immigration experience, including reasons for their immigration, how they feel about it, what they like and do not like about South Africa, and what they like and do not like about New Zealand. One of these questionnaires was completed by the South African children's parents and the other by the South African children. The sample consisted of 36 South African children who had volunteered from three North Shore Intermediate schools. The control group consisted of 36 New Zealand children who had volunteered from a North Shore Intermediate school. All of the children completed the anxiety, self-esteem scales and the semantic differentials. Only the South African children and their parents completed the questionnaires. Results indicated no significant difference in State and Trait anxiety and global self worth for South African children and New Zealand children based on gender. A significant difference was found in social acceptance for the New Zealand children based on gender. New Zealand girls have significantly higher self-esteem (social acceptance) than do New Zealand boys. South African immigrant children had significantly higher State anxiety than did New Zealand children. Anxiety and self- esteem was measured in relation to various demographic variables. It was found that South African immigrant children who knew another child at the first school attended in New Zealand had greater self-esteem (global self worth) than children who did not. South African immigrant children who were happy to be living in New Zealand had lower State anxiety and higher self-esteem (global self worth) than children who were not happy to be living in New Zealand. South African immigrant children have significantly more negative attitudes and perceptions of school in New Zealand than school in South Africa. They also have more negative attitudes and perceptions of their friends in New Zealand than New Zealand children have.
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    "New" New Zealanders, or harbingers of a new transnationalism? : 1.5 generation Asian migrant adolescents in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Albany, New Zealand
    (Massey University, 2003) Bartley, Allen
    This thesis is concerned with the experiences of acculturation, settlement and ethnic identity formation of a sample of 1.5 generation adolescent migrants from Hong Kong, Taiwan and South Korea, who migrated to New Zealand as children, and who participated in the research as fifteen-to-nineteen year-olds. Advocating a combination of quantitative and qualitative methods as a particularly effective way of 'doing sociology', the thesis addresses the experiences of these migrants by exploring their perceptions and assignments of meaning with regard to their own ethnic identity, their sense of belonging and the social distance between themselves and others in New Zealand society; their acculturation experiences and strategies; their relationships with their parents and other family members; and their engagement with the wider community, through participation in clubs and other extra-curricular activities. The thesis posits that the experiences of migrant adolescents have been under-theorised, despite their particular sociological appeal, as they are located at the convergence of a number of different social pressures: between childhood and adulthood; often between their parents and the local community; between origin and host societies; and between competing demands on loyalty and attachment. These particular migrant adolescents are also sociologically interesting as children of highly-skilled, well-educated parents, who possess not only significant economic capital, but also high levels of social capital, and who have employed strategies of transnationalism in order to preserve and enhance these forms of capital. They have maintained their businesses and relationship networks - and sometimes their family homes - in their origin societies, in addition to pursuing forms of settlement and acculturation in New Zealand. With reference to survey and interview data, and drawing on the relevant literature, the thesis explores the meanings, motives and aspirations of migrant adolescents, and problematises conventional explanations of migrant adjustment and settlement. It posits that many 1.5 generation migrant Asian adolescents develop transnational identities through strategies of selective acculturation and aspirations of pursuing educational and occupational opportunities in other overseas destinations. Analysis of the data suggests that these particular migrants possess the cultural, social and economic resources to reproduce their parents' transnational identities, rather than the conventional and normative model of migrant settlement.