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Subject: search.filters.subject.Cultural competence

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    Asians in Aotearoa New Zealand: A population of interest for social work
    (Aotearoa New Zealand Association of Social Workers, 22/12/2021) Kim H
    Aotearoa New Zealand is a country where cultural differences are widespread and longstanding. The Treaty of Waitangi laid the foundation for an inclusive society where citizens’ full participation is granted. Nevertheless, a number of Asians seem to have limited access to the benefits of an inclusive society, with great concerns over social isolation and marginalisation. This requires social workers attend to Asians’ life challenges, justified by key principles of human rights and social justice; yet a paucity of training exists in social work education, limiting their ability to work with this population. More training is necessary in the social work curriculum through which social workers enhance cultural competence, with relevant knowledge and skills, in relation to working with Asians in Aotearoa New Zealand.
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    Culturally responsive teacher actions to support Pāsifika students in mathematical discourse : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2015) Cheung, Ingrid
    This study examines culturally responsive teaching to support a group of Pāsifika students aged 11-13 years old in mathematical discourse. It builds on previous work which has advocated culturally responsive practices where students learn mathematics through collaborative interaction that fosters greater student participation, engagement, and potentially better achievement in mathematics. In this study, the teacher’s actions drew on Pāsifika cultural practices and the value of the family, respect, and collectivism. This was significant in the establishment of social and mathematical behaviours which were important in supporting the development of productive mathematical discourse. In addition, the communicative and participation structures within the classroom that lead to mathematics learning are also considered. This study was situated in an inquiry classroom. A socio-cultural perspective provided the framework for analysing the classroom context. A case study approach drawing on a qualitative design was implemented. Data was collected through teacher and student interviews, classroom audio and video-recorded observations, and students’ written work. Detailed retrospective analysis of the data was undertaken to develop the findings of this classroom case study. Significant changes were revealed in the shifts of student discourse from long silences and hesitation to asking valid questions and developing mathematical justification with appropriate language and specific terms. The explicit instructional practices developed and implemented by the teacher fostered greater collaborative communication and interaction between group members and this was important in how they made mathematical meaning. The findings provide insights into the multi-dimensional ways that teachers can draw on students’ cultural strengths, values, and practices as invaluable resources which potentially will make a difference in students’ mathematical learning.
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    What factors are important in high school counsellors' engagement with Muslim students and their families? : a thesis presented for the partial fulfilment for the requirements of Master of Educational Psychology, Massey University, Albany, New Zealand
    (Massey University, 2015) Hossain, Mitra
    This qualitative exploratory study investigated the perceptions of high school counsellors of their knowledge about Muslim culture and practices and the methods that could be used to improve counselling services for Muslim students. Muslims are the most rapidly growing religious group in New Zealand and comprise approximately 1% of the population. School counsellors play an important role in helping Muslim students integrate into New Zealand society. The research used a focus group approach to collect data from counsellors at two schools in Auckland in two focus group sessions. The data from the focus groups were analyzed using thematic analysis to identify the themes and patterns discussed by the focus group participants. The findings of the study identified the types of knowledge that school counsellors are seeking about their Muslim students. Some of the main areas of perceived needs were specific cultural knowledge about the countries of origin of Muslim students, information about refugee Muslims, and greater understanding of Muslim culture to understand intergenerational conflict. The findings also indicated that counsellors were seeking specific skills they believed would help them provide more effective counselling services to Muslim students. Some of the skills were methods for dealing with personal beliefs about Muslims, methods to help students mediate between traditional Muslim culture and New Zealand culture, and approaches to culturally appropriate interactions with family members. The findings of the study also identified various methods to assist school counsellors in obtaining knowledge about Muslims and applying culturally appropriate skills with Muslim students. Some of these methods included continuing education, contact with the Muslim community, and adaptation of the ka awatea model of Maori student success for use with Muslim students.
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    A two part story : the impact of a culturally responsive working environment on wellbeing; and the job attitudes and factors of retention for indigenous employees : a thesis presented in partial fulfilment of the requirements for the degree of Master of Management in Human Resource Management at Massey University, Turitea campus, Aotearoa-New Zealand
    (Massey University, 2015) Hooker, Raiha Rachael Joy
    The purpose of this research is twofold. (1) to highlight the influence a culturally responsive working environment has on Maori employees in New Zealand/Aotearoa and how this culturally-based environment can influence the wellbeing of employees; and (2) investigates how support from their supervisor and employee satisfaction with multiple work factors influences their job attitudes, job search behaviours and related factors in their intention to quit that organisation. A particular focus is on how having support for cultural values such as whanaungatanga (reciprocal relationships), manaakitanga (respect, prestige, status), and mauri (life principle, essential quality and vitality of a being) impacts Maori employees’ mental health and cultural wellbeing. An online survey was sent to a wide network of working Maori requesting consideration, as well as asking participants to forward the survey on to their own contacts. Data was collected in two waves with a second survey sent a week or two after the first survey was completed. Overall 113 participants completed both surveys (matching survey one and two responses). Results of this study suggests that support from the supervisor help form an organisational culture that in turn creates a culturally responsive working environment, which then has a beneficial influence on the mental health and cultural wellbeing of Maori employees. Additionally, support from the supervisor was found to be positively related to all four satisfaction dimensions (supervisor, co-worker, job and pay) which in turn related to search behaviours and ultimately intentions to leave their organisation. Ultimately, supervisor and job satisfaction were found to be key predictors of turnover intentions.
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    Cultural competency in New Zealand industrial and organisational psychology and human resource management professionals and students: is personality or experience a better predictor? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Auckland, New Zealand
    (Massey University, 2009) Williams, Tania Marie
    This thesis explores the relevance of Bio Data verses Personality for predicting Cultural Competence among Industrial and Organisational Psychology and Human Resource Management professionals and students in New Zealand. It also explores the relevance of the model (D.W. Sue, 2001) of Cultural Competence currently in use by the New Zealand Psychologists board and also the relevance of a four factor model of Cultural Intelligence (Early & Ang, 2003). The sample consisted of 113 participants drawn from a population of Industrial and Organisational Psychology, and Human Resource Management professionals and students. A questionnaire which measures the predictors of the Big Five Personality Factors (Goldberg, 1999), and Bio Data, and the criterion variables of Cultural Intelligence (Earley & Ang, 2003) and questions constructed specifically for this thesis was distributed online. The criterion variables were based on an existing three part (Awareness, Knowledge and Skills) Multidimensional Model for Developing Cultural Competence by D.W. Sue (2001). The results of this research were obtained through exploratory factor analysis and subsequent multiple regression analysis. A new model was constructed to represent the tested predictor and criterion relationship. Results suggest that overall Personality is a better predictor of Cultural Competence, with the Personality Factor of Agreeableness being the highest weighted Personality Factor. D.W Sue’s (2001) Multidimensional Model for Developing Cultural Competence maintained its three part structure in the analysis and consequently seems relevant to the unique socio-cultural, organisational and professional setting of the tested group. Ang and colleagues (Ang, Van Dyne, Koh, Ng, Templer, Tay & Chandraseker, 2007) Cultural Intelligence Scale maintained its four part factor structure and was reliable for this thesis.