Negotiating multiplicity : macro, meso and micro influences on the ethnic identifications of New Zealand secondary school students : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Social Anthropology at Massey University, Manawatū Campus, New Zealand

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dc.contributor.authorButler, Philippa Jane
dc.date.accessioned2019-08-29T21:42:35Z
dc.date.available2019-08-29T21:42:35Z
dc.date.issued2018
dc.description.abstractIn New Zealand, the number of people who identify with more than one ethnic group is increasing. This is particularly true for adolescents and for those whose identifications include Māori or Pacific Islands ethnic groups. However, there is little understanding of what identifying with multiple ethnicities means for individuals. This research examined the multiple ethnic identities of senior secondary school students (aged between 16 and 18 years), by focusing on how they identified themselves, what decisions formed the bases of their identifications, and what influenced their identifications at three interconnecting levels: the macro (state) level, the meso (institutional) level, and the micro (family and individual) level. A mixed methods research approach was employed, including a nation-wide survey and fieldwork in one South Auckland secondary school. The fieldwork methods were participant-observation, interviews with students who identified with more than one ethnic group, and a photo elicitation exercise. Through these methods, data were collected that gave a broad understanding of multiple ethnic identifications for New Zealand adolescents, and a deep and multifaceted explanation for one group of participants. This research explored the ways that the participants negotiated their multiple ethnic group identifications, despite macro, meso and micro pressures towards singularity. It examined macro-level influences on ethnic group data collection and the ways that ethnic group identifications are shaped and constrained by data categorisation protocols. It looked at the meso-level influences of the research school on students’ ethnic identities. The school focused on cultural identity and provided opportunities for students to participate in cultural activities and speak their languages. It examined the micro level influences of family and individual decision-making around identities, and the way that the participants maintained multiple ethnic group identifications, despite family experiences that might encourage them to focus more strongly on a single identity. This research explored the complex and nuanced ways that ethnic identifications are constructed at each of the three levels, for adolescents who identify with multiple ethnic groups.en_US
dc.identifier.urihttp://hdl.handle.net/10179/14915
dc.language.isoenen_US
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectEthnicityen_US
dc.subjectResearchen_US
dc.subjectNew Zealanden_US
dc.subjectAucklanden_US
dc.subjectRacially mixed youthen_US
dc.subjectIdentityen_US
dc.subjectSelf-perception in adolescenceen_US
dc.subjectStudentsen_US
dc.subjectAttitudesen_US
dc.subjectKia Aroha Collegeen_US
dc.titleNegotiating multiplicity : macro, meso and micro influences on the ethnic identifications of New Zealand secondary school students : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Social Anthropology at Massey University, Manawatū Campus, New Zealanden_US
dc.typeThesisen_US
massey.contributor.authorButler, Philippa
thesis.degree.disciplineSocial Anthropologyen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophy (PhD)en_US
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