E lē sua se lolo i se popo e tasi : Samoan proverb, translated as : it takes more than just one coconut to produce a great flow of oil : a thesis presented in partial fulfilment of the requirements for a degree of Master of Education at Massey University, Palmerston North, New Zealand

Abstract

Pasifika boys in Aotearoa New Zealand continue to be over-represented in negative educational statistics and under-represented in traditional indicators of success such as the National Certificate of Educational Achievement endorsement and university entrance. However, these deficit-framed measures provide only a partial understanding of how Pasifika students define and experience success. To gain a fuller understanding, this research asks, "How do Pasifika boys define and experience success at an Aotearoa New Zealand secondary school? This study responded to the need for more relational, culturally grounded perspectives by positioning Pasifika boys as co-constructors of knowledge rather than subjects of research. Thus, the methodology emphasised student voice through the philosophical influence of Youth Participatory Action Research (YPAR). The primary method of data collection was talanoa (informal conversations). Conducted with Year 9 and 10 Pasifika boys, the study involved eight talanoa sessions where participants shared school experiences, home life, and collaboratively developed an initiative to enhance success within their school. Data were analysed using reflexive thematic analysis. The findings suggest that success for Pasifika boys is experienced through identity affirmation and meaningful connections with peers, teachers, family, and their wider community. The voices of the participants echo earlier Aotearoa New Zealand research that found Pasifika students’ success is shaped by strong connections with teachers, peers, family, and community, as well as learning environments that affirm identity and foster belonging. This has important implications for teachers, school leaders, and policymakers. Firstly, teachers are encouraged to adopt culturally responsive and relational pedagogies that prioritise clear dialogical instruction, affirmation, and meaningful relationships. Secondly, school leaders are urged to embed structures and practices that centre student voice, strengthen whānau (or family) engagement, and value collective forms of success. Finally, policymakers are challenged to move beyond narrow achievement metrics to support systems that recognise relational, cultural, and holistic dimensions of success for Pasifika learners.