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C Inouye Dissertation Final April 2 2019

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C Inouye Dissertation Final April 2 2019 HOʻOLOHE PONO: LISTENING TO THE VOICES OF PARENTS AND COMMUNITY TO ENVISION A SCHOOL-FAMILY-COMMUNITY PARTNERSHIP AT WAIMĀNALO SCHOOL A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATION MAY 2019 By Cherilyn Inouye Dissertation Committee: Eileen Tamura, Chairperson Baoyan Cheng Xu Di Kavita Rao Noelani Goodyear-Ka‘ōpua Acknowledgements Okage sama de. I am what I am because of you. If not for my advisor and mentor, Eileen Tamura, this study would not have been possible. Mahalo, Eileen, for your boundless patience and support, for regularly saving me from my own self-doubt, and for always pushing me moving towards my goal. I am forever grateful for your love and wisdom through every step on this journey. To my committee members, Noe, Kavita, Baoyan, and Di Di, I feel blessed to have each of you guiding and encouraging me throughout this process. Kavita, you are a selfless and generous coach and friend, and I thank you for always being there to listen and encourage not only me, but countless doctoral students through the years. Baoyan, I admire you as a researcher and as a teacher—I feel privileged to have been your student, and appreciate you always pushing me to think critically. Di Di, thank you for taking a chance on me even though you did not know me at first. I am so glad our paths crossed for this study. I am grateful for your positive energy and for your thoughtful questions that challenge me to reflect on my learning. Finally, to Noe, mahalo for The Seeds We Planted, which was the seed that inspired this project. I am humbled to know you and to have been able to learn from you. I am also grateful for your daughter, Hina, for providing me with the opportunity to learn Hawaiian history from a Hawaiian perspective. I am deeply indebted to the beautiful people of Waimānalo who allowed me into their community, their homes, their wahi pana, and into their lives, and shared their stories with me. Your aloha for Waimānalo has strengthened my love for and commitment to our students, our ʻohana, and the Waimānalo community. Your voices are truly the heart of this work. ii Mahalo to my Waimānalo Elementary and Intermediate School ʻohana for being an integral part of this study, for your commitment to our keiki, and for supporting me for the last six years. You are my school family, in good times and bad, and I am grateful for the opportunity to work alongside you. Noel Richardson, thank you for granting me the space and time to finish! To my husband, Daniel, you have only known me as a student, and I look forward to our life in the post-graduate phase! Thank you for being the best father to Emma and sticking with me throughout this painful and agonizingly long journey. I could not have finished this paper without your love. To Mom and Dad, thank you for being my number one fans and cheerleaders, and for instilling in me the value of education and hard work. I appreciate your lifetime of sacrifice to provide me with opportunities that allowed me to thrive and achieve my dreams. Thank you to my “village” of friends and family who have cheered me on for the last 10 years, and special thanks to those who were there on “D” Day to support me. To my dear friends, Erin Torres, Jaime Takahashi, Julie Esaki, Lauren Ramers, Sharon Otaguro, and especially Aunty Jan Holland, I am so grateful for each of you for your friendship and for helping me to proofread my chapters. Kaleʻa Silva, mahalo for always letting me pick your brain! Esmerelda Carini, you are a phenomenal coach and friend and helping me to reach the finish line! Finally, to my daughter Emma, I almost gave up on this project because becoming your mom meant giving my heart completely to you, and it hurt to miss out on spending time with you and watching you grow and learn because I had to write. I hope that when you are old enough to understand, you can be proud of your mom for finishing what she set out to do, no matter how long it took her, and know that you are made of the same stuff. To each of you who helped me along the way, okage sama de. I am what I am because of you. iii Abstract The primary aim of this study is to promote social justice and educational equity by empowering the voices of parents and community members in a rural public-school community with a diverse minority population. The research questions focused on understanding how their perceptions, beliefs, experiences, and values influence their engagement with the local public school. Based on the values of the community and its families, I offer recommendations to improve the school’s family and community engagement efforts to support students’ academic achievement as well as their overall experience in school. This study focused on Waimānalo Elementary and Intermediate School, which is located in the culturally diverse community of Waimānalo. Waimānalo has a large Native Hawaiian population, as well as other minority ethnic groups such as Filipinos, Micronesians, and Samoans. Because the majority of Waimānalo residents and students at Waimānalo School represent these nondominant groups, particularly the indigenous people of Hawaiʻi, I used parent involvement research and critical theories, such as critical race theory, tribal critical race theory, community cultural wealth, setter colonialism, and survivance, to analyze the data. I conducted semi-structured interviews with 22 participants who reflected the diverse cultural composition of the Waimānalo community. The participants represented key stakeholder groups that are too often left out of the school improvement process, including former students and parents, current parents, current staff members, and community members and leaders. Participants varied in age, gender, ethnic and cultural background, level of involvement with Waimānalo School, and level of involvement in the community. While individual participants had different experiences and preferences for school programs and offerings, ultimately, participants shared an appreciation for the smallness and iv closeness of the school and community, as well as an acknowledgement and resistance toward the stigmatization of Waimānalo and Waimānalo School. The Hawaiian values of aloha, ʻohana, and kuleana were important to participants regardless of their ancestry, and there was also a shared appreciation for the Hawaiian culture and an ahupuaʻa lifestyle. The parents and community members who took part in this study favored a strengths-based approach that reflects the cultural wealth of their community and school. v Table of Contents Acknowledgements .....................................................................................................................ii Abstract ..................................................................................................................................... iv Chapter 1: Introduction ............................................................................................................... 1 Background of the Study ................................................................................................. 1 Background of the Problem ............................................................................................. 3 Research Site ................................................................................................................. 10 Statement of the Problem .............................................................................................. 14 Purpose and Research Questions ................................................................................... 17 Significance of the Study ............................................................................................... 18 Chapter 2: Literature Review .................................................................................................... 20 School-Community Relations and Parent Involvement .................................................. 20 Settler Colonialism ........................................................................................................ 34 Native Hawaiian Resistance and Survivance.................................................................. 39 Critical Race Theory, Community Cultural Wealth, & Counter-Storytelling .................. 41 Native Hawaiian Families and Communities ................................................................. 50 Theoretical Framework ................................................................................................. 52 Chapter 3: Methods ................................................................................................................... 54 Study Design ................................................................................................................. 54 Selecting and Recruiting Participants............................................................................. 55 Participant Profiles ........................................................................................................ 56 My Role as Researcher .................................................................................................. 62 Positionality .................................................................................................................. 63 Data Collection ............................................................................................................. 65 Data Analysis ...............................................................................................................
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