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Empowering U.S. Marshallese Students to Engagement and Active

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Empowering U.S. Marshallese Students to Engagement and Active EMPOWERING U.S. MARSHALLESE STUDENTS TO ENGAGEMENT AND ACTIVE PARTICIPATION IN LEARNING Sam J. Robinson, M.Ed. Dissertation Prepared for the Degree of DOCTOR OF EDUCATION UNIVERSITY OF NORTH TEXAS May 2018 APPROVED: David Brackett, Major Professor Bill Camp, Committee Member R. Jefferson George, Committee Member Darrell Floyd, Committee Member James D. Laney, Chair of the Department of Teacher Educator and Administration Randy Bomer, Dean of the College of Education Victor Prybutok, Dean of the Toulouse Graduate School Robinson, Sam J. Empowering U.S. Marshallese Students to Engagement and Active Participation in Learning. Doctor of Education (Educational Leadership), May 2018, 110 pp., 11 tables, 1 figure, references, 52 titles. The U.S. Marshallese population is one of the fastest growing Pacific Islander populations in the United States. The purpose of this study was to identify how U.S. Marshallese students could be empowered and engaged in their learning through clearly identified indicators that educators could apply within their classrooms and schools. The indicators have been established on a historical, cultural, and linked perceptions of student learning as identified by U.S. Marshallese students and teachers. Pacific Islanders consisted of a variety of populations with varying cultures and ethnic diversity. This study has been conducted using a postpositivism worldview, Marshallese migration is not a limited phenomenon of displacement, but a migratory change that must be embraced by communities and educators. Educators must understand how to empower and engage U.S. Marshallese students in their learning. This study was designed utilizing an interpretative descriptive naturalistic ethnography qualitative research design with middle school students and teachers to gather qualitative data from U.S. Marshallese students that will lead to a contextual understanding of empowering and engaging U.S. Marshallese students in their learning. The findings of this qualitative research study can be applied by educators to empower and engage U.S. Marshallese students in their learning on a daily basis in schools and classrooms. Culture understanding, positive relationship building, and the design of culturally connected intrinsically student motivated learning activities is the foundation and critical component of empowering and engaging U.S. Marshallese students in school and classrooms for improved student learning. Copyright 2018 by Sam J. Robinson ii TABLE OF CONTENTS Page LIST OF TABLES AND FIGURES.............................................................................................. vi CHAPTER 1. INTRODUCTION ................................................................................................... 1 Compact of Free Association .............................................................................................. 2 Pacific Islanders .................................................................................................................. 2 Positionality ........................................................................................................................ 3 Statement of the Problem .................................................................................................... 5 Purpose of the Study ........................................................................................................... 6 Research Questions ............................................................................................................. 8 Significance of the Study .................................................................................................... 9 Organization of the Study ................................................................................................... 9 Conceptual Framework ..................................................................................................... 11 Definition of Terms........................................................................................................... 15 Summary ........................................................................................................................... 16 CHAPTER 2. LITERATURE REVIEW ...................................................................................... 17 Marshallese History .......................................................................................................... 17 Marshallese Culture .......................................................................................................... 20 Marshallese Cultural Family Fluidity ............................................................................... 23 Marshallese Migration to the United States ...................................................................... 26 Marshallese Educational Migration .................................................................................. 29 Inclusionary Practices ....................................................................................................... 31 Empowering U.S. Marshallese Students ........................................................................... 33 Data and Technology ............................................................................................ 35 Positive Relationships ........................................................................................... 38 Current Research ............................................................................................................... 39 Summary ........................................................................................................................... 48 CHAPTER 3. METHOD .............................................................................................................. 49 Problem Statement ............................................................................................................ 49 Research Questions ........................................................................................................... 50 Research Design................................................................................................................ 50 iii Study Participants and Sample Selection .......................................................................... 54 Instruments ........................................................................................................................ 55 Student Focus Groups ........................................................................................... 55 Teacher Interviews ................................................................................................ 55 Ethnographic Positionality, Research Participant Observer ................................. 56 Qualitative Data Analysis ................................................................................................. 57 Validity of the Research.................................................................................................... 58 Limitations ........................................................................................................................ 58 Ethical Considerations ...................................................................................................... 59 Summary ........................................................................................................................... 59 CHAPTER 4. PRESENTATION OF FINDINGS ........................................................................ 61 Student Focus Groups ....................................................................................................... 62 What Does Having an Education Mean to You? .................................................. 63 What Role Does Family Culture and Marshallese Heritage Play in Your Education?............................................................................................................. 64 Identify How You Feel Valued and Important in Your School and Classes ........ 64 Is Education Important to You? ............................................................................ 65 Do You Value Making Good Grades? .................................................................. 65 What Makes Learning Meaningful to You? ......................................................... 66 Is Having Your Cultural History Discussed and Taught in School Important to Your Overall Learning? ........................................................................................ 66 How Far Will You Go with Your Education? ...................................................... 67 What is One Thing You Would Change about School? ....................................... 68 Student Focus Group Summary ............................................................................ 68 Teacher Interviews ............................................................................................................ 69 What Does Having an Education Mean to You? .................................................. 70 Describe Your Understanding of Marshallese Culture ......................................... 70 How Do You Engage U.S. Marshallese Students through Embedded Culture in Curriculum? .......................................................................................................... 71 How Do You Make U.S. Marshallese Students Feel Valued and Important in Your Classroom? .................................................................................................. 72 How Do You See U.S. Marshallese
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