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Factors Related to High School Dropout Rates Among Native Hawaiian and Other Pacific Islander Outhsy in Salt Lake and Utah Counties in Utah

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Factors Related to High School Dropout Rates Among Native Hawaiian and Other Pacific Islander Outhsy in Salt Lake and Utah Counties in Utah Brigham Young University BYU ScholarsArchive Theses and Dissertations 2014-07-01 Factors Related to High School Dropout Rates Among Native Hawaiian and Other Pacific Islander outhsY in Salt Lake and Utah Counties in Utah Afa K. Palu Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Educational Leadership Commons BYU ScholarsArchive Citation Palu, Afa K., "Factors Related to High School Dropout Rates Among Native Hawaiian and Other Pacific Islander Youths in Salt Lake and Utah Counties in Utah" (2014). Theses and Dissertations. 5544. https://scholarsarchive.byu.edu/etd/5544 This Dissertation is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Factors Related to High School Dropout Rates Among Native Hawaiian and Other Pacific Islander Youths in Salt Lake and Utah Counties in Utah ‘Afa Kehaati Palu A dissertation submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Clifford T. Mayes Steven J. Hite Scott E. Ferrin Julie M. Hite E. Vance Randall Department of Educational Leadership and Foundations Brigham Young University July 2014 Copyright © 2014 ‘Afa Kehaati Palu All Right Reserved ABSTRACT Factors Related to High School Dropout Rates Among Native Hawaiian and Other Pacific Islander Youths in Salt Lake and Utah Counties in Utah ‘Afa Kehaati Palu Department of Educational Leadership and Foundations, BYU Doctor of Philosophy Researchers across the globe have studied high school dropouts for decades and have identified various factors related to high school dropout rates. These factors have been found to be related to dropout rates among specific ethnic groups, including White, Asian, Black or African American, American Indian or Alaska Native, and Hispanic or Latino Origin high school students. However, the factors related to dropout rates among Native Hawaiian or Other Pacific Islander high school students in the U.S. mainland have not been studied. This study was completed to better understand the factors related to dropout rates among Native Hawaiian or Other Pacific Islander high school dropouts. The sample for this study was 13 males and 4 females that dropped out of high schools located in the Salt Lake and Utah counties in Utah. A qualitative analysis of the interview data indicated that peer-, personal-, family-, culture-, and school-related factors were associated with dropout rates among the Native Hawaiian and Other Pacific Islander high school dropouts in these two counties. The implications of these findings are explored. Keywords: Pacific Islanders, dropout, peer, personal, family, culture, school ACKNOWLEDGEMENTS I am extremely grateful to, and would like to acknowledge, first my indebtedness to my Heavenly Father, God of my fathers, for His love, patience, mercy and blessings that enable me to have incredible educational experiences in His University. Also, I have been blessed with great professors that encouraged me and helped me along the way in this difficult, yet very fulfilling doctoral work. Specifically, I thank my chair and honorary Tongan brother, Kilifi (Clifford) Mayes for his support, encouragements and faith in me. I am also very grateful to Steven and Julie Hite for their tireless efforts and “keen-eye-analyses” that enable me to “see” clearly the “what,” “how,” and the “why” in approaching the research questions so that I may gather the essence of the educational experiences of those who left without a diploma so that others may know and learn from them. They have also become my educational parents during this doctoral work. My gratitude is also expressed to Scott Ferrin, a genuine friend, for his tireless efforts and encouragements that without him, I may not be able to obtain the necessary IRB approval for this study. Lastly, but by no means the least, is a quiet but ever thoughtful friend, Vance Randall. His quiet persona is met only by his excellence insights into solutions for the anticipated problems that I ran into during the research. The friendships, kindness and demeanor of all my professors exemplify the Savior and His willingness to lift those who need a lift, and to cheer the hearts of the blind so that they may see the future though education. I do not have the necessary English words to express to my committee members the deepest and the most sincere gratitude and appreciation for their help. Concomitantly, I could never have completed these years of schooling without the tireless support, love and patience from my eternal companion, Kalisi T. Kauvaka Palu, who has stood by me over these years, and with listening ears and a joyful heart, kept on cheering me on to the finishing line of this doctoral work. I am also grateful to my three sons, James Kehaati Palu, Joseph ‘Ahosiʻi Palu, and Jacob Vaihola Kaufusi Palu who have brought Kalisi and me so much joy and hope. Also, I thank my late aunty, Tapaita Heuifanga Maria Oshea who had inspired me all these years and being my role model who believed in me since elementary school in the islands of Tonga. I also express deep gratitude to my mother, Silivia Latai Tulaki Toʻangutu Palu, for her teachings and disciplines that allowed me to dream big. My father, ‘Ahosiʻi Palu who has been one of my role models because he showed me how to work hard and motivated me to go for higher education. I cannot complete these acknowledgements without thanking my aunty Seilala Taunoa Palu for helping me all these years when I was in high school in Tonga. She was my second mother who took care of me, fed me and also taught me about Jesus Christ and His goodness. I express great appreciations to my ancestors whose genes I am, even my 8th great, great-grandfathers, His Majesty, Fatafehi Pau Lahi of the Tuʻi Tonga Dynasty, who welcomed the world-renowned navigator Captain James Cook to the Friendly Islands of Tonga. I also acknowledge my 6th great, great-grandfathers Talaiasi Saulala Malupo and Haveapava Malupo, the “‘Uiha Twins,” whose stories of courage and sacrifice have always strengthened me. Lastly, I acknowledge the assistance of Randy Raphael from John Jesse’s group at the Utah State Office of Education in determination of the dropout events of the Native Hawaiian and Other Pacific Islander students in Utah. Also, I would like to thank Brett J. West and Sam Beeson for their help with proofreading some parts of this manuscript. I know that I have stood upon the shoulders of these giants and together with the God of my fathers, I can truly see beyond what I could do if I was left to do this doctoral work on my own. Glory be to God in the Highest. TABLE OF CONTENTS ABSTRACT ...........................................................................................................................ii ACKNOWLEDGMENTS .....................................................................................................iii TABLE OF CONTENTS .......................................................................................................v LIST OF TABLES .................................................................................................................ix LIST OF FIGURES ...............................................................................................................x CHAPTER 1—INTRODUCTION ........................................................................................1 Brief History of Education and Dropout Factors……………………………………….1 Nature of Dropouts ..........................................................................................................2 Conceptual Framework ................................................................................................4 Native Hawaiian and Other Pacific Islander Dropout Studies .....................................11 CHAPTER 2— REVIEW OF THE LITERATURE ……………………………………. ...13 Rationale for Identification of Factors Related to NHOPI High School Dropouts .........13 Black or African American High School Dropouts .........................................................13 Hispanic or Latino Origin High School Dropouts ...........................................................16 American Indian and Alaska Natives High School Dropouts .........................................18 Native Hawaiian and Other Pacific Islander High School Dropouts ...............................20 High school dropouts study in Tonga .........................................................................21 NHOPI high school risks and protective measures study in the U.S ..........................24 Framing the Research Questions .....................................................................................32 CHAPTER 3—METHODS AND PROCEDURES ..............................................................43 Research Method .............................................................................................................43 Institutional Review Board Approval ..............................................................................43 v Sampling of the NHOPI High School Dropouts .........................................................43 Data Collection ...........................................................................................................44 Analysis of the Data ....................................................................................................45
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