Eighteenth International Conference on Diversity in Organizations, Communities & Nations

Abstract

The benefits of achieving and gaining secondary school qualifications are numerous, including stronger foundations for life-long learning, easier access to tertiary education, and access to a wider range of opportunities in the job market. However, in New Zealand, there is little evidence available that informs both educators and educational institutes of whether a sense of belonging has a part to play in being identified as an academic achiever in secondary school. In this paper, I introduce a case study, which has been identified through “talanoa” (conversations) with young Samoan male students in secondary school, of their perceptions on “sense of belonging” and achieving at school. A case study approach is often used to build up a rich picture of an entity, using different kinds of data collection and gathering the views, perceptions, experiences, and/or ideas of diverse individuals relating to the case. I discuss some of the initial factors that have been identified by the young male students, asking if New Zealand secondary schools are catering to Pacific male students both spiritually, physically, and emotionally. Underpinned by the use of a Pacific conceptual framework called Fa’afaletui, the Samoan male students share their stories from the perspectives of being identified as a “tama Samoa” (Samoan boy), a tama Samoa son, a tama Samoa friend, and a tama Samoa as a student in the secondary school.