School expectations and student aspirations: The influence of schools and teachers on Indigenous secondary students

Abstract

Although there is extensive literature on the relationship between student motivation and achievement, less is known about how secondary schools create conditions that enable diverse groups of students to do their personal best. This article reports research into the development of school leadership in New Zealand secondary schools to enable Indigenous Māori students to achieve educational success as Māori. Data collection included school goal-setting plans for students, in-class observations, student surveys and interviews. Analyses revealed school goals reflected low expectations for Māori achievement and little evidence of culturally responsive practices in classrooms. Interviews with Māori students highlighted perceptions that their schools had low expectations for them and their learning, while analysis of Māori student surveys indicated lower academic aspirations in comparison with European peers. These results are discussed critically alongside specific recommendations for further research on the multiple influences of mainstream secondary school contexts on educational achievement outcomes for Indigenous students.

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