Persistence interventions for Native Hawaiian students

Abstract

This study applied empowerment agency theory from academic motivation literature to explore the impact of social capital and culturally based intervention programs on Native Hawaiian students in higher education. The purpose of the study was to identify the interventions that empower Native Hawaiian students to overcome embedded barriers in higher education. The advancement of social capital transfer contributes to academic success for Native Hawaiian students facilitated through institutional agents in student supportive service programs that incorporate culture. This theory-guided qualitative study used primary data from observations and program staff interviews as well secondary data from annual performance reports over three years. Findings indicate the combined protocol of student supportive services and empowerment agency by institutional agents in a culturally based learning environment contributes to increased persistence rates. Analysis proposes the transformative nature of students from receiver to dispatcher of services exemplifies increased engagement and motivation to persist. This study begins to bridge the gap between engagement for disadvantaged students, Native Hawaiian students in particular, and motivation research when examining why they stay in school.