Auckland prises itself on being New Zealand`s most culturally diverse city. There are people of over 100 different ethnicities that call Auckland home, and more than 150 languages are spoken here every day (ERO, 2018). It goes without saying then, that Auckland schools are also the most culturally diverse. A 2017 report from Education Review Office stated that the school roll in Auckland is composed of 15.6 percent Māori, 20.0 percent Pacific, 21.1 percent Asian, 37.0 percent New Zealand European and 3.7 percent Other.

The Education Review Office stated that diversity has the possibility to “create positive interactions that stimulate the creativity of students.” The report commented on how cultural diversity in schools helps to eliminate the tendency for students to pre-judge or identify people based on their ethnicity (ERO, 2018). But, can the same be said for the teachers?

Teacher expectations can have a lasting effect on the student. A high expectation may serve to encourage and motivate students, whereas placing low expectations on students may serve to demotivate and inflict low self-confidence. A study conducted by Turner et al (2015), found that teachers placed lower and more negative expectations on indigenous and minority students. This negative expectation was reflected in the secondary school achievement statistics which show that indigenous and minority student perform at lower levels than European and Asian students (Turner et al, 2015).

Student-teacher relationships were discussed by Turner et al (2015). It was found that Maori and Pasifika students suffered from poor student-teacher relationships and were less likely to relate to the teacher`s pedagogy. One striking fact stated that at the beginning of the school year, results showed that Maori literacy levels were similar to that of all over ethnic groups. However, by the end of the school year Maori literacy tested much lower when compared to European students. This statistic may provide evidence that negative expectations placed on Maori student by the teachers has contributed to the achievement gap.

A series of interviews conducted with teachers at an Auckland school revealed that there was a lack of ownership by the teachers when it came to the achievement gap. On discussing the academic achievement differences between Maori and European students, it was stated by many teachers that Maori home-life was a detrimental factor in their education. It was assumed that Maori parents were poorly educated and showed a lack of interest in their child`s education. These statements were not backed up by fact, showing a negative perception of Maori and lack of ownership for the success of Maori achievement by the teacher.

I feel that in a city that prises itself on being culturally diverse, these negative perceptions of indigenous students represent gross stereotyping and shows a lack of cultural understanding by many teachers. When we consider that 15.6 percent of students are of Maori decent and 20 percent are of Pacific decent, it is alarming to think that teachers may have low expectations of a combined 35.6 percent of all students in their classroom. A lesson that I took from this and hope to implement in my teaching practice, is to be consciously unbiased in respect of my expectations for the academic ability of my student, regardless of ethnicity.

References

Education Review Office. (2018). Ethnic Diversity in New Zealand State Schools. Retrieved from https://www.ero.govt.nz/footer-upper/news/ero-insights-term-1/ethnic-diversity-in-new-zealand-state-schools/

H, Turner., C. M, Rubie-Davies., M, Webber. (2015). Teacher Expectations, Ethnicity and the Achievement Gap. New Zealand Journal of Educational Studies. 50(1), 55-69. https://doi-org.ezproxy.aut.ac.nz/10.1007/s40841-015-0004-1

As a student teacher one fact is laid out to us right from the start of our training: Maori underachievement is an issue in New Zealand schools. According to Education Counts (2019), only 66.5% of Maori school leavers achieved level 2 NCEA, and only 33.8% achieved level 3 NCEA in 2016. For many of us this is a concerning statistic and begs the questions: what can we, the future teachers of New Zealand, do to help improve Maori achievement in schools?

One issue outlined by Harker and Nash (1990) takes into consideration cultural capital inequality. Cultural capital refers to the knowledge, social inclinations and skills inherited from the culture in which you are raised. Harker and Nash (1990) claim that schools have the tendency to treat all students as if they have access to the same cultural capital that is possessed by the majority. This severs to provide advantage to the majority and disadvantaging to minority groups who do not have access to the same cultural capital.

For most teachers I feel that providing a pedagogy which causes disadvantage to cultural minorities is not a wilful act, but possibly due to the notion that the teacher feels they need to treat all students the same. While this likely comes from a place of good intention, I strongly feel that it is a common misconception that in order to provide equal learning opportunities for all students, all student should be treated equally. This neglects the advantage gained by some due to the fact that their cultural capital better prepares them for an education system that caters to the majority. I feel that providing equal opportunity for all students is not synonymous with treating all student the same and the needs and experiences of each individual should be taken into consideration. I feel that the teacher should strive to catered to the needs of each student to the best of their abilities, appreciating that for some students this may mean providing more assistance than what is needed by others in order to attain the same degree of achievement.

However, as a student teacher this leads me to thinking: by making allowances for some students, am I unwittingly buying into the deficit model? Where is the line to be drawn between differentiating my teaching to suit the cultural capital of minority students, and assuming a different standard for these students based on perceived weakness. Personally, I feel the difference comes into play in expecting the same standard for minority students, whilst also appreciating that they may need extra assistance in getting there.

Reference

Education Counts (2019). Quick Stats about Maori Education. Retrieved from https://www.educationcounts.govt.nz/topics/31351/nga-haeata-matauranga-annual-report-on-maori-education/7.-quick-stats-about-maori-education

Harker, R.K. (1990). Schooling and cultural reproduction In J. Codd, R. Harker & R. Nash (Eds.), Political issues in New Zealand education (pp.25-42). Palmerston North: Dunmore Press. fffff