Abstract

In this qualitative study the author investigates how Native Hawaiian parents on Hawai`i Island navigate educational choices for their children amidst a history of centralized, Western-dominated schooling and systemic cultural suppression. Grounded in Bandura’s Social Cognitive Theory (SCT), the research explores parent perceptions of different K–12 school types and the complex factors that drive their selection. Through semi-structured interviews and a card sort activity with sixteen Native Hawaiian parents (n = 16), the study confirms that parental choice is fundamentally an act of indigenous self-determination defined by Kuleana Mākua (parental responsibility, authority, and privilege). The findings reveal that parents’ choices are shaped by familial educational history, a desire for the development of Hawaiian culture and identity in their children, and ultimate success in life. These desires create a persistent perceived tension, as parents weigh the benefits of culturally-grounded education against perceived anxieties about future success in a predominantly Western-economic context—a dynamic the study terms the “Insecurity of Outcome.” The author argues that this persistent exercise of ʻŌiwi Agency demonstrates how Native Hawaiian parents actively bridge the gap between historical injustices and future aspirations, centering Kuleana Mākua as the foundation for their children’s success in a rapidly changing world.

Degree

EdD

College and Department

David O. McKay School of Education; Educational Leadership and Foundations

Rights

https://lib.byu.edu/about/copyright/