Ethnicity and engagement in first year New Zealand Law programmes

Type of content
Journal Article
Thesis discipline
Degree name
Publisher
Informa UK Limited
Journal Title
Journal ISSN
Volume Title
Language
English
Date
2017
Authors
Taylor L
Brogt E
Cheer U
Baird N
Caldwell J
Wilson D
Abstract

This paper investigated the extent to which the engagement levels of a self-selected cohort of students enrolled in first-year law programmes at three New Zealand universities varied according to ethnicity. When viewed in the light of factors identified within the international literature as having a bearing on student engagement and, in consequence, academic success and retention, no significant differences were identified in the ways students of Pākehā (European), Māori, Pasifika, Chinese and Indian descent interacted with the law school at which they were enrolled. This was despite some identified differences in students’ backgrounds and motivations for study and in the external factors having an impact on their study. Nevertheless, the identified differences between the ethnicities in relation to personal and external factors can be utilised to enhance and/or improve the engagement of particular groups of students. Overall, the findings indicate a need for law schools to focus on student engagement in first-year programmes with a view to improving the engagement levels of students across all ethnicities.

Description
Citation
Taylor L, Brogt E, Cheer U, Baird N, Caldwell J, Wilson D (2017). Ethnicity and engagement in first year New Zealand Law programmes. Higher Education Research and Development. 36(5). 1047-1060.
Keywords
Maori, Pasifika, first-year experience, law school, engagement
Ngā upoko tukutuku/Māori subject headings
ANZSRC fields of research
Fields of Research::48 - Law and legal studies::4804 - Law in context::480409 - Legal education
Fields of Research::39 - Education::3903 - Education systems::390303 - Higher education
Fields of Research::39 - Education::3904 - Specialist studies in education::390407 - Inclusive education
Rights