Taylor LBrogt ECheer UBaird NCaldwell JWilson D2021-09-272021-09-272017Taylor 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). 1047-1060.0729-43601469-8366https://hdl.handle.net/10092/18523This 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.enMaoriPasifikafirst-year experiencelaw schoolengagementJournal Article2019-11-12Fields of Research::48 - Law and legal studies::4804 - Law in context::480409 - Legal educationFields of Research::39 - Education::3903 - Education systems::390303 - Higher educationFields of Research::39 - Education::3904 - Specialist studies in education::390407 - Inclusive educationhttps://doi.org/10.1080/07294360.2016.1263935