Karen Tustin

Māori university graduates: indigenous participation in higher education

ABSTRACT Māori, the indigenous population of New Zealand, are gaining university qualifications in greater numbers. This article describes the history of Māori university graduates, their current situation and the implications for indigenous futures. Section one provides a brief overview of historical policies and practices that, similar to those used on other indigenous populations, resulted in the widespread exclusion of Māori from university education until the 1970s and 1980s. Section two describes findings for Māori university graduates (n = 626) from the Graduate Longitudinal Study New Zealand (GLSNZ). Results show that nearly half (48.4%) were the first member of their immediate family to attend university. Humanities/education (50.8%) was the most common domain of study followed by commerce (17.7%), science/engineering (15.4%), health sciences (10.9%), law (2.8%) and PhD study (2.4%). More Māori graduates were females (71%). One-third of graduates were parents, and being a parent was associated with a lower likelihood of studying science and engineering compared to those participants without children. The most common areas/fields that participants wished to work in post-graduation were education and training (28.3%), health care and medical (17.4%) and government (11.8%). Despite increases in higher education participation and completion, parity remains an issue. Similar to previous indigenous research findings, Māori are under-represented as graduates (7.1% of the total sample) and in particular as postgraduates (5.8%) considering that Māori constitute 14.9% of the New Zealand population. Contemporary indigenous graduates are critical for indigenous development. Over the next 10 years, the GLSNZ will follow graduates and provide insights into Māori graduate outcomes.

Screening for hazardous alcohol use among university students using individual questions from the Alcohol Use Disorders Identification Test-Consumption

INTRODUCTION AND AIMS Abbreviated versions of the Alcohol Use Disorders Identification Test-Consumption (AUDIT-C) instrument have not been investigated among students. We compared a modified second item (AUDIT-2*) (typical quantity per occasion as the number of drinks, rather than categorical responses) and the third item (AUDIT-3) (heavy episodic drinking frequency) with AUDIT-C scores and described their associations with sociodemographic variables. DESIGN AND METHODS We analysed cross-sectional data from the 2011 baseline of the Graduate Longitudinal Study New Zealand, including respondents aged up to 25 years (n = 5082, response rate 65%). Hazardous drinking was defined as an AUDIT-C score of seven or greater for men and five or greater for women. We calculated the area under receiver operating characteristic curves, sensitivities, specificities, and positive and negative predictive values for the AUDIT-2* and AUDIT-3. Odds ratios and 95% confidence intervals were calculated to describe the associations between drinking patterns and sociodemographic factors. RESULTS Based on the sex-specific AUDIT-C cut-points, 36% of participants reported drinking at hazardous levels. For the AUDIT-2*, the best combination of sensitivity and specificity was obtained for a cut-point of five standard drinks. The best cut-point for the AUDIT-3 was for monthly heavy episodic drinking. Positive and negative predictive values were above 0.80 for both cut-points. Consumption was associated with age, degree level, domestic/international status, accommodation type, relationship status and employment. DISCUSSION AND CONCLUSIONS The AUDIT-2* and the AUDIT-3 appear to be promising standalone screening items for detecting hazardous drinking in this population of heavy-drinking students. [Blank M-L, Connor J, Gray A, Tustin K. Screening for hazardous alcohol use among university students using individual questions from the Alcohol Use Disorders Identification Test-Consumption. Drug Alcohol Rev 2015;34:540-8].

Equity in New Zealand university graduate outcomes: Māori and Pacific graduates

ABSTRACT Higher education confers significant private and social benefits. Māori and Pacific peoples are under-represented within New Zealand universities and have poorer labour market outcomes (e.g., lower wages, under-represented in skilled professions). A New Zealand tertiary education priority is to boost Māori and Pacific success in an effort to improve outcomes for these graduates, their communities and society in general. Using information collected in the Graduate Longitudinal Study New Zealand, we compared Māori and Pacific university graduate outcomes with outcomes of other New Zealand graduates. Data were collected when the participants were in their final year of study (n = 8719) and two years post-graduation (n = 6104). Employment outcomes were comparable between Māori, Pacific and other New Zealand graduates at two years post-graduation; however, Māori and Pacific graduates had significantly higher student debt burden and financial strain over time. They were significantly more likely to help others (e.g., family) across a range of situations (e.g., lending money), and reported higher levels of volunteerism compared to their counterparts. Boosting higher education success for Māori and Pacific students has the potential to reduce ethnic inequalities in New Zealand labour market outcomes and may result in significant private benefits for these graduates and social benefits as a result of their contribution to society.

Māori University success: what helps and hinders qualification completion

Māori (Indigenous New Zealand) university graduates are role models for educational success and are critical for the social and economic wellbeing of Māori whānau (extended family) and communities. In this study, Māori graduates (N = 626) from all eight New Zealand universities participated in the Graduate Longitudinal Study New Zealand between July and December 2011. They were asked to describe factors that they found helpful or challenging to the completion of their qualifications. Graduates described a range of external (e.g. family), institutional (e.g. academic support), and student or personal (e.g. persistence) factors. Describing the experiences of Māori graduates can provide a blueprint for future indigenous success by building an evidence base of the factors that may promote indigenous higher educational achievement in New Zealand and internationally.

Students Who Limit Their Drinking, as Recommended by National Guidelines, Are Stigmatized, Ostracized, or the Subject of Peer Pressure: Limiting Consumption Is All But Prohibited in a Culture of Intoxication:

There is an unquestionable need to address drinking patterns in subcultures where excessive drinking is normative. Regulatory bodies advocate moderating alcohol consumption but it is unclear whether individuals have agency to do so, particularly when excessive consumption is the norm. This study aimed to address this gap by examining student’s perceptions of limiting consumption, as recommended by government guidelines, in one university in New Zealand. Using a qualitative social science approach, university students surveyed and interviewed their heavy-drinking peers (n = 201) to investigate perceptions of 3 drinking behaviors (Heavy, Moderation, and Abstinence). Thematic analysis revealed that students who drink heavily are labeled positively and viewed as sociable (Dr Froth, Liver of Steel, Trooper, Champion, Hero, Good Alcoholic, popular, a friend). Students who limit drinking, on the other hand, were viewed similar to those who abstain, labeled using explicit, emotive, and derogative terminology (eg, Fag, Vagina, Grandma, Weirdo, Coward, Killjoy) and excluded, ostracized, or the subject of peer pressure. They were also expected to provide a justification for moderating their drinking (eg, being an athlete, broke). Although individuals who moderated their consumption were perceived to have strong willpower and maturity (eg, self-aware, brave, sophisticated), these positive attributes were mentioned less frequently and involved less emotive language than were labels linking moderation to a negative social identity. The method employed in this study provided a frank insight into a student culture of intoxication and the barriers facing students who try to drink in moderation. Our findings reveal that limiting consumption, even occasionally, threatens students’ social identity and inclusion in the student drinking culture. These results suggest that individualistic harm minimization strategies are unlikely to be effective. Instead, the findings underscore the need to develop alternative cultures emphasizing extracurricular activities which may facilitate students’ agency to go against the norm and moderate their drinking.

Recollection improves with age: children’s and adults’ accounts of their childhood experiences

ABSTRACT Since the time of Freud, psychologists have drawn conclusions about children’s memory on the basis of retrospective research with adults. Here, we turn the tables by examining what prospective studies with children and adolescents can tell us about the retrospective memory accounts provided by adults. Adults were interviewed about recent events and events from different points during their childhood (Age 5, Age 10) and early adolescence (Age 13). Children (5- and 8- to 9-year-olds) and young adolescents (12- to 13-year-olds) were interviewed about recent events. When matched for age at the time of encoding, adults recalled more about the target events than did 5-year-olds, even though the retention interval for adults was substantially longer. We conclude that retrospective studies with adults may lead researchers to overestimate the content of the early childhood memories that survive. We discuss the theoretical implications of these findings for an understanding of memory development and the practical implications for the interpretation of adults’ retrospective accounts in the courtroom.

Pacific university graduates in New Zealand: what helps and hinders completion

Increasing the numbers of Pacific Island students who graduate from New Zealand universities is important for the students’ futures, their families, communities and society in general. In this study, Pacific graduates (N = 365) who are participants in the Graduate Longitudinal Study New Zealand were asked to describe what factors helped or hindered their qualification completion. Graduates from all eight New Zealand universities were surveyed between July and December 2011. Pacific graduates identified external (e.g. family), institutional (e.g. university staff) and student or personal (e.g. motivation) factors that both helped and hindered the successful completion of their studies. Understanding the hindrance factors faced by Pacific students and the factors that have contributed to their educational success can help to inform policy and practice to achieve national priorities of equity and successful outcomes for Pacific learners.