A strengths-based exploration of Māori student success at university using the Mana model

Abstract

Māori (the Indigenous people of New Zealand) are commonly framed as priority learners, a term that implicitly problematises Māori and anticipates struggle rather than success in their academic trajectories. This study resists such a framing and instead uses a strengths-based theoretical framework—the Mana model—to explore four Māori undergraduate students’ experiences at a New Zealand university. We investigate the extent to which the five elements of the Mana model, originally developed in secondary schooling contexts, supported their success at university. Three of the five elements—mana ūkaipō (sense of place), mana tū (sense of resilience), and mana whānau (sense of family)—were prominent in the students’ accounts of what enabled their success, and the remaining two elements played smaller but still important roles. By bringing the Mana model into the higher education context, this study offers promising indications that this model can inform future research, policy, and practice to foster success at university for Māori students.