Abstract
Researchers have speculated that children and adolescents who experience an incongruity between the cultures of home and school (termed “home-school dissonance” or HSD) perform more poorly in the school setting and evidence poorer adjustment in general. A sample of 476 Māori and 1,024 European New Zealand (ENZ) adolescents, aged 11-16 years at Time 1, completed self-report measures of home-school dissonance, family connectedness, school connectedness, aspirations, positive relations with teacher, self-reported schoolwork quality, and other related measures three times separated by one year each. As predicted, Māori youth reported higher levels of HSD compared to ENZ youth. In addition, latent growth curve modelling showed that an increase in home-school dissonance over three years positively predicted negative outcomes and negatively predicted positive outcomes. We concluded that Māori youth experience a disconnection between the contexts of home and school, and this dissonance is associated with a range of poor psychological and educational outcomes.
Highlights
Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Education
A sample of 476 Maori and 1,024 European New Zealand (ENZ) adolescents, aged 11–16 years at Time 1, completed self-report measures of Home–school dissonance (HSD), family connectedness, school connectedness, aspirations, positive relations with teacher, self-reported schoolwork quality, and other related measures three times separated by 1 year each
A missing value analysis in SPSS Ver. 23 indicated 12% missing data in the whole dataset, and in order to maximize the statistical power of the dataset, these values were imputed with the expectation maximization (EM) algorithm (Roth, 1994)
Summary
Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Education. We concluded that Maori youth experience a disconnection between the contexts of home and school, and this dissonance is associated with a range of poor psychological and educational outcomes. Writers in critical pedogogy, such as Freire (2009) and Giroux and McLaren (1989, 1993), have written trenchantly about the cultural mismatch that occurs when poor and/or minority youth attend schools that promote majority and middle-class perspectives and values. In this vein, Boykin et al (2005) have proposed the “home-school cultural misalignment argument” Home–School Dissonance reported more anger, more self-deprivation, lower self-esteem, and were less hopeful (Arunkumar et al, 1999)
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