An investigation of Samoan student experiences in two Homework Study Groups in Melbourne

© 2015 Dr. Vaoiva PontonThis research examines Samoan student experiences in two Homework Study Groups in Melbourne using a researcher-practitioner approach. The study highlights the need for teachers to acknowledge students’ preferred learning methods, especially those of minority backgrounds like the Samoan participants in this study. Samoan symbolic meanings from traditional tattoos and decorative ornaments are used as metaphors to describe the positive responses provided by participants in this study. Similar to the way in which the tatau (tattoo) symbols used in ritual tattooing for Samoan men and women represented readiness to serve one’s family and extended community, educational aspirations and employment pathways are explored from a participant perspective as a way of serving and supporting their migrant families in Melbourne. Through a detailed investigation of the experiences of students in two homework study groups in Melbourne, this study finds that while students and their families place a high priority on learning, their cultural practices are not compatible with standard Western learning approaches. The homework study group provided a social space in which students could ask the teacher questions without fear of appearing foolish, and in which they could apply themselves to study. It provided a physical study space away from the demands that Samoan families place on their young people, and it provided a cultural space in which the students could learn according to fa’aSamoa (traditional values and beliefs). This study makes a contribution to an understanding of the motivations of Melbourne-based Samoan students to learn, of what concerns them, and of impediments to their educational success. It also offers insight into the benefits that setting up a specific space for students offers, when its specific intent is influencing the merging of traditional Samoan and Western ideas to further learning and understanding. Participants in this study indicated that Homework Study Groups provided structure and learning strategies that improved academic outcomes. It was not only a space in which participants felt they could seek assistance and support from a teacher/researcher who understood the importance of their cultural values and beliefs, it was also a space where participants felt safe to share the highs and lows of their educational experiences