The Under-Representation of Hawaiian Males in the Teaching Profession

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The purpose of this narrative study, based on Critical Race Theory, is to explore the experiences of Hawaiian male educators in K-12 public schools in Hawai’i in order to gain insight into 1) the factors that influence Hawaiian men to enter the teaching profession, 2) obstacles/challenges Hawaiian male educators face, 3) supports for Hawaiian male educators, and 4) the impact Hawaiian male educators perceive they are having on their students and communities. The findings of this study will help to inform efforts to increase the number of Hawaiian men in K-12 public education in Hawai’i.
Native Hawaiian students constitute the largest single ethnic group within the public school system in Hawai’i. According to data from the Hawai’i Department of Education (2007), 26% of the public school children in Hawai’i are of Hawaiian ancestry. In retrospect, Native Hawaiians represent a mere 8.5% of the total population of qualified teachers in Hawai’i (Hawaii DOE, 2007).
Hawaiian males make up approximately 3% of the teacher workforce in public K-12 education in Hawai’i. Recent studies on the under-representation of minority male educators in America (Lovem, 2000; Nunoz, 2005; Pickens, 2007; Shabbaz, 2007) suggest that increasing the number of qualified minority male educators will help to debunk stereotypes, provide positive role models for students – especially for minority male students, rearticulate perceptions of gender roles in society, and have a positive impact on the academic success and self -image of minority students.
In addition to contributing to the growing body of research on males in education, this study will provide insights and recommendations relevant to a previously silent group of male educators. Specific recommendations for the recruitment of Hawaiian males to K-12 public education, pre-service teacher education for Hawaiian men, and school, community, and state level supports for in-service Hawaiian male educators will be made. References
Lovem, J. J. (2000). Black male teachers in Missouri high schools: A real minority. Minnesota, Capella University. Ph.D.: 246. Nuno-Oliva, J. O. (2005). El maestro: The Hispanic male elementary teacher phenomenon. California, Azusa Pacific University. Ed.D.: 210. Pickens, D. B. (2007). Pre-service African American males' self-reported perceptions of motivation in teaching. District of Columbia, The American Univers. Ph.D.: 197. Shabazz, R. K. (2006). Brother, where art though? An examination of the underrepresentation of African American male educators. Cincinnati, university of Cincinnati. Ed.D.: 208.


Keywords: Minorities, Education, Teaching, Critical Race Theory, Native Hawaiian
Stream: Education and Social Welfare
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.


Kimo Cashman

Assistant Educational Specialist, Curriculum Studies
College of Education, University of Hawai'i, Manoa

Honolulu, Hawaii, USA

Kimo A. Cashman is an Assistant Educational Specialist at the University of Hawai'i at Manoa. He is a teacher and co-coordinator of a pre-service teacher preparation cohort which focuses on preparing teachers to work in Native Hawaiian communities. His research interests include Native Hawaiian visual arts, community-based education, and Indigenous teacher education.

Kauluokala Kauwe

Graduate Assistant, Curriculum Studies
College of Education, University of Hawai'i, Manoa

Manoa, Hawaii, USA

Kauluokala Kauwe is from Waimanalo, Hawai'i. He is currently a Graduate Assistant in the College of Education at the University of Hawai'i at Manoa. His research interests include Indigenous story-telling and Indigenous teacher education.

Ref: I08P0839