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Research on the causes of truancy from mainstream education suggest that a range of factors such as poverty, ethnicity, the quality of relationship between students and teachers, and the nature of the classroom environment impact on students’ attendance in schools. The majority of the studies on truancy have been carried out with students in alternative education in the U.S.A and Australia. In New Zealand, research has focused on the truancy of Maori students. This study investigates the causes of truancy for Pasifika students in alternative education in New Zealand. Using a qualitative approach, data were collected using questionnaires and three focus group interviews. The findings from this study suggest that a number of factors affected students’ motivation to study. The behaviour of teachers and the school environment were found to affect the Pasifika students’ approach to learning. Some students had negative views of their own ability and lacked perseverance. Other students believed that a lack of parental or family support impacted negatively on their attendance. Consistent with the findings in other studies on truancy, this study found that a range of influences such as a lack of support from community leaders, students’ perceptions of their performance, the nature of the classroom environment, family structure, lifestyle factors and cultural and church activities contributed to Pasifika students’ truanting behaviour. This study suggests that schools that employ teachers who understand and empathize with the cultural aspects of Pasifika students and who can empathize with their situation will be most effective in preventing truancy among these students. Similarly, schools have dedicated programmes that accommodate the academic requirements of Pasifika students foster a more positive learning environment. Finally, schools should look to put in place initiatives to enable Pasifika parents to become effective partners in their children’s education.

Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 42-45).

Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 42-45). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ed.D.)--University of Tulsa, 1984. / Bibliography: leaves 104-105.

Thesis (Ed. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 94-99). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 79-98). Also available on the World Wide Web.

Thesis (M.S.) -- Central Connecticut State University, 2009. / Thesis advisor: H. Jane Fried. "... in partial fulfillment of the requirements for the degree of Master of Science in Counseling." Includes bibliographical references (leaves 51-53). Abstract available via the World Wide Web.

Final Project (M.A.)--John F. Kennedy University, 2004. / "August 30, 2004"--T.p. Includes bibliographical references (p. 127-135).

Thesis (Ph. D.)--Oregon State University, 1992. / Typescript (photocopy). Includes bibliographical references (leaves 125-140). Also available via the World Wide Web.