Maori Quant Analysts: Dr Margaret Forster

Dr Margaret Forster

BSC (Hons), MSc, PhD

LecturerSchool of Māori Studies.

Profile:

Margaret is a lecturer at Te Pūtahi-a-Toi, School of Māori Studies. She teaches in the area of Māori knowledge and development and supervises postgraduate research on a range of topics related to the adaptation and resilience of culture. Her research interests are focused around cultural and social sustainability and include an exploration of Māori relationships with whenua (natural environment), Māori-state resource management relations, and cultural and ethical issues related to engagement with Māori particularly at the interface between Matauranga Māori and science.

Sustainability projects:

• Kaitiakitanga and Recovery of ancestral landscapes
• Sustaining culture and identity in contemporary tribal organisations
• Nga taonga o tangaroa: Ngāti Kahungunu fisheries oral history project.
• Te Hoe Nuku Roa: Best Outcomes for Māori project.

Publications, contact details and other information:

Academic Outputs

• Journal Article
• Creative Work
• Report
• Conference
• Other

Journal Article

Forster, ME. (2010). He pukenga k?rero: A journal of m?ori studies. He Pukenga Korero: A journal of M?ori Studies. 9(2)
[Journal article]  Massey Authors: Forster, M.

Forster, ME. (2007). He Pukenga Korero: A Journal of Maori Studies. 8(2)
[Journal article]  Massey Authors: Forster, M.

Forster, ME. (2007). Maumahara: Linking the past, the present and the future. Women's Studies Journal. 21(2), 83-99
[Journal article]  Massey Authors: Forster, M.

Creative Work

Forster, ME., & Gillies, A.(2001). Ngati Kahungunu iwi. Maraenui Te Kohanga Reo: unknown
[Film or Video]  Massey Authors: Forster, M.

Report

Forster, ME. (2007). Session summaries: Regional pacific ethics of knowledge production workshop. 
[Commissioned Report]  Massey Authors: Forster, M.

Jahnke, HT., Forster, ME., & Gillies, A. (2005). Ng? taonga o Tangaroa research project. Massey University.
[Commissioned Report]  Massey Authors: Forster, M., Jahnke, H.

Forster, ME.(2003). First wave source document. Palmerston North, NZ: Massey University, Te Hoe Nuku Roa
[Technical Report]  Massey Authors: Forster, M.

Forster, ME., Gillies, A., & Tomlins Jahnke, H.(2003). Nga Taonga o Tangaroa research project: Interview summaries. Palmerston North, NZ: Massey University, School of Maori Studies, Te Putahi-a-Toi
[Technical Report]  Massey Authors: Forster, M.

Forster, ME.(2001). The baseline and second wave results for Auckland regional sample in the Te Hoe Huku Roa Project. Palmerston North, NZ: Massey University, Te Hoe Nuku Roa
[Technical Report]  Massey Authors: Forster, M.

Forster, ME.(2001). Baseline and second wave results for the overall sample in the Te Hoe Huku Roa project. Palmerston North, NZ: Massey University, Te Hoe Nuku Roa
[Technical Report]  Massey Authors: Forster, M.

Forster, ME.(2001). Baseline and second wave results for the under 15 sample from all four regions in the Te Hoe Huku Roa Project. Palmerston, North: Massey University
[Technical Report]  Massey Authors: Forster, M.

Forster, ME.(2001). Regional comparisons of the second wave in the Te Hoe Huku Roa Project. Palmerston North, NZ: Massey University, Te hoe nuku roa
[Technical Report]  Massey Authors: Forster, M.

Forster, ME.(2000). Second wave results for the Wellington region in the Te Hoe Huku Roa project. Palmerston North, NZ: Massey University, Te Hoe Nuku Roa
[Technical Report]  Massey Authors: Forster, M.

Forster, ME.(2000). Baseline and second wave descriptive results for Manawatu Whanganui regional sample in the Te Hoe Huku Roa Project. Palmerston North, NZ: Massey University, Te Hoe Nuku Roa
[Technical Report]  Massey Authors: Forster, M.

Forster, ME.(2000). The baseline and second wave results for the Gisborne region in the Te Hoe Huku Roa Project. Palmerston North, NZ: Massey University, Te Hoe Nuku Roa
[Technical Report]  Massey Authors: Forster, M.

Forster, ME.(2000). The second wave results of the Te Hoe Huku Roa project. Palmerston North, NZ: Massey University, Te Hoe Nuku Roa
[Technical Report]  Massey Authors: Forster, M.
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Forster, ME. (2000). Access to Te Ao Maori. Massey University, Department of Maori Studies.
[Commissioned Report]  Massey Authors: Forster, M.

Conference

Forster, M. (2010, November). What is the role of the state in facilitating Kaitiakitanga. Presented at Mana Kaitiaki - Indigenous Planning and Environmental Decision Making. Whakatane, New Zealand.
[Conference Oral Presentation]  Massey Authors: Forster, M.

Forster, M. (2010, December). Hap? expectations of research. Presented at M?ori Association of Social Science 2010 Conference. Auckland, New Zealand.
[Conference Oral Presentation]  Massey Authors: Forster, M.

Forster, ME. (2009, November). Recovering our ancestral landscapes: A wetland's story. Presented at Sociological Association of Aotearoa New Zealand Conference. Massey University, New Zealand.
[Conference Oral Presentation]  Massey Authors: Forster, M.

Jahnke, H., & Forster, ME. (2009, November). Sustaining culture and identity in contemporary tribal organisations. Presented at Massey University College of Business Sustainability Conference. Massey University, Albany Campus, New Zealand.
[Conference Oral Presentation]  Massey Authors: Forster, M., Jahnke, H.

Forster, M. (2010). Contestable Spaces: Expanding our cultural landscape into the academy. Critical MASS: Maori Association of Social Science. (pp. 32 - 44).
[Conference Paper in Published Proceedings]  Massey Authors: Forster, M.

Forster, ME. (2008, March). Indigenous leadership and knowledge exchange: Building the capacity of indigenous communities through wetland restoration. Presented at American Educational Research Association Annual Meeting. New York, United States.
[Conference Oral Presentation]  Massey Authors: Forster, M.

Forster, ME. (2006). The oral tradition as a measure of cultural well-being. Matauranga Taketake: Traditional Knowledge Indigenous Indicators of Well-Being: Perspectives, Practices, Solutions. (pp. 99 - 104).
[Conference Paper in Published Proceedings]  Massey Authors: Forster, M.

Jahnke, H., Forster, ME., & Tinirau, ET. (2006, June). Implementing cultural indicators for tribal governance, service provision and researching social histories. Presented at Matauranga Taketake: Traditional Knowledge 2006. Wellington, NZ.
[Conference Oral Presentation]  Massey Authors: Forster, M., Jahnke, H.

Forster, ME. (2003). Te hoe huku roa: A journey towards Maori centered research. Journal of Ethnobotany Research & Application. Vol. 1 (pp. 47 - 54). Online: Building Bridges with Traditional Knowledge
[Conference Paper in Published Proceedings]  Massey Authors: Forster, M.

Forster, ME. (2000, November). Being Maori in the context of poverty, prosperity and progress. Presented at 2nd Biennial Aotearoa New Zealand International Development Studies Network (DEVNET) Conference: Poverty, Prosperity, Progress. Victoria University, Wellington, NZ.
[Conference Oral Presentation]  Massey Authors: Forster, M.

Other

Forster, ME., Gillies, A., & Tomlins Jahnke, H. (2001). Fieldbook manual. Massey University, School of Maori Studies, Te Putahi-a-Toi
[Other]  Massey Authors: Forster, M.

Email: M.E.Forster@massey.ac.nz

Research - Multi-dimensional Model of Maori Identity and Cultural_Engagement

The Multi-dimensional Model of Māori Identity and Cultural Engagement (MMM-ICE) is a self-report (Likert-type) instrument designed to assess six distinct dimensions of identity and cultural engagement in Māori populations:

• (1) Group Membership Evaluation,
• (2) Socio- Political Consciousness,
• (3) Cultural Efficacy and Active Identity Engagement,
• (4) Spirituality,
• (5) Interdependent Self-Concept, and
• (6) Authenticity Beliefs

The MMM-ICE is a quantitative index of identity that can be readily compared across independent studies of Māori peoples.

The index was developed by Dr. Carla Houkamau and Dr. Chris Sibley in 2010; both of whom are senior lecturers at The University of Auckland.

The MMM-ICE aims to provide a culturally sensitive, valid and reliable self-report measure of Māori identity and cultural engagement embedded within an Indigenous Māori context; ‘who’ a person is as Māori, how they ‘fit in’ with others in the social world and what that means in terms of behavior.

The MMM-ICE is associated with the New Zealand Attitudes and Values Study.

http://en.wikipedia.org/wiki/Multi-dimensional_Model_of_Maori_Identity_and_Cultural_Engagement


http://www.psychology.org.nz/cms_show_download.php?id=524

Maori Quant Analysis - Dr Winifred Bauer

Dr Winifred Bauer

Teaching Fellow
Te Kawa a Māui
winifred.bauer@vuw.ac.nz

Phone: 04 463 5469
Location: Room 211, 50 Kelburn Parade, Kelburn Campus

Currently Teaching

MAOR 222 - Te Aukorimiha, Te Auripomiha o te Reo/The Social and Political Development of the Maori Language
Course Coordinator
MAOR 322 - Te Tahu o te Reo/Topics in the Structure of Maori Language
Course Coordinator

Qualifications

MLitt, PhD Edin, MA Auck, DipTESL

Profile

Winifred Bauer is a New Zealander descended from some of New Zealand's earliest British settlers and was born in Gisborne. After graduating from the University of Auckland with an MA in English Language and Literature, Winifred Bauer took up a Junior Lectureship at the English Language Institute at Victoria, where she obtained a DipTESL. She then pursued postgraduate study in Linguistics at Edinburgh University, with an MLitt thesis on an aspect of English grammar.
During a further year at the English Language Institute at Victoria in 1974, she began to learn Māori. This provided the inspiration for a PhD thesis entitled Aspects of the Grammar of Māori, written over several years while she taught English Language and Linguistics first at the University of Newcastle upon Tyne, and then at Odense University in Denmark. Her research into te reo Māori has continued throughout her sporadic academic life. For many years, she tutored in Linguistics at Victoria, and she has been a contract lecturer at Te Kawa a Māui since 2003.

Current Research Projects

• Analysis of change in use of the Māori post-head particles over time, based on transcripts from the MAONZE project and two other small corpora.
• Verb concatenation: gathering data for a study of classes and ordering of concatenated verbs in Māori.

Research Interests

Winifred Bauer is not currently employed by the university to undertake research. Nevertheless, she continues to take an active interest in all aspects of the Māori language and New Zealand English. From 1999-2001 she worked as research assistant on a project supported by the Marsden Fund investigating dialect differences in the playground English of New Zealand school children (based in the School of Linguistics and Applied Language Studies) which led to a significant body of publications.

Achievements and Awards

• Invited keynote speaker at the Austronesian Formal Linguistics Association XIV Conference, Montreal, May 2007
• Claude Macarthy Fellowship, 1995
• J.D. Stout Research Fellowship, 1990.

Selected Publications

Winifred Bauer's most significant publications relating to te reo Māori include:

• Is the Health of Te Reo Māori Improving? Te Reo, 51: pp. 33-73, 2008.
• Māori. In Brown, E.K. (ed.) Encyclopedia of Language and Linguistics 2nd Edition, Vol 7 pp. 482-3. Amsterdam, London: Elsevier, 2006.
• Actor Emphatic Sentences in Māori. In Butt, Miriam and Tracey Holloway (eds). The Proceedings of the LFG '04 Conference. http://cslipublications.stanford.edu/site/ONLN.html, pp. 20-38, 2004.
• The Reed Reference Grammar of Māori. Auckland: Reed Publishing, 1997.
• Māori. Descriptive Grammar Series. London: Routledge, 1993.
• Māori ko again. Te Reo, 34: pp. 3-14, 1991.
• Experience Verbs in Māori. Te Reo, 26: pp. 3-28, 1984.
• Relativisation in Māori. Studies in Language, 6: pp. 305-342, 1982.
• Hae.re vs. ha.e.re: a note. Te Reo, 24: pp. 31-36, 1981.

Iwi Statistics - Stats NZ only produces statistics for some Iwi

Iwi Profiles 2006 

Iwi profiles were completed for iwi who consented with a population of 1,000 and over.

The same profile was produced for all iwi, a change from 2001 and 1996 when limited profiles were produced for iwi with a population of between 1,000 and 5,000. There was also no inside/outside of the iwi takiwā comparison in the 2006 profiles.

The other topics covered have largely remained the same as in previous years, with the addition in 2006 of the cyclical topics of smoking and number of children born.

The iwi profiles are now available on request from Statistics New Zealand (or directly through the iwi).

A list of iwi who have consented (as at 16/09/2008) and have profiles available on request is attached in pdf format.

 List of 2006 Census Iwi Profiles available (PDF, 32KB)

If you have questions about the production or public availability of iwi profiles, please consult the link below.

 Frequently asked questions relating to Iwi Profiles (PDF, 80KB)

Nga Hotahota o te Whitau: a profile of Maori descendants who did not know or specify an iwi

A profile has been prepared for those of Maori descent who did not did not specify or know an iwi in the 2006 Census of Population and Dwellings.

 Nga Hotahota o te Whitau with erratum (PDF, 1.7 MB)

The contents of this file are in Adobe Acrobat Reader format. If you do not have the Adobe Acrobat Reader you may download the reader to view or print this file.

Rationale

Statistics on the size and demographic characteristics of Iwi affiliates are needed

• to allow the Crown and Iwi to monitor the performance of Treaty of Waitangi obligations
• to assist in allocating resources and funds to Iwi
• to assist Iwi in planning social and economic developments
• to assist Waitangi Tribunal decisions on land ownership, fishing rights, etc
• to assist central, regional and local government agencies planning and providing services to Iwi in areas such as housing, health, social welfare and special assistance programmes
• to assist local government in the administration of the Resource Management Act 1991.

Classification of Iwi

Iwi is a hierarchical classification with two levels.

Level 1 represents Iwi region (rohe) and is to be used for summary purposes only, and does not imply any future or present confederation of Iwi. Level 2 shows individual Iwi.

Level 1 has 14 categories and level 2 has 128 categories – excluding residual categories. The residual categories are defined in Glossary and references.

This classification is part of a review examining the need for broader classifications and wider groupings.

Classification	Iwi – New Zealand Standard Classification
Abbreviation	IWI
Version	V6.0
Effective date	3 July 2009

Iwi Statistics - Tu Mai Iwi Tool

Tu Mai Iwi Tool

Updated: 10 June 2013

The Tū Mai Iwi Tool provides a customised profile of iwi labour market indicators that allows for comparison between about 100 individual iwi, Māori and the general New Zealand population. It also allows up-to-date comparisons between Māori and other ethnic groups.

Why was the TŪ Mai Iwi Tool developed?

The Tū Mai Iwi Tool provides iwi with ‘at the fingertips’ labour market information in one place. Bringing together data in an easily accessible way, the tool is designed to add value to iwi decision making in policy, business and career planning. It can assist with planning by identifying growth skills and informing workforce investment decisions that support the growth of human capability.

What type of data does the TŪ Mai Iwi Tool provide?

Using census data from 2001 and 2006 it identifies changes over a five-year time period and allows for an iwi to identify their skills and talent profile. A range of categories are available for comparison. They are:

• Demographic indicators such as age and gender
• Qualifications and Rate of Attainment
• Study Involvement and Study Completions
• Regions
• Labour Market
• Total Personal Income
• Top 10 Industries and Occupations by Employment

The updated Tū Mai Iwi Tool now has broad ethnicity data from the Household Labour Force Survey (HLFS), and will be regularly updated every quarter.  The data include:

• Demographic indicators such as age and gender
• Industry
• Occupation
• Rates of youth who are Not in Education, Employment, or Training (NEET).

What kind of data comparisons can the TŪ Mai Iwi Tool provide?

Using the Tū Mai Iwi Tool, an iwi can develop a clear picture of their skills and talent profile. The sorts of questions an iwi might want to use the tool to answer are:

• What does my iwi’s age profile look like?
• What kind of skills do my iwi have?
• What kind of jobs do most of my iwi work in?
• How much does my iwi participate in the labour force?
• What are the income levels for my iwi?

Please contact Department of Labour for more information.

http://www.dol.govt.nz/publications/lmr/labour-maket-tu-mai-iwi.asp

Maori Women in NZ - 1996 Census

Women in New Zealand

This report combines the 1996 census information with data from other sources and, where possible, provides comparative information on changes over the previous decade. The book also focuses on specific groups of women, notably Mäori women, whose position is described in some detail.

Women are the majority sex

Women outlive men
As a group women are growing older
Most women live in large urban centres
Ethnic diversity of women is growing
Women are marrying later
De facto relationships are becoming more common
Delayed childbearing and fewer children
Two-parent family still predominates
One-parent families on the increase
Women's labour force participation grows
Paid employment lower for women with young children
Employment levels lower for Maori than non-Maori women
Many women work part-time
Women's employment concentrated in service industries
Unemployment higher for women than men
Women's self-rated health worse than men's
Health status of Maori women lower
Cancer - leading cause of death among females
More women than men have disabilities
Women are continuing their education to higher levels
Maori women have lower retention rates than non-Maori
Traditional gender differences in subject choice remain
Women are leaving school more educated than men
Women are better qualified than in the past
Women's incomes lower than men's
Hours worked a major factor in women's lower incomes
Receipt of income support higher for women than men
Marked ethnic differentials in income
Incomes lowest for women in one-parent families

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For enquiries and information requests

This page last modified on: 15 April 2004

Maori Analysis - Crothers Theoritical Models explaining Maori Failure / Success (Part 2)

Crothers Description of Models for Theorising Māori disparities and/ or achievements

Excerpts taken from "Wellbeing and Disparity in Tamakimakaurau" report 2.

Click here for all the research reports:

http://www.auckland.ac.nz/uoa/well-being-and-disparity-in-tamaki-makaurau-1

Click here for pdf of the Crothers report 

http://www.auckland.ac.nz/webdav/site/central/shared/about/maori-at-auckland/documents/Wellbeing%20and%20disparity%20Vol%202.pdf

Theoritical Models

The Age Difference model: 

The age structure (and other differences between Māori and non-Māori) places extra impediments on Māori levels of achievement.
• Background: there are several (relatively innocuous or even subtle) ways in which Māori and non-Māori populations differ The more obvious of these is that Māori, because of a higher rate of natural increase, have a “younger population” with a lower mean age. As a result Māori have a greater concentration of certain
components (e.g. younger children, teenagers) and a paucity in other components (e.g. older people): were these differential components to be “controlled for” Māori /non-Māori differences would reduce, if not disappear. Alternatively, it might be shown that certain social phenomena particularly arise because of the
combined effect of the differential components: for example, the “control structure” in Māori communities might be affected by larger numbers to be controlled, but fewer to control.
• Underpinnings: the theoretical assumptions need only be straight “demography”.
• Issues: what characteristics need to be considered other than age structure and its more obvious implications (e.g. household size)?
• Measurement: the differential age structure (or other difference) should be controlled for statistically.
• Policy implication: while such differences are obdurate in the short term, in the long term they might fade away. One policy implication might be to implement population policy (e.g. encourage limiting births) to try to even out demographic differences.

The Class model: 

Much of the lack of achievement of many Māori is also shared by the New Zealand working class more generally.
• Background: in the world literature a major theme is the way in which minority groups are also often limited (even ghettoised) at the bottom of the social structure, and that many of their difficulties are shared by others in the working class (or even lumpen-proletariat). Minority groups are often more lowly placed in the class structure, as they are more recent “immigrants” without the education, “cultural capital” or accumulated economic capital to readily break into the processes of capital production.
• Underpinnings: this theoretical approach may be (but is not necessarily) Marxian in tone.
• Issues: which particular aspect of class is more pertinent (e.g. education, income, assets…) and also does the effect of class precede or is it subsequent to the effect of ethnicity?
• Measurement: ethnicity should be “controlled” by measures of class and only the residual attributed to ethnicity.
• Policy implication: long-term strategies are necessary to build up the ability of Māori to engage successfully in the Pākehā class system.

The Capitalist/Structural model: 

Māori have insufficient access to the main structural levers of collective achievement (e.g. economic capital) and more generally the intergenerational mobility processes of Māori do not work as well.
Background/Underpinnings: this is a more solidly Marxian version of the class model. One argument is that “invisible ceilings” inhibit Māori advancement above a certain point.
• Measurement: the key measure is the extent to which capital is owned/controlled by stakeholders within Māoridom and requires a group analysis.
• Policy implication: that Māori need more access to capital to participate in the central processes of capitalism.

The Discrimination model: 

Māori are seriously discriminated against by non-Māori who retain control over gatekeeping (access to societal resources).
• Background: clearly there are elements of racism within New Zealand society and these attitudes may be actively (or more passively) directed against Māori by  those with decision making roles in the hiring of staff, choice of tenants for houses and so on.
• Underpinnings: quite a large literature on “gatekeepers” emerged in the leftWeberian literature in race relations and urban studies from the 1960s on and has led to a variety of empirical studies that have validated this viewpoint.
• Issues: on the other hand, there is some “reverse discrimination” propelled by “affirmative action” programmes which differentially favour Māori.
• Measurement: it may be possible to measure (directly or indirectly) people’s (and especially gatekeepers’) attitudes and (better still) their behaviour, so that discrimination can be revealed. However, over time the growing cultural prescriptions on racist discourse (i.e. “political correctness”) have meant that racist attitudes are more difficult to measure as they are more often (at least partially) suppressed.
• Policy implication: education of gatekeepers and also ensuring that gatekeepers are sufficiently sensitive to issues of racism.

The “Culture of Poverty” model: 

Many Māori (and others) have taken up (more or less actively) a culture that is resistant to capitalism.
• Background: it is clear that capitalism generates (at least partial) opposition and resistance from some groups, especially its victims, and the cultural values held by such groups may inhibit their extent of success in advancement. For example, working class people may prefer a “socialist” or a “cooperative” solution, or wish to directly and actively sabotage capitalist production in their workplace, or prefer to “retreat” into some cultural haven.
• Underpinnings: this approach largely stems from a “subculture” viewpoint.
• Measurement: Although capitalist-resistant attitudes may not always be easy to measure, some differences may be reasonably clearly demarcated.
• Policy implication: either those holding counter-cultural values need to be supported in achieving through non-capitalist routes, or they need “re-education”.

The “Cultural Deficit” model: 

Māori culture has values that inhibit achievement.
• Background: this is a more culture-specific version of the “culture of poverty” model, in which Māori attitudes are seen as more directly stemming from cultural values, rather than as a more diffuse reaction to their social situation.
Underpinnings: perhaps this view can be traced back to a holistic anthropological model which emphasizes cultural specificity and uniqueness.
• Measurement: group analysis would be required, although analysis of the extent to which individual attitudes of Māori seem tightly derived from cultural values may be possible.
• Policy implication: as for “culture of poverty” model.

The “Pākehā Capital” argument: 

Organizations in New Zealand have such a Pākehā flavour that they do not work as well for Māori.
• Background: sometimes Māori have difficulties, varying from minor to major, in dealing with established institutions, which seems to flow from a Pākehā style of operation.
• Underpinnings: this model would be an application of Bourdieu’s class-based arguments that social stratification often works in a way set by dominating interests and rewards those who share styles similar to those of the dominant group.
• Measurement: studies of “provider-provided” interactions would be required to pin down the ways in which difficulties seem to arise.
• Policy implication: setting up either Māori “providers” or organizations with more distinctly “Māori” user-friendliness.

The “Contextual” model: 

Māori in some geographical (or community) situations face extra impediments than those in other geographical (or community) situations.
• Background: it seems some portion of the Māori population have achieved a reasonable position in the New Zealand social order, but that particular “pockets” remain, for example in some rural areas, although such “pockets” need not be spatially defined.
• Underpinnings: concern with spatial contexts at least comes out of developments in geography and in the general notion that capitalism is not one solid system but often operates in modulations or waves.
• Issues: which contexts are those that most limit or advance Māori interests?
• Measurement: access to large-scale, largely quantitative datasets are required.
• Policy implication: targeted assistance to particular localities or groups.

The “Social Deficit” model: 

Involvement in Māori social organizations/activities drains energy and resources better devoted to achievement.
• Background: there is some evidence that involvement in Māori culture and social activities is draining of energy, time and resources which might otherwise be devoted to advancement; for example, Māori work or school absenteeism to attend hui may undermine their achievements in several ways.
• Underpinnings: this is a version of the “cultural deficit” model.
• Issues: what is the trade-off preferred by Māori against the observance of Māori cultural values?
• Measurement: trade-off measures may be required which contrast the gains of observance against its costs.
Policy implication: Māori observances of their culture might be encouraged or discouraged.

The “Social Empowerment” model: 

Involvement in Māori organizations/activities generates fresh energy and resources for achievement.
• Background: clearly, many Māori gain confidence from their involvement in
Māori activities and this may spin off positively into other achievements.
• Underpinnings: this is the flip-side of the deficit model.
• Measurement: those who have gained “Māori capital” might be contrasted with
those who haven’t.
• Policy implication: encouragement of involvement in Māori observances.