Belonging in both Te Ao Māori and Te Ao Pākehā: A Qualitative Study Exploring Identity

Abstract

Many individuals identify as both Māori and Pākehā (New Zealand European). However, there are varying extents to which these individuals possess characteristics thought to underpin Māori identity, such as knowledge of whakapapa (genealogy), tikanga (customs), or te reo Māori (the Māori language). The purpose of this research was to investigate the experiences of university students who identify as Māori and Pākehā in order to explore how identity is conceptualised, understood, and develops for these individuals, whilst also exploring the challenges experienced by these individuals relating to their identity, particularly within a tertiary education environment. The study utilised a Māori-based, phenomenological qualitative research approach and an inductive thematic analysis was applied to address the exploratory aims. Five women and five men studying at the University of Otago took part in semi-structured interviews. Participants ranged in age from 19 to 25 years old. Five themes were derived from the thematic analysis. First, a permissibility of maintaining a Māori identity without broad knowledge in significant areas of te ao Māori (the Māori world). Second, a distinction between the Māori and Pākehā components of the participants’ identities contained within a holistic integration of the self. Third, an influence of cultural and social environments upon identity. Fourth, a sense of identity transformation from a past foundation to the present self and towards a future self. Finally, a level of resilience to the participants’ identities built from overcoming adversities. These themes reveal that identities of those who identify as belonging to both te ao Māori and te ao Pākehā (the Pākehā world) are complex and diverse, highlighting the heterogeneity that exists within the Māori population. The findings of this research hold relevance for improving inclusion for dual-heritage individuals within societal institutions, which may ultimately benefit outcomes in sectors such as education and health.