About this research
Maren Tahata (Ngāti Maniapoto, Waikato-Tainui), The University of Auckland
Māori students remain underrepresented in STEM fields in Aotearoa-not due to lack of ability or interest, but because the education system often fails to reflect Māori identities, values, and ways of knowing. This research explores how culturally responsive science teaching can support Māori students to develop strong science identities and envision their “science possible selves” for students who aspire to work in STEM careers and those who will use science to inform their daily lives.
This study is timely, with the current Government climate and as the new science curriculum lacks clarity around scientific knowledge and practice, and sidelines Mātauranga Māori and local contexts. Guided by kaupapa Māori methodology, mixed methods, and mana-enhancing principles, I will work with rangatahi Māori, kaiako, and kura to investigate how science education can affirm mana, build confidence, and foster belonging. Together, we will co-design strategies that embed Mātauranga Māori and uphold the equal status of Māori and Western knowledge systems.
This research recognises that not all students need to become scientists, but all should see science as relevant to their lives, whānau, and futures. It aligns with Ngā Pae o te Māramatanga’s Matakitenga framework, contributing to transformative, identity-affirming Māori futures.
Maren Tahata (Ngāti Maniapoto, Waikato-Tainui), The University of Auckland
Māori students remain underrepresented in STEM fields in Aotearoa-not due to lack of ability or interest, but because the education system often fails to reflect Māori identities, values, and ways of knowing. This research explores how culturally responsive science teaching can support Māori students to develop strong science identities and envision their “science possible selves” for students who aspire to work in STEM careers and those who will use science to inform their daily lives.
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