NEGATIVE IMAGE OF MAORI

Press, Volume CIV, Issue 30677, 17 February 1965, Page 8

NEGATIVE IMAGE OF MAORI

(N.Z. Press Association) AUCKLAND, Feb. 16. Maori and European children from comparable backgrounds performed similarly on tests of scholastic achievement in a study recently carried out, Mr M. Lovegrove, lecturer in educational psychology, told the Science Congress today.

He gave details of a survey of 238 Maori and 238 European children from standard 111 to form 11, selected from 1404 children group-

tested over an eight-week period from six urban and five rural schools. For many years Maori children’s educational achievements had been unfavourably compared with their European counterparts. In terms of comparisons such statements were justified, but the reasons for Maori retardation were more probably attributable to the gen-erally-deprived nature of home conditions than to inherent intellectual inferiority. A negative image of Maori attainment had been built up, he said.

Sincere attempts to remove Maoris’ difficulties had focused attention on Maori deficiencies rather than upon the general problems facing

all children, irrespective of race. The dangers were that the Maori child and his parents might set his expectations too low and that patronising attitudes might be developed. ■ “Just as there is a need to illuminate environmental inadequacies and scholastic weaknesses, so too is there much to be gained from highlighting areas in which Maori children function as well as, or better than, Europeans,” he said.

The need was to change the emphasis but not necessarily the direction of programmes aimed at assisting Maori

children. Mr Lovegrove saw no simple solution to the drop-

out rate of Maoris at secondary school. He thought part of the reason was that children at secondary school were thrown upon their own resources more than before. “If parents, for one reason or another, have been unable to provide experiences which assist in developing independence, flexibility of thought, systematic methods of working and the desire to engage in taxing mental exercise, the chances of their

children being able to meet the standards of the postprimary school are minimised. “Those of capitulating to

comparatively non-intellectual pursuits are enhanced,” he said.