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classroom management and facilitate learning for Hawaiian and non-Hawaiian students alike." 38/

Organizations such as the Hawaiian Civic Club of Honolulu are also involved in educational activities. The Honolulu Club's Scholarship Fund, which is "considerable for its small membership, has aided hundreds of Hawaiian youth in the completion of undergraduate and graduate work." 39/

Another organization that submitted comments on educational activities to the Commission is the Kahanahou Hawaiian Foundation. The Kahanahou cultural division has, since 1969, "included year-round ethnic schools teaching Hawaiian language, history and traditions, native arts and crafts, sacred literature and dance, ancient implement and instrument making. And, although some classes are opened to the general public, the continuing thrust has been on the education and training of our own (Hawaiian) people, and the advancement and preservation of our native culture." 40/

No list of educational programs would be complete without mention of the Kamehameha Schools. As noted above, the Kamehameha School was established in 1887 by the Bernice Pauahi Bishop Estate. The original purpose of the trust set up by Mrs. Bishop's estate was to maintain schools specifically for those students with native Hawaiian blood. Besides the schools themselves, the school also sponsors camps and an extension education division. According to one comment received by the Commission, "in the 1980's the Schools have a student body of 2,800 and a part-time number of 9,000 students and now may be servicing about 25 percent of the eligible native Hawaiians with its present capacity and curriculum." 41/


The Native Hawaiians Study Commission received detailed information on the ethnic composition of the educational workforce from the Office of Hawaiian Affairs during its public hearings in January, 1982. 42/ This information is summarized below, followed by a brief discussion of the University of Hawaii system.

Educational Officers

The category "educational officers" includes senior management, curriculum, staff and program specialists, principals, and vice principals. The data from 1977 to 1980 show that for each year covered, the proportion of part-Hawaiians appointed to educational officer positions exceeds the part- Hawaiian proportion that applied for those positions. (See Table 45. */) For example, in 1980, of all persons who applied for educational officer positions, 13 percent were part- Hawaiians. Of those who were actually appointed, 15.3 percent were part- Hawaiians. Part-Hawaiians were the only ethnic group for which this was true in 1980. The 15.3 percent who were appointed is comparable to the part-Hawaiian proportion of the State population, 17.9 percent.

No full-Hawaiians have applied for educational officer positions since 1978, when they accounted for 0.1 percent of the applicants. One full- Hawaiian was appointed in 1977, however, and full-Hawaiians then had a 0.6 percent share of all appointments.

The total ethnic composition of the educational officer workforce is illustrated in Table 46. In 1980, there were no full-Hawaiians, and part- Hawaiians accounted for 6.5 percent of the total.

*/ All tables appear at the end of the chapter.


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