Literacy and Life Skills for Pasifika Adults: Results from the Adult Literacy and Life Skills (ALL) Survey

9. Analyses for ethnic populations

This section is concerned with the distribution of skills by various factors for each Pasifika ethnic group (Samoan, Cook Island Maori, Tongan, Niuean and Other Pasifika).

Figures 9.1 to 9.8 show the mean literacy scores among the Samoan, Cook Island Maori, Tongan, Niuean and Other Pasifika populations of New Zealand. Each of these figures presents the data disaggregated according to one of the factors: age (Figure 9.1); gender (Figure 9.2); labour force status (Figure 9.3); educational attainment (Figure 9.4); language spoken most frequently in the home (Figure 9.5); first language (Figure 9.6); place of birth (Figure 9.6); income (Figure 9.8). Those interested in demographic descriptions of Pasifika ethnic groups should consult Statistics New Zealand’s publication “QuickStats about Pacific Peoples” (available at http://www.stats.govt.nz/census/2006censushomepage/quickstats/quickstats-about-a-subject/pacific-peoples.aspx).

Overall, Figures 9.1 to 9.8 indicate that:

• There were some differences in the prose literacy skill by age profiles for different Pasifika ethnic populations. In particular, there were substantial differences between the prose literacy skill by age profiles of Tongan adults (who generally had lower skills) and Niuean adults (who generally had higher skills).
• The greatest difference in mean prose literacy performance between women and men was that of Tongan adults. However, this difference was not substantial. For other Pasifika ethnic populations there was little difference.
• Retired Cook Island Maori adults appeared to have substantially lower prose literacy than all other labour force statuses among other Pasifika ethnic populations.¹⁵
• For all Pasifika ethnic populations, the mean prose literacy score for those with a tertiary level education was higher than that for those with an upper secondary level education, which in turn, was higher than that for those with a lower secondary level education or less. This pattern of differences was most marked for Samoan adults.
• For all Pasifika ethnic populations, the mean prose literacy score for those with a tertiary level education was higher than that for those with an upper secondary level education, which in turn, was higher than that for those with a lower secondary level education or less. This pattern of differences was most marked for Samoan adults.
• For all Pasifika ethnic populations, the mean prose literacy score for those who, when at home, most frequently spoke English was higher than that for those who, when at home, most frequently spoke another language. This difference was most marked for Cook Island Maori and Samoan adults.
• For Samoan, Cook Island Maori and Tongan ethnic populations in particular, the mean prose literacy score for those whose first language was English was substantially higher than that for those whose first language was other than English.
• For Samoan, Cook Island Maori and Tongan ethnic populations in particular, the mean prose literacy score for those born in New Zealand was substantially higher than that for those born elsewhere.
• For Niuean adults, those in higher income quintiles had higher mean prose literacy scores. For all other reported Pasifika ethnic populations, the mean prose literacy score for those in the highest income quintile was substantially higher than that for others. However those in the lowest income quintile also had comparatively high mean prose literacy score. This may reflect a higher proportion of students in the lowest income quintile than in other quintiles.
  

Figure 9.1: Prose literacy means by ethnic group and age, ALL only

Note:

1. Each point indicates the group’s mean.

Figure 9.2: Prose literacy means by ethnic group and gender, ALL only

Note:

1. Each small square indicates the group’s mean. The vertical lines either side of each small square represent the 95 percent confidence interval about the mean.

Figure 9.3: Prose literacy means by ethnic group and labour force status, ALL only

Notes:

1. To allow statistically robust estimates, homemaker and other are grouped under the title “homemaker”.
2. Each small square indicates the group’s mean. The vertical lines either side of each small square represent the 95 percent confidence interval about the mean.
   

Figure 9.4: Prose literacy means by ethnic group and educational attainment, ALL only

Note:

1. Each small square indicates the group’s mean. The vertical lines either side of each small square represent the 95 percent confidence interval about the mean.

Figure 9.5: Prose literacy means by ethnic group and language spoken most frequently in the home, ALL only

Note:

1. Each small square indicates the group’s mean. The vertical lines either side of each small square represent the 95 percent confidence interval about the mean.

Figure 9.6: Prose literacy means by ethnic group and first language, ALL only

Note:

1. Each small square indicates the group’s mean. The vertical lines either side of each small square represent the 95 percent confidence interval about the mean.

Figure 9.7: Prose literacy means by ethnic group and place of birth, ALL only

Note:

1. Each small square indicates the group’s mean. The vertical lines either side of each small square represent the 95 percent confidence interval about the mean.

Figure 9.8: Prose literacy means by ethnic group and income, ALL only

Note:

1. Each small square indicates the group’s mean. The vertical lines either side of each small square represent the 95 percent confidence interval about the mean.

Footnote

15. This statistic was of marginal quality and this apparent difference may not be as pronounced as it appears.