Date of Conferral

1-8-2026

Date of Award

January 2026

Degree

Ph.D.

School

Psychology

Advisor

Sandra Rasmussen

Abstract

There is no systematic process of orienting non-Hawaiian educators to Hawaiian culture, as evidenced by name mispronunciation. The purpose of this phenomenological study was to explore the experiences of individuals with traditional Hawaiian first names in a classroom environment. Critical race theory (CRT), especially the concept of microaggressions, was used as the framework for the study. Two research questions guided the study: What are the adult lived experiences with traditional Hawaiian first names encountered in academic settings during childhood? How do adults with traditional Hawaiian first names describe their experiences of race in the classroom? Semistructured interviews were conducted with 10 individuals who shared their classroom experiences with non-Hawaiian instructors. Data analysis was conducted following the guidelines set forth by Saldana (2025). Themes related to RQ1 included anxiousness, desensitization, and education as a coping skill. Themes related to RQ2 included non-discriminatory environment, cultural pride, and frustrations with their own race. Key findings indicated that individuals reported experiencing their first name being mispronounced, but had no long-term adverse effects on their psychological well-being or cultural pride. Implications for positive social change included heightened cultural awareness for faculty, together with student support to minimize name-based microaggressions.

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