Chinese American Students' College Major Choices PDF Download

Author: Penny Yen Jue
Publisher:
ISBN:
Category : Chinese American students
Languages : en
Pages : 162

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Author: Yingyi Ma
Publisher: Springer
ISBN: 3319603949
Category : Education
Languages : en
Pages : 265

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Book Description
This book is about international students from Asia studying at American universities in the age of globalization. It explores significant questions, such as: Why do they want to study in America? How do they make their college choices? To what extent do they integrate with domestic students, and what are the barriers for intergroup friendship? How do faculty and administrators at American institutions respond to changing campus and classroom dynamics with a growing student body from Asia? Have we provided them with the skills they need to succeed professionally? As they are preparing to become the educational, managerial and entrepreneurial elites of the world, do Asian international students plan to stay in the U.S. or return to their home country? Asian students constitute over 70 percent of all international students. Almost every major American university now faces unprecedented enrollment growth from Asian students. However, American universities rarely consider if they truly understand the experiences and needs of these students. This book argues that American universities need to learn about their Asian international students to be able to learn from them. It challenges the traditional framework that emphasizes adjustment and adaptation on the part of international students. It argues for the urgency to shift from this framework to the one calling for proactive institutional efforts to bring about successful experiences of international students.

Author: Hollie Hayoung Yang
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Choosing a college major is an important decision, setting the academic trajectory for undergraduate students. Therefore, extensive researched has been conducted to understand the influential factors in their college major decision-making process. While existing research posits personal interests as the main influential factor, studies have found that parental influence and other external factors play a critical role in Asian American students’ decisions. For these students who are heavily influenced by external factors, the impact of their decision on their overall college experience is unknown. Because Korean and Chinese American college students reported experiencing lower levels of sense of belonging compared to their Asian ethnic peers (Li, 2018) despite having among the highest rate of degree attainment, this study focused on the experiences of East Asian American college students. Using a phenomenological approach, this study explored the potential contribution of college major decision on the overall college experience and sense of belonging for nine second-generation East Asian American students. To guide the study, a conceptual framework incorporating Astin’s (1991) Input-Environment-Output Model, Accapadi’s (2012) Point of Entry Model for Asian American Identity Consciousness, and Cultural Identity Theory was constructed. The findings supported existing literature that personal interest was a significant factor in participants’ college major decision, but parental influence and cultural values were found to also play an integral role in this decision and continued to impact the ways in which participants navigated their undergraduate career. While mixed findings were discovered regarding participants’ belonging in their major, participants largely experienced belonging through the social connections built on campus. Overall, the findings of the study revealed the complexities that participants had to navigate through in their college major decision and demonstrated the interconnectedness of their decision with their academic and social experience and overall sense of belonging. Furthermore, these findings indicate the need for further research on the experiences of East Asian American students and Asian American students broadly to better support this student population

Author: Chunyan Song
Publisher:
ISBN:
Category : Asian Americans
Languages : en
Pages : 156

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Author: Yingyi Ma
Publisher: Columbia University Press
ISBN: 0231545568
Category : Social Science
Languages : en
Pages : 394

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Over the past decade, a wave of Chinese international undergraduate students—mostly self-funded—has swept across American higher education. From 2005 to 2015, undergraduate enrollment from China rose from under 10,000 to over 135,000. This privileged yet diverse group of young people from a changing China must navigate the complications and confusions of their formative years while bridging the two most powerful countries in the world. How do these students come to study in the United States? What does this experience mean to them? What does American higher education need to know and do in order to continue attracting these students and to provide sufficient support for them? In Ambitious and Anxious, the sociologist Yingyi Ma offers a multifaceted analysis of this new wave of Chinese students based on research in both Chinese high schools and American higher-education institutions. Ma argues that these students’ experiences embody the duality of ambition and anxiety that arises from transformative social changes in China. These students and their families have the ambition to navigate two very different educational systems and societies. Yet the intricacy and pressure of these systems generate a great deal of anxiety, from applying to colleges before arriving, to studying and socializing on campus, and to looking ahead upon graduation. Ambitious and Anxious also considers policy implications for American colleges and universities, including recruitment, student experiences, faculty support, and career services.

Author: Sunghee Park
Publisher:
ISBN:
Category : Asian American students
Languages : en
Pages : 0

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Author: Menglu Peng
Publisher:
ISBN:
Category :
Languages : en
Pages : 302

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This dissertation aims to advance our understanding of Asian American students’ choices and trajectories in Science, Technology, Engineering, and Mathematics (STEM) fields, especially in math-intensive STEM sub-fields, by investigating Asian American female and male students’ math-related motivational beliefs held in high school and whether/ how these motivational beliefs are associated with their intended major choices in college. Specifically, using a nationally representative dataset, the first analytic chapter of this dissertation offers a descriptive picture of three aspects of Asian American female/male high school students’ math-related motivational beliefs (i.e., math self-efficacy, math interest, and math utility value), by disaggregating them into five Asian ethnic subgroups. Disparities in high school math performance and similarities in math-related motivational beliefs among Asian American students from different ethnic subgroups are revealed. Additionally, a mismatch between East Asian American female students’ high math achievement and relatively low motivational beliefs in math (after family socioeconomic status, generational status, and prior math performance are adjusted for) is observed. The second analytic chapter provides a rich descriptive picture of Asian American female/male high school students’ math-related motivational beliefs, in comparison with those held by their peers from other racial/ethnic backgrounds. The researcher finds that although Asian American students gained the highest level of math performance in 9th grade, they do not necessarily report higher levels of math-related motivational beliefs than students in other racial/ethnic groups do. In fact, net of family socioeconomic status, generational status, and prior math performance, Asian American male and female students report significantly lower levels of math self-efficacy than their African American/ Black counterparts. The third analytic chapter explores whether motivational beliefs toward math held in high school are associated with White and Asian American female/male students’ subsequent college major choices. Findings from the third chapter reveal that high school motivational beliefs in math are significant and positive predictors of White male, White female, and Asian American male students’ intended college major choices in math-intensive STEM sub-fields (vs. non-STEM fields), but are not associated with Asian American female students’ choices of a math-intensive STEM major (vs. a non-STEM major) in college

Author: Alvin Lum
Publisher:
ISBN:
Category : Chinese American college students
Languages : en
Pages : 136

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Author: Xin Li
Publisher:
ISBN:
Category :
Languages : en
Pages : 156

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Major choice matters for both individuals' welfare and the overall economy. A large body of studies in various countries has documented the determinants of college major choices, such as individual background characteristics, expected earnings and ability sorting, structural barriers in K-12 education, peer and family influences and expectations, and supply-side factors (Kanny et al., 2014; Patnaik et al., 2020). This three-chapter dissertation contributes to the literature on college major choices by providing new evidence on the role of factors from both the investment side (student demand) and the supply side (college major reforms) in the college major choices of students in China. In the first paper, "Do Women Hold Traditional Gender Role Beliefs More/Less Likely to Choose STEM Majors in China?", I investigate the role of gender role beliefs in female and male students' college major choices. Women continue to be underrepresented in most STEM-related fields in both higher education and the labor market. The study extends the existing literature by exploring the role of individual gender-related beliefs in college major choices. Using representative college student survey data, I find that female students are substantially underrepresented in most STEM majors. Gender role belief can be one potential underlying psychological factor that explains the gender disparity in STEM major choices. Female students with more traditional gender role beliefs are more likely to choose STEM. The association between the traditional gender role beliefs and STEM major choices for females is predominantly concentrated in the non-advantaged STEM majors and STEM majors at non-selective universities. The pattern exists for students who originate from more advanced household statuses and regions, but not for high-achieving students. Female students entering the STEM domain experienced internalized sexism by assimilating the gendered social norms and endorsing the male privilege in this field. In the second paper, "The Impacts of College Major Reforms on Student Composition in China," I examine the effects of college major reforms on student composition within college-majors. In the context of the Chinese meta-major reform, this paper provides one of the first empirical evidence on the consequences of a transition from college-major to college-then-major choice mechanism. Using administrative data on college admissions over 18 years, I study the impacts of the staggered adoption of the reform across institutions on student composition. I do not find aggregately statistically significant effects of the meta-major reform on the distribution of ability and demographic characteristics of students by college-majors. The result is robust to using alternative measurements, samples, models, and estimators. However, the aggregate null effects are masked by the heterogeneity across institutions and majors. The impact of increasing admission scores is predominantly concentrated in non-elite institutions and non-advantaged STEM majors. The reform also alters the student profile in terms of ethnicity and place of origin at the most prestigious institutions. The third paper - "College-Major Choice to College-then-Major Choice Reform: Experimental Evidence on Student College Major Choice Behavior"--Studies students' responses to various types of information on meta-major reform. One of the most important mechanism design policies in college admissions is for students to choose a college major sequentially (college-then-major choice) or jointly (college-major choice). However, how students behaviorally respond to these policies is unclear. In the context of the Chinese meta-major reforms, the paper provides one of the first experimental evidence on the heterogeneous impacts of a transition from college-major to college-then-major choice on students' willingness to apply, with a special focus on the role of information. In a randomized informational experiment with a nationwide sample of high school graduates, the results show that providing information on the benefits of a meta-major significantly increased students' willingness to apply; however, information about specific majors and assignment mechanisms has insignificant impacts. The information mostly affects the preference of students who come from disadvantaged backgrounds, lack accurate information or clear major preferences, or are risk-loving

Author: Yue Maggie Yuan
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 274

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The purpose of the following two studies is to identify the personal and contextual factors and the ways in which 1.5 and second generation Chinese American undergraduate at two universities believe these factors influence their academic and career decision making. While research on career development has identified important social-contextual factors, the roles of hindering and supportive environmental conditions and the ways in which they impact students' academic and career interests and field of study choice have not been as well understood (Lent, Brown, & Hackett, 2002). This study utilizes qualitative methods to examine how 58 Chinese American college students at two universities make meaning of the personal and environmental factors that influence their academic and career development. In the first study, I examine perceptions of how individual factors such as sense of academic identity, self-efficacy beliefs, and personal interest and aptitude influence the development of academic and career interests. Contextual factors such as parental involvement, exposure to extracurricular activities, and university context are considered to be just as influential, if not more. In the second study, the role of parents in guiding their young adult children's career development are dissected further by examining the role of gender in male and female students' perceptions of parental involvement, with mother's and father's involvement examined separately. Findings indicate perceptions of same-sex parents having more direct influence and the perceptions of the nature and degree of influence differing by participants' gender.