DO ALL ASIAN AMERICANS FEEL ALIKE? EXPLORING ASIAN AMERICAN COLLEGE STUDENTS' SENSE OF BELONGING ON CAMPUSES PDF Download
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Author: Yihui Li Publisher: ISBN: Category : Asian American college students Languages : en Pages : 175
Book Description
Sense of belonging on campus has been identified as one of the most important factors that affect college students' persistence, retention, and graduation. The purpose of this quantitative research was to explore the within-group heterogeneity of sense of belonging among Asian American undergraduate students on campus. Specifically, I explored how institutional context, campus involvement, and students' experiences with diversity and campus climate related to sense of belonging. I also examined if there were differences in sense of belonging across Asian American student ethnic groups and if there were differences in the variables that significantly related to each ethnic group's sense of belonging. The theoretical framework used to ground this study was Astin's (1993) "Input-Environment-Outcome" (I-E-O) college impact model. A critical quantitative paradigm was used. I analyzed data from the 2015 Multi-Institutional Study of Leadership (MSL) which included responses from 6,609 Asian American college students from over 90 higher education institutions. This study found that sense of belonging among Asian American college students varied by ethnicity. Korean American students' sense of belonging was significantly lower than the overall sense of belonging level of All Asian Americans. Asian Indian students, on the other hand, reported a higher level of sense of belonging on campus, relative to the overall sense of belonging level in the sample. Factors significantly related to sense of belonging of students also varied by ethnicity. For example, number of types of academic-based experiences engaged was positively related to multi-racial Asian Americans' sense of belonging, but negatively related to that of Filipino American students.Future research is needed to assess the impact of the quality of campus involvement on sense of belonging and to understand why same factors related to each ethnic groups' sense of belonging to various degrees. As campus educators, including faculty, staff, and other personnel, work to connect Asian American college students to the campus community, they also need to move away from a color-blind approach toward a culturally responsive approach that acknowledges and celebrates students' diversity in terms of race, ethnicity, and country of origin. The finding that factors related to sense of belonging varies by ethnicity indicates that a one-size-fits-all approach to improving their sense of belonging on campus is inadequate and inappropriate. Programs and resources should be tailored to the needs of different segments of the Asian American population.
Author: Yihui Li Publisher: ISBN: Category : Asian American college students Languages : en Pages : 175
Book Description
Sense of belonging on campus has been identified as one of the most important factors that affect college students' persistence, retention, and graduation. The purpose of this quantitative research was to explore the within-group heterogeneity of sense of belonging among Asian American undergraduate students on campus. Specifically, I explored how institutional context, campus involvement, and students' experiences with diversity and campus climate related to sense of belonging. I also examined if there were differences in sense of belonging across Asian American student ethnic groups and if there were differences in the variables that significantly related to each ethnic group's sense of belonging. The theoretical framework used to ground this study was Astin's (1993) "Input-Environment-Outcome" (I-E-O) college impact model. A critical quantitative paradigm was used. I analyzed data from the 2015 Multi-Institutional Study of Leadership (MSL) which included responses from 6,609 Asian American college students from over 90 higher education institutions. This study found that sense of belonging among Asian American college students varied by ethnicity. Korean American students' sense of belonging was significantly lower than the overall sense of belonging level of All Asian Americans. Asian Indian students, on the other hand, reported a higher level of sense of belonging on campus, relative to the overall sense of belonging level in the sample. Factors significantly related to sense of belonging of students also varied by ethnicity. For example, number of types of academic-based experiences engaged was positively related to multi-racial Asian Americans' sense of belonging, but negatively related to that of Filipino American students.Future research is needed to assess the impact of the quality of campus involvement on sense of belonging and to understand why same factors related to each ethnic groups' sense of belonging to various degrees. As campus educators, including faculty, staff, and other personnel, work to connect Asian American college students to the campus community, they also need to move away from a color-blind approach toward a culturally responsive approach that acknowledges and celebrates students' diversity in terms of race, ethnicity, and country of origin. The finding that factors related to sense of belonging varies by ethnicity indicates that a one-size-fits-all approach to improving their sense of belonging on campus is inadequate and inappropriate. Programs and resources should be tailored to the needs of different segments of the Asian American population.
Author: Erin Bentrim Publisher: Taylor & Francis ISBN: 1000980375 Category : Education Languages : en Pages : 311
Book Description
Sense of belonging refers to the extent a student feels included, accepted, valued, and supported on their campus. The developmental process of belonging is interwoven with the social identity development of diverse college students. Moreover, belonging is influenced by the campus environment, relationships, and involvement opportunities as well as a need to master the student role and achieve academic success. Although the construct of sense of belonging is complex and multilayered, a consistent theme across the chapters in this book is that the relationship between sense of belonging and intersectionality of identity cannot be ignored, and must be integrated into any approach to fostering belonging.Over the last 10 years, colleges and universities have started grappling with the notion that their approaches to maintaining and increasing student retention, persistence, and graduation rates were no longer working. As focus shifted to uncovering barriers to student success while concurrently recognizing student success as more than solely academic factors, the term “student sense of belonging” gained traction in both academic and co-curricular settings. The editors noticed the lack of a consistent definition, or an overarching theoretical approach, as well as a struggle to connect disparate research. A compendium of research, applications, and approaches to sense of belonging did not exist, so they brought this book into being to serve as a single point of reference in an emerging and promising field of study.
Author: Edwin Toshio Hamada Publisher: ISBN: Category : Languages : en Pages : 75
Book Description
Asian Americans are a diverse population and represent the fastest growing population in the United States with increasing demographic representation in the Southern United States. Additionally, they represent the highest percentage of college enrollees. However, there is a paucity of research documenting the experience of Asian American college students. Exploring how Asian American students experience college culture, eleven self-identified Asian American students were asked to reflect on their first-year experience at a rural, primarily White institution. Utilizing Kodama, McEwen, Liang, and Lee’s Asian American student development model along with Kuh and Love’s cultural framework of Tinto’s propositions from his model on institutional departure, findings reinforced prior theories on identity development and successful transitions to the college environment. Findings show, despite experiencing subtle and overt discrimination their first year, all students eventually developed a sense of belonging to the institution. Nine of eleven cited intersections of diversity activities as the reason for this progression, either through involvement in cultural clubs/student centers, diverse classroom settings, or perceived university commitment to inclusion. However, only four students were involved in ethnic affinity groups their first year with a few more joining their second year. A model is proposed that describes those developing their identity engage in social systems of the institutional experience, while those developing purpose focus on the academic systems of the institution. Multicultural services professionals should maintain outreach efforts across the studentship continuum and target not only first-year students but all students since engagement can occur at any time and is fundamental to feeling part of a community. Additionally, the university commitment to diversifying impacted the composition of the student body and provided some with a sense of belonging. This practice should continue as belonging enhanced the Asian American college student experience.
Author: Delia Cheung Hom Publisher: ISBN: Category : Asian American college students Languages : en Pages : 116
Book Description
Asian American students represent one of the fastest growing populations of students on college campuses in the U.S. (National Commission Asian American and Pacific Islander Research in Education, 2011). Despite this fact, there is a lack of research addressing the experiences of Asian American students (Buenavista, Jayakumar & Misa-Escalante, 2009, Museus & Chang, 2009). Understanding the experiences of this population of students is an important component to providing appropriate levels of support for Asian American students to insure their success as students. In particular, Asian American female college students have a unique experience based on the intersections of their racial and gender identities. The current study seeks to contribute to an understanding of the ways that Asian American female students experience the concept of sense of belonging on a college campus. The primary research question for this study asks: How do Asian American female students experience the concept of sense of belonging? This study uses an interpretative phenomenological approach to give voice to the experiences of Asian American female students. In particular, this study explores sense of belonging in the context of students' involvement on campus. Exploring these experiences can help create a deeper understanding of the experiences of Asian American female students.
Author: Rosalind S. Chou Publisher: Routledge ISBN: 1317384164 Category : Social Science Languages : en Pages : 107
Book Description
While there are books on racism in universities, few examine the unique position of Asian American undergraduates. This new book captures the voices and experiences of Asian Americans navigating the currents of race, gender, and sexuality as factors in how youth construct relationships and identities. Interviews with 70 Asian Americans on an elite American campus show how students negotiate the sexualized racism of a large institution. The authors emphasize the students' resilience and their means of resistance for overcoming the impact of structural racism.
Author: Hollie Hayoung Yang Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
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: Festus E. Obiakor Publisher: IAP ISBN: 1641134348 Category : Education Languages : en Pages : 165
Book Description
Voices of Asian Americans in Higher Education: Unheard Voices is a unique and historical book. Asian Americans are often portrayed as “model minority,” yet their personal and educational experiences are often unheard. In this book, 10 Asian American educators and scholars present realistic pictures of America’s higher education using personal narratives. The contributors in this book come from different regions and teach in different colleges and universities; and coincidentally, they all endure the “outsider” category formerly as students and now as professors and leaders. This “outsider” status can be emotionally overwhelming and psychologically unnerving. This status hampers opportunities for Asian Americans to grow and maximize their fullest potential. Though they develop different strategies to address their “outsider” label, it does not make it comfortable. But, time and time again, they have proven that they can succeed! In this technological age, we must value unending truths as we educate ourselves and others. We hope that this book will be an educational and informational resource for students, administrators, and faculty in higher education and also educational policy makers and stakeholders.
Author: Andrew Garrod Publisher: Cornell University Press ISBN: 9780801473845 Category : Biography & Autobiography Languages : en Pages : 292
Book Description
"Those who find themselves living in the Americas, no matter what their ethnic, educational, or economic background, must ultimately 'become their own personalities, ' melding their point of view with their points of origin and their places of settlement. For immigrant or refugee families and their children, this 'process of becoming' often means struggling with the contradictions of race, generation, economics, class, work, religion, gender, and sexuality within the family, workplace, or school.... Perhaps nowhere is the struggle more raw, poignant, and moving than in the words of the younger generation at the cusp of such becoming. We readers can also find insights within the candid accounts of their personal lives and in the experiences of their family and friends."--from Balancing Two WorldsBalancing Two Worlds highlights themes surrounding the creation of Asian American identity. This book contains fourteen first-person narratives by Asian American college students, most of whom have graduated during the first five years of the twenty-first century. Their engaging accounts detail the students' very personal struggles with issues of assimilation, gender, religion, sexuality, family conflicts, educational stereotypes, and being labeled the "model minority." Some of the students relate stories drawn from their childhood and adolescent experiences, while others focus more on their college experiences at Dartmouth. Anyone who wants to learn about the changing concept of race in America and what it's like to be a young American of Chinese, Japanese, Korean, Vietnamese, Burmese, or South Asian descent--from educators and college administrators to students and their families--will find Balancing Two Worlds a compelling read and a valuable resource.
Author: Christine R. Yano Publisher: Duke University Press Books ISBN: 9781478000242 Category : Social Science Languages : en Pages : 0
Book Description
The American Dream of success for many Asian Americans includes the highest levels of education. But what does it mean to live that success? In Straight A’s Asian American students at Harvard reflect on their common experiences with discrimination, immigrant communities, their relationships to their Asian heritage, and their place in the university. They also explore the difficulties of living up to family expectations and the real-world effects of the "model minority" stereotype. While many of the issues they face are familiar to a wide swath of college students, their examinations of race, ethnicity, gender and sexuality, and culture directly speak to the Asian American experience in U.S. higher education. Unique and revealing, intimate and unreserved, Straight A’s furthers the conversation about immigrant histories, racial and ethnic stereotypes, and multiculturalism in contemporary American society.
Author: Dina C. Maramba Publisher: John Wiley & Sons ISBN: 1119506077 Category : Education Languages : en Pages : 120
Book Description
"This sourcebook is a resource for new and seasoned educators and practitioners as well as for students. As former student affairs practitioners ourselves, we believe it is crucial for educators to have a basic understanding of the needs, experiences, and theoretical frameworks relevant to Asian Americans in order to both inform your work and challenge your thinking about how best to serve this diverse population. For those of you new to learning about Asian American students, we hope the information in this volume will provide you with knowledge that can broaden your perspectives on today's college students. For those already working with Asian American students, we hope this volume will provide you with evidence to support and/or advocate for your programs and services as well as additional ideas for best practices. For Asian American students, we hope this sourcebook will help to validate and make sense of your own experiences as you move through your college career."--Page 6
Author: Yihui Li
Author: Yihui Li
Author: Erin Bentrim
Author: Edwin Toshio Hamada
Author: Delia Cheung Hom
Author: Rosalind S. Chou
Author: Hollie Hayoung Yang
Author: Festus E. Obiakor
Author: Andrew Garrod
Author: Christine R. Yano
Author: Dina C. Maramba