Dissertations / Theses: 'Asian students'

1

Mathew, Subhas. "Asian and Asian Indian American Immigrant Students: Factors Influencing Their Academic Performance." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538646/.

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Asian American students have done well in school; they have had higher academic achievements, higher academic scores, lower dropout rates and higher college entrance rates as compared to other minorities and generally other students in the United States (U.S.). A possible explanation to the higher academic performance and achievement of the Asian American students is that they are more likely to have experienced an environment that is conducive to learning at home; their parents were involved and held higher expectations. Immigrant minorities have been found to do well in schools in many parts of the world. Similarly, here in the U.S. there has been increasing evidence that students of Asian ancestry, both immigrants and U.S. born, complete more years of education than most of the other ethnicities. Current research and data on the academic performance of Asian immigrants includes most Asian countries. This study reviewed the current literature regarding the factors that influence the academic performance of "Asian Indian Americans" who attended high schools in the U. S. This correlational study examined the relationship between various factors, such as parental participation, parental expectations and involvement, discipline, cultural beliefs, personal identity and values, language spoken at home, and the academic performance of the Asian Indian Americans.

2

Qin, Xiaomei. "A comparison between media representation of Asian international students and their own accounts of experience in New Zealand a thesis presented in partial fulfillment of the degree of Masters of Arts (Communication Studies) at the Auckland University of Technology (AUT), 2003 /." Full thesis. Abstract, 2003. http://puka2.aut.ac.nz/ait/theses/QinX.pdf.

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3

Stokes, Hannah La. "Psychotherapy Utilization and Presenting Concerns Among Asian International and Asian American Students in a University Counseling Center." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6925.

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To date, there has not been research that disaggregates the experiences of Asian American and international Asian college students seeking psychotherapy in college campus settings. We examined archival data collected over the course of a 17-year period that focused on experiences of Asian American, international Asian, and European American students at a large university in the intermountain west, US. More specifically, we used archival data to identify differences between the aforementioned groups of students in regard to psychotherapy utilization, presenting concerns, distress levels endorsed at intake, and distress levels endorsed at termination. Results were calculated based on findings from the Family Concerns Survey (FCS), Presenting Problem Checklist (PPC), and Outcome Questionnaire 45 (OQ-45). Results indicate no significant differences between these three groups in terms of the maximum number of psychotherapy sessions attended. Cox Regression analyses showed no significant differences between these groups of students in regard to their likelihood for treatment discontinuance. Odds Ratio analyses yielded little statistical difference between groups in terms of likelihood of attending therapy. We found significant differences between these groups of students on a number of items related to their presenting concerns. Additionally, we found a significant difference between students in these three groups in regard to the severity of their presenting distress (as measured by the Outcome Questionaire-45), with international Asian students presenting with the most distress followed by Asian American students and finally European American students. We also found a significant difference between these groups of students in treatment improvement as measured by change scores on the Outcome Questionaire-45 with European American students experiencing the greatest change, followed by Asian American students, followed by international Asian students. Given the nature of these results, practitioners are admonished to attend to initial distress levels upon intake as well as Asian American and international Asian students' experience of racism and discrimination. Practitioners are also encouraged to align treatment recommendations with the specific world view of the client they are meeting with.

4

Liu, Keqiao. "Asian American Students' Postsecondary STEM Education Pathways." Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620268.

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This study aims to understand Asian American students’ postsecondary STEM education pathways. It examined Asian American students as a whole and as geographical and generational subgroups. It studied postsecondary STEM education as a whole and as five different fields. It examined STEM pathways through six research topics. And, it explored factors that related to Asian American students’ STEM education pathways. This study contributes to the current research body by focusing on an important matter that needs more exploration, by offering justifiable definitions and classifications of Asian Americans and STEM education, and by suggesting related factors of STEM education.

An US national representative and longitudinal data set, Education Longitudinal Study of 2002 (ELS: 2002), was utilized in this study to explore the intended research topics. SPSS, R, and AM were used for the analyses. Missing data imputation was applied. When analyzing the data, the nested structure of ELS: 2002 was considered. And, both descriptive and inferential analyses were carried out. The descriptive analyses were used both as a preparation for inferential analyses and as ways to answer the research questions. The inferential analyses were realized through stepwise logistic regressions. With three regressions for Asian Americans as a whole and three regressions for Asian Americans as subgroups, six stepwise regressions were conducted for the research topics of postsecondary enrollment, STEM choice as a whole, and STEM completion as whole. Due to the limitation of the analytic sample sizes, the research topics of STEM as an individual major choice, STEM individual major completion, and STEM individual major persistence were not examined by using regressions.

This study found that Asian American students were generally more likely to receive postsecondary education and major in STEM fields than White students. Among the five STEM fields, Asian American and White students both favored the fields of biological/agricultural sciences and engineering/engineering technologies. Both Asian American and White students were likely to obtain STEM degrees and persist in the same STEM fields they originally chose. More importantly, examination of the within-Asian American differences indicated that basically no difference was found among Asian American subgroups at certain stages of STEM education: receiving postsecondary education, choosing a STEM major, obtaining a STEM degree, and persisting in the same STEM fields. Nevertheless, Asian American subgroup disparities were found in choosing and obtaining a degree in different STEM fields. On the other hand, different stages of Asian American students’ postsecondary STEM education pathways did not involve the same related factors. Moreover, the same factors did not exhibit the same relative status at different pathway stages. The results imply the importance for future research to examine the within- Asian American and STEM education differences. Also, they have implications for ways to increase postsecondary enrollment, STEM major choice, and STEM degree obtainment.

5

Kawasaki, Nancy Noriko. "Midwestern college students' attitudes towards Asian Americans." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1135195937.

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Nishihara, Janet Seiko. "Foundations of pan-Asian identity among Asian-American college student leaders /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055702.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 175-182). Also available for download via the World Wide Web; free to University of Oregon users.

7

Hoang, Phu Dinh. "Attitudes of Southeast Asian immigrant students toward counseling /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7782.

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Ding, Jiansan. "Developing and Establishing the Reliability and Validity of the East Asian Student Stress Inventory (EASSI)." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500748/.

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The primary purpose of this study was to develop and establish the reliability and validity of the East Asian Student Stress Inventory. Data was obtained from 235 East Asian students at the University of North Texas during the fall semester of 1992. The procedures used were a two-week interval test-retest for reliability, experts' assessment of test items for face validity, a factor analysis, a one-way analysis of variance (ANOVA), and Pearson's product-moment correlation coefficient for construct validity. Significance was set at the .05 level. The EASSI was identified as having moderately high reliability. High test anxiety, physiological symptoms, social support, financial difficulty, and culture shock were found to be constructs of the EASSI. Majority of independent variables in this study effectively identified stressors and stresses among East Asian students.

9

Hy, Kevin Ha. "Motives as a factor in acculturation among Asian international students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2678.

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This research examined the relationships between international students' acculturation levels and their motives for study abroad, residency intentions regarding the United States, English proficiency, and length of residency in the United States. Implications are discussed, including how the understanding of students' motives can be used in counseling and recruitment of international students.

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Singh-Raud, Harkirtan. "Educational attitudes and aspirations of Asian girls." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364070.

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South-east Asian girls are frequently categorised as 'Asian' without taking into consideration their gender or religious up bringing. South-east Asian girls are not a homogeneous cluster as perceived by ethnocentric British establishments and institutions. They are discernible, for example, by religion, sect, linguistic association, caste and country of origin. The Asian culture has the prevalent image of being peculiarly oppressive and restrictive for women and the pronouncements of the 'community leaders' are often relied upon, and not the views of women themselves. Hence it is important to permit women to verbalise about their own situation and views. Researchers have, in the past, used their personal experience in formulating hypotheses. Being a British born Asian, one appreciates that the attitudes and aspirations of young Asian women are changing and more research is obligatory if educational establishments and other institutions are to understand and help their Asian female colleagues and students better, by aiding the policy making process and practice. This research has explored the relationship between religious upbringing and attitudes of Asian girls and women in higher education towards school education, further education, employment and settlement. The case study was intended to be illuminative. It was found that the girls answered in different ways and it was clear that some of the responses were clearly categorised by their religion. The findings suggest that if institutions in Britain fail to understand the contrasting effects of religion on ethnic minority students then South-east Asian students will experience 'creedism' and lack of support due to the non-religious orientated assumptions made.

11

Lin, Yi-Jiun. "Job search self-efficacy of east Asian international graduate students." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5584.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 27, 2009) Includes bibliographical references.

12

Burke, Rachel Jean. "Casualties, contributors, competitors or commodities? : images of the Asian international student population in Australia : reflecting notions of 'national identity' /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18916.pdf.

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13

Li, Yihui. "Do All Asian Americans Feel Alike? Exploring Asian American College Students' Sense of Belonging on Campuses." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1542046823067658.

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14

Amorim, Filipe, and Mei Ka Geraldine Lam. "Self-Esteem and Anxiety among Asian and European students." Thesis, Umeå universitet, Institutionen för psykologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-75718.

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Self-esteem and Anxiety have been widely studied back-to-back on the premises of academic settings, since research has shown that they interact with eachother. The current study compares the score of self-esteem and anxiety of international students currently studying at Umeå University. Thirty students from Europe and Asia have been accessed respectively through usage of a questionnaire designed for its purpose. Overall, Europeans has higher self-esteem than Asians, however, there is no significant difference between Europeans and Asians regarding to anxiety. When taking the lowest ten subjects and the highest ten subjects’ self-esteem scores and compared them within the two cultural groups, significant difference was shown in anxiety, especially in the high self-esteem group of Asians. Asian Top-10 students’ self-esteem tend to have extra worries than others. The implication of this study suggests whether high self-esteem will also exacerbate the level of anxiety among Asians and buffer the anxiety of Westerns due their higher self-esteem.

15

Lin, Chia-Hui. "Sojourn in the United States life satisfaction and stress among East Asian graduate students and spouses /." Diss., Connect to online resource - MSU authorized users, 2006.

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Thesis (M.A.)--Michigan State University. Dept. of Family and Child Ecology, 2006.
Title from PDF t.p. (viewed on June 19, 2009) Includes bibliographical references (p. 118-130). Also issued in print.

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Sato, Takahiro. "Asian international doctoral students' assimilation into adapted physical activity graduate programs while attending predominantly white institutions of higher education within the Big Ten Conference." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173114523.

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17

Park, Linda H. "Type, knowing style, and gender of Asian American college students." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407486284.

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18

Kim, Sanga. "Asian American students’ academic achievement: reassessing early childhood and college." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6448.

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Between 2000 and 2010, the Asian population within the U.S. increased more than four times faster than the total U.S. population. Accordingly, school-aged immigrant children from Asia constitute a sizeable portion of the U.S.’s student population. The percentage of students enrolled in elementary and secondary public schools who are Asian/Pacific Islander is projected to increase from 2.6 to 3.1 million between 2014 and 2025, and will account for 6 percent of total enrollment by 2025. Asian American youth have shown distinct characteristics among other racial minority groups in the U.S. Compared to their White and Black counterparts, Asian American students perform better in secondary education and have higher college admission test scores. In addition to educational success in secondary education, Asian Americans also tend to enroll in college at higher rates, and are more likely to attend highly selective four-year colleges compared to other racial minority groups. Although the research on Asian American students’ educational success in secondary education and transition to college is well-established, neither their experiences in the early stages of schooling or in higher education have been investigated in depth, which leads to a general misunderstanding of Asian American students and their educational outcomes. For the children of immigrant parents, early childhood is the most important period for adjustment, providing opportunities to prepare socially, psychologically, and intellectually for formal institutional settings. Despite this, researchers have paid relatively little attention to the educational experiences of young Asian American students and their families. Research on Asian American college students is equally important, with some social scientists reporting that the educational success of Asian Americans in secondary education is not necessarily maintained through higher education. Research on these two stages of education will help us better understand the educational attainment of Asian American students in terms of life course perspectives. In order to address the evident gaps in research, I have chosen to investigate the relationship between parents’ race/ethnicity and parental involvement in pre-secondary education, as well as the association between students’ race/ethnicity and educational experiences in post-secondary education, focusing primarily on Asian American students. In the first study, I examine how the race/ethnicity of parents with first grade children contributes to parental involvement within school and outside of school, after controlling for potential confounding factors at both the child and parent level. I further explore whether parents’ socioeconomic status (SES) influences the parental involvement of Asian parents. Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K:2011) data, I employ ordinary least squared (OLS) regression to examine the extent to which parent’s race/ethnicity or SES (within-race/ethnicity analysis) predict parental involvement in their children’s educational activities, in school and outside of school. To adjust for weighting and design effects in the data set, I used the specific first grade weights designed for each teacher, parent, or school administrator response in 2010-2011 cohorts, respectively. I found that while Asian parents had significantly lower participation in school-based parental activities compared to White parents, such parents tended to participate more heavily in their children’s educational activities outside of school. Within-race/ethnicity analysis for Asian parents, I found an overall positive effect of SES on parental involvement both in school and outside of school. Interestingly, the determinants of parental involvement changed depending upon the types of parental involvement. In the second study, I analyze the 2016 Student Experience in the Research University (SERU), a multi-institutional data set, to examine the relationship between students’ race/ethnicity and college outcomes, as well as the extent to which students’ college experiences and perceptions mediate this relationship. I found that Asian American college students had a lower college GPA, as well as lower scores in self-assessment of gains in critical thinking and communication skills, compared to their White peers. Students’ academic engagement and perceptions of how well they belonged accounted for the largest share of the relationship between students’ race/ethnicity and college outcomes. I further explore how parental education, as a proxy of parents’ SES, influences the college outcomes of Asian American college students. I found that Asian American students with parents who did not attend any college had higher GPAs than those Asian American students with parents who both earned four-year degrees. However, Asian American students with parents who did not attend any college had lower scores in self-evaluation of gains in critical thinking and communication skills than those with parents who both earned four-year degrees. This dissertation contributes to the existing literature on Asian American studies and higher education by pushing the boundaries of sociological knowledge of the experiences of Asian American students in U.S. schools. Focusing on the influence of race/ethnicity and family background from the early years to the post-secondary level, this research provides a rich and far more comprehensive understanding of immigrant success than is currently available in the literature. Given the statistical evidence of higher educational attainment among Asian American students, many policy makers view Asian American students and their families as members of a model minority; researchers typically describe these individuals as successfully overcoming some racial minority status, and wrongly assume that they do not need to receive specific policy or program support. These perspectives imply that Asian American students are a homogeneous racial group. In response, my dissertation attempts to reveal the disadvantages of those Asian American parents who struggle to involve themselves in their children’s school-based activities, as well as how SES can impact parent involvement among these Asian parents. My dissertation also attempts to highlight the fact that success in secondary education for Asian Americans does not necessarily lead to successful college outcomes. These findings indicate that Asian American students and their families have been misunderstood and misrepresented, particularly with regard to the early stages of schooling, as well as higher education. My dissertation seeks to inform policy for those programs targeting disadvantaged racial minority students. Educational institutions, for instance, could design policy interventions for those racial minority parents with children in pre-secondary education wanting to involve themselves more heavily in their children’s school-based activities. Postsecondary educators might also be able to more effectively foster the academic success of their students (specifically Asian Americans) by increasing their awareness of their students’ particular immigrant and family backgrounds.

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Nutthawutthisit, Theeranart May. "The comparisons of appearance management, body satisfaction and buying behaviors between Asian national and Asian American female students." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003nutthawutthisitt.pdf.

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20

Lee, Mei-sheung. "Becoming multilingual a study of South Asian students in a Hong Kong secondary school /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36753269.

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21

Liang, Jenie Ching-hua. "The influence of role activation and sociocultural factors on the mental health attitudes and coping practices of Asian Pacific Americans /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190530.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 148-158). Also available for download via the World Wide Web; free to University of Oregon users.

22

Le, Cuong T. "Asian American students' adjustment to college : does membership in an ethnic student organization make a difference?" Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1284.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Psychology

23

Wang-Yeung, Leilani Weichun. "Examining Factors Influencing Asian American and Latino American Students' College Choice." Thesis, State University of New York at Buffalo, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013410.

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This dissertation examines the gap in college enrollment between Asian Americans and Latino Americans regarding the effects of family and school factors, classifying them into the six ethnic/generational status groups (Asian American first generation, Asian American second generation, Asian American third generation and plus, Latino American first generation, Latino American second generation, and Latino American third generation and plus). Through logistic regression analysis of the ELS: 2002 data, national longitudinal sample of 10^th graders, the study findings indicate that except for 10^th grade achievement, family plays a more important role in predicting overall college attendance (both 2-year and 4-year colleges), including SES, gender, parental and students’ expectations, 3^rd generation, and high school type. On the contrary, school plays a more important role in predicting 4-year college attendance, including 10^th grade achievement, academic excellence, participation in extracurricular activities, and English proficiency. Asian Americans are more likely to enroll in overall colleges as well as 4-year colleges, and the generation difference is not found. In contrast, Latino Americans are less likely to enroll in overall colleges as well as 4-year colleges, and there are noticeable generation differences; the low college enrollment rates are largely driven by non-immigrant Latinos. Recommendations for policy makers are provided.

24

Nawa, Shuko. "An Analysis Of Dilemmas In English Composition Among Asian College Students." UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/83.

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This study examined common difficulties in English composition among Asian college students, addressing causal factors from psychological, cultural, and linguistic perspectives. The following factors were investigated: affective filter, puberty period, interlanguage, language transfer, accessibility to a target language, morphological differences, syntactical differences, and cultural thought patterns. The results of analyses of errors in the students' compositions reflected two ESL instructors' observations that Asian college students, whose native languages differ from Indo-European languages, experience difficulty in writing in English. A consistent error frequency which appeared in English article usage prompted the researcher to formulate the rules for articles and to construct exercise problems in order to help Asian students to overcome their problems.

25

Gao, Jing. "Understanding Asian American Students' Identities and Their Learning in Social Studies." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306859632.

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26

Suarez, Ashley R. "Activist anthropology : an ethnography of Asian American student activism at Oberlin College." Oberlin College Honors Theses / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1334944597.

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27

Festekjian, Arpi Karen. "The effect of stereotype threat on Asian Americans in the workplace." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1974821911&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 75-83). Issued in print and online. Available via ProQuest Digital Dissertations.

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Yao, Melissa Pulmares. "An exploration of multidimensional perfectionism, academic self-efficacy, procrastination frequency, and Asian American cultural values in Asian American university students." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1248845353.

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29

Yakunina, Elena Sergeeva. "Asian International Students' Intentions to Seek Counseling: Integrating Cognitive and Cultural Predictors." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1295704732.

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30

Zhang, Qianhui. "CULTURAL VALIDITY AND SPECIFICITY OF WORK VALUES AMONG ASIAN AMERICAN COLLEGE STUDENTS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1093.

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The long-standing phenomenon of occupational segregation among Asian Americans in the United States has been well-documented (e.g., Bureau of Labor Statistics, 2013). This study will explore the validity of an existing measure on values in the context of work, among a group of Asian American college students. Furthermore, it examines the impact of work values on culturally specific factors (i.e., Asian cultural values, ethnic identity endorsement, racism-related stress) and major-related outcome variables (i.e., major choice, major satisfaction) among Asian American college students. Specifically, it is hypothesized that work values will mediate the relationships between three cultural variables (i.e., adherence to Asian cultural values, ethnic identity endorsement, and racism-related stress) and individual’s major-related outcomes (i.e., major choice and major satisfaction). Participants will include 200 Asian-American identified undergraduate college students over the age of 18, surveyed through college courses, social media, and email advertisement. Measures will include the Values Scale (VS; Super & Nevill, 1985); the Asian American Value Scale-Multidimensional (AAVS-M; Kim, Li, & Ng, 2005); the Multigroup Ethnic Identity Measure - Revised (MEIM-R; Phinney & Ong, 2007); the Asian American Racism-Related Stress Inventory (AARRSI; Liang, Li, & Kim, 2004); and the Academic Major Satisfaction Scale (AMSS; Nauta, 2007). Implications of this study include illuminating the role of cultural context in shaping the function of work value endorsement and major choice patterns of Asian American college students, as well as advancing vocational assessment scholarship by establishing the cultural validity of the existing Values scale in its use with the Asian American college population.

31

Kim, Soonhyang. "Active verbal participation in U.S. classrooms perceptions of East Asian international graduate students /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1174408526.

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32

Cotton, Marsha Nader. "Comparisons of aptitude and achievement patterns of Asian-American and Caucasian-American students." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185500.

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A dearth of research exists to explain the disproportionately high level of academic achievement by Asian-Americans. Little attempt has been made to investigate indepth the relationship of several proposed factors to Asian achievement. The purpose of this study was to explore differences between Asian-Americans and Caucasian-Americans in cognitive ability, language proficiency, and achievement in reading, mathematics, and general knowledge. Forty-six Asian-Americans and forty-six Caucasian-Americans from the norming sample for the Woodcock-Johnson Psychoeducational Battery-Revised (WJ-R) (1989) were matched on the basis of school, gender, and number of years of school attendance. Broad Cognitive Ability scores of the WJ-R as well as scores from the WJ-R Tests of Achievement were then used to compare aptitude and achievement of each member of the two groups. No significant differences in Cognitive Ability were then used to compare aptitude and achievement of each member of the two groups. No significant differences in Cognitive Ability were found between Asian-Americans and Caucasian-Americans. There were also no significant differences found between the two groups in language proficiency or reading achievement. Significant differences did exist in mathematics and knowledge achievement but the superiority of Asian-Americans in those two areas could not be attributed to community socio-economic status (S.E.S.), school curriculum, or aptitude. Implications for future research on achievement indicate the need to refocus, not upon school curriculum and socio-economic status, but rather upon home process variables.

33

Xiong, Yiying. "An Exploration of Asian International Students’ Mental Health: Comparisons to American Students and Other International Students in the United States." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152595195493441.

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Kim, Do Yeong. "Parental traditionalism and parent-child relationships, explicit and implicit psychological acculturation, and mental health of Korean-American young adults /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9177.

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35

Zhang, Naijian. "Acculturation and counseling expectancies : Asian international students' attitudes toward seeking professional psychological help." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1125367.

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Coming to the United States, international students face numerous cross-cultural adjustment difficulties. Asian international students have had the most cross-cultural difficulties among all international students. Helping Asian international students deal with their life stress has become a challenge for American counselors and psychologists.Studies on the attitude toward seeking professional psychological help have been done primarily with African Americans, Mexican Americans, and Asian Americans. As the population of Asian international students increases, it becomes important that the attitudes of Asian international students toward seeking professional psychological help be examined. The present study examined the relationship between Asian international students' levels of acculturation and their attitudes toward seeking professional psychological help. In addition, this study explored the relationships between Asian international students' levels of acculturation and their recognition of need for psychotherapeutic help, their stigma tolerance, their interpersonal openness, and their confidence in mental health practitioners.One hundred and seventy Asian international students from one Midwestern university and one Northeastern university participated in this study. Participants completed two questionnaires and a demographic profile sheet: (1) the Suinn-Lew Asian Self-Identity Acculturation Scale-International (SL-ASIA-I); (2) the Attitudes Toward Seeking Professional Psychological Help Scale (ATSPPHS); and (3) the demographic sheet which included country of origin, religious beliefs, plans/intentions to stay in U.S., the length of time in the U.S., previous therapy experiences, age, gender, education, major, marital status, and children. Two hypotheses were tested: (1) There was a significant relationship between Asian international students' acculturation levels and their attitudes toward seeking professional psychological help; (2) The higher levels of acculturation the Asian international students had, the more positive their attitudes toward seeking professional psychological help. Multiple regression analyses were conducted to predict Asian international students' attitudes toward seeking professional psychological help.As was expected, a significant relationship between Asian international students' levels of acculturation and their attitudes toward seeking professional psychological help was observed. In addition, significant correlations were perceived between Asian international students' levels of acculturation and their stigma tolerance and their confidence in mental health practitioners. Discussions of these findings and limitations and recommendations for future research were presented.
Department of Secondary, Higher, and Foundations of Education

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McWhinnie, Louise J. I. Art History &amp Art Education College of Fine Arts UNSW. "An inquiry into the study of visual communication by international asian students within the context of an Australian university." Awarded by:University of New South Wales. Art History & Art Education, 2008. http://handle.unsw.edu.au/1959.4/43574.

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Extant bodies of research identify the dilemmas encountered by, and adaptive strategies of international Asian students (IAS) undertaking second language undergraduate study. However no substantive research has explored the existence of subject specific dilemmas that such students encounter in the study of design within a western setting. Doctoral work exploring design education is rare. This study addresses the gap in the research record by investigating the specifics of the study of visual communication by IAS attending an Australian university. Through the voices of the IAS and academics, the specific nature of the manifestation, understanding and misunderstanding of such dilemmas is explored. Together with the investigation of visual communication, the author discloses the nature of perception and misconception between a group of design academics and a cohort of IAS. The study uses complementary methodologies, synthesising quantitative and qualitative data. The study's statistical data was generated from 460 first and second year student surveys. This was undertaken over a three-year period, with resultant data sub-categorised to enable a representation of the IAS to emerge through identification of their particular motivations, expectations and actualisation of dilemmas within the context of the wider undergraduate cohort. The author develops and utilises an explanatory framework after Pierre Bourdieu, to analyse data emanating from interviews with multiple participants of an established population of academics and IAS. She explores the perceptions of their realities and the construction of their representations, as located through both their convergence and divergence. The study's paradigm is constructed by the field of design, as an objective world and site of the inquiry. Viewing the study's data through this conceptual framework, the author constructs a representation of the field and educational site using socio-cultural structures and the populations' multiple realities. The study reports on the layers and contradictions of communication, miscommunication, myth and fiction, constructed through the educational field. This is further interrogated to reveal the arbitrary structure of the field, its pedagogy and creation of its internal logic by which the field is perpetuated and student performances reproduced. The outcomes of the investigation include a detailed identification of lA design students' disclosures of the dilemmas of expectation versus experience, and the systematic misperception of paradoxes within the pedagogy of visual communication, presented as convergent and divergent expectations of the IAS and academics.

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Kim, Eun Hee. "Asian graduate students as skilled labor force serving Empire: A postcolonial analysis of the model minority stereotype shaped and ingrained through transnational experiences." Diss., Kansas State University, 2018. http://hdl.handle.net/2097/38753.

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Doctor of Philosophy
Curriculum and Instruction Programs
Kay Ann Taylor
It has been 50 years since the notion of the model minority was first used to describe Asian Americans in the United States (Petersen, 1966). In the past decade, there has been substantial scholarly growth in the model minority research, and researchers have identified racism hidden behind the notion. However, previous research has mainly addressed the model minority stereotype in the regional context with similar research topics that produce similar findings, which requires a new research paradigm to be established. To meet this theoretical and contextual need, this study locates the model minority discourse in postcolonialism, especially in the context of Empire as global sovereign power with no concrete form, viewing the model minority stereotype as Empire’s controlling strategy that ethnicizes all Asians on the globe into its “global capitalist hierarchy” (Hardt & Negri, 2000). Empirically, this study examines how the model minority stereotype is shaped, developed, and ingrained in the transnational experience of Asian international graduate students who pursue careers in the United States after their degree completion as a bridge to their future. Findings from participants’ narratives show that they became aware of their Asianness through their transnational experience and gradually embraced the hardworking image of Asians through repeated environmental and interactional input of the image. Participants also expected higher economic and social status in their home countries as a result of their degrees and work experience obtained in the United States, with Orientalist values people in their home countries attach to their U.S.-earned credentials. Asian intellectuals educated in the West, represented by the United States, serve Empire’s capitalist maintenance and expansion as a transnational workforce while seeking their self-interest and transnational competitiveness. This raises an interdisciplinary and intersectional need to empower higher education to be critically aware of the current context of Empire and globalization.

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Choi, Jayoung L. "Exploring the Cultural Validity of the College Student Reasons for Living Inventory with Asian American College Students." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1185295426.

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Nguyen, Duy. "My Story as a First-Generation Student from Vietnamese Immigrant Backgrounds and Implications for Asian American Students." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/740.

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Expressing myself in my own voice has never felt so liberating and uplifting, especially when it comes to writing in the academic world. Thanks to the Scholarly Personal Narrative (SPN) methodology of Dr. Robert Nash, I have a chance to share my voice from my perspective as a marginalized student. Neither of my parents went to college. What does this mean for me as an Asian American first-generation student? What does my background say about me, specifically as a student and generally as an individual person? What are some of the obstacles and opportunities in my journey and in my education? How do my own stories connect to others from similar backgrounds, and hopefully to others from different backgrounds as well? What do I want my readers to take away from my own learning experiences? In my thesis, I discuss my experiences as a first-generation student from my Vietnamese background. I describe in detail about my family backgrounds, some major events in my childhood, and how these changes shape who I am today. In order for me to move forward, I need to pause and rediscover my roots, my heritage, and my family's values and learn to appreciate them. I discuss my experiences of going to high school and college in the U.S. I also explain how I experience the issues of race and social class when living in the U.S. I address some of the obstacles that I face as well as the opportunities that arise throughout my journey. What have I learned from these experiences thus far? I believe that sharing my story gives me the opportunity to connect with other students, educators, and administrators in higher education. This will allow us to acknowledge some issues that students of color have and how we can work together to address these issues. Based on my experiences, I have made some recommendations for students of color, especially Asian American first-generation college students. I also have some recommendations for educators when working with this marginalized population, specifically students from underrepresented groups and students from first-generation backgrounds.

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Zhao, Xin. "Asian College Students’ Perceived Peer Group Cohesion, Cultural Identity, and College Adjustment." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1336.

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Despite the increase in Asian college student population, this group remains one of the most understudied, due to the myth of “model minority.” Many Asian students adjust well academically but often experience high levels of stress, anxiety, or depression due to factors such as acculturation to Western culture, pressure from parents to succeed, ethnic identity issues, intergenerational conflict, immigration status, racism, and discrimination. This study examined the role of five dimensions of Asian values (collectivism, conformity to norms, emotional self-control, family recognition through achievement, and humility) as a moderator in the relationship among peer group cohesion and four dimensions of college adjustment (academic adjustment, social adjustment, personal-emotional adjustment, and attachment) among 150 Asian college students. Data were collected from Asian American and Asian international students attending a college in the United States who completed an online survey. Eighty percent of the students reported low college adjustment on one or more dimensions measured; however, personal-emotional adjustment and attachment was positively correlated with group cohesion. The results of the moderation analyses indicated that Asian value of humility moderated the effects of cohesion and personal emotional adjustment. Specifically, students who had lower Asian value of humility and high peer group cohesion also reported higher personal emotional adjustment. No other dimensions of Asian values were found to be significant moderators. Implications of the study in terms of future research and college programs for Asian students are discussed.

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Willsey, Jack K. "A textbook for the study of Romans a guide for Asian students /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Hinonangan, Margie Daryl. "Variations in background characteristics among Asian American students of different college majors." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1677.

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Thesis (M.A.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Binning, Priya. "The multi-identities of Canadian high school students of South Asian heritage." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28816.

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This study examined the notions of culture and identity held by high school students, of mainly Punjabi descent, in a Punjabi 11 class as realized through their completion of a unit designed to allow them to learn about themselves and their attitudes and beliefs regarding what comprised their culture. Data was collected through a unit of study created to allow the students to explore their identities and included student journals, reflections and final projects and presentations. The findings suggest that while the students identified themselves as Canadian, a Canadian identity often appeared to be second to their ethnic or religious identity (such as being Punjabi or Sikh). What came to the forefront is that Punjabi students see themselves as having a unique cultural identity that they share with other students of similar backgrounds. For many, this essential group identity creates the foundation for their social networks. Two of the main factors that create this group identity appear to be religion and culture, both of which are taught at home by the family, supported by Punjabi media and validated by their friends at school. The expectations placed upon the participants by family are accepted and not often questioned and are instead considered to be duties that need to be fulfilled. Moreover, religion and culture are terms that appear, for some, to be interchangeable for many of the participants in this study and this does not pose a problem for them or their identities. There are also elements of being Punjabi and being Canadian that could be interpreted as being conflictual but are not perceived as such by the students, such as wanting to maintain traditional gender roles and marriage practices while also embracing the independence and freedom to choose your own path that comes with being Canadian. This study contributes to our understanding of adolescent Indo-Canadians by exploring what their notions of identity are and how they see themselves, within their social groups, school community and at home. Future research should be focused on a larger, more diverse population of Indo-Canadian teenagers to concretely substantiate the ideas presented in this study.

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Huang, Wen-Jiun. "The Interaction Between Identity and Schooling of Asian American High School Students." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392974968.

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Thomas, Sheeba. "Asian Indian College Students: Relationship between Parent–Child Communication Difficulties and Internalization." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1416309293.

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Chongcharoenpanich, Supranee. "A study identifying the personality types : learning implications of international Asian students /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1456283831&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Fan, Jinyan. "A new orientation program for Asian international graduate students a field experiment /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092153299.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xv, 256 p. : ill. Advisor: John P. Wanous, Department of Psychology. Includes bibliographical references (p. 187-199).

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Lan, Pei Ern. "The instructional experiences of students with reading disabilities in Taiwan's education." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10107123.

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In order to investigate the actual instructional experiences for students with reading disabilities in Taiwan, a qualitative study was conducted using the method consisted of observation of the special education environment and interviews with two students with reading disabilities, one parent of the student, and three Resource Room teachers. On a macroscopic scale, the researcher looked at the special education system’s implementation in a public middle school in Taiwan, while on a microscopic scale, the researcher focused on the remediation of the reading disabilities that the students were receiving in special education. The ultimate goal of this research was to benefit the special educational system in Taiwan in educating students with reading disabilities. Therefore, this was written in both English and Mandarin for the benefit of readers in Taiwan and in the U.S.

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Hamm, Amanda E. "Exploring the College Pathways of Asian American Community College Students and the Model Minority Myth." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799483/.

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Contrary to the model minority myth that portrays Asian Americans as academic all-stars over-represented in elite four-year institutions, half of all Asian American college students do in fact attend community colleges, and many experience myriad challenges. This exploratory study investigated the community college pathways of Asian American community college students, the role of family and culture in shaping expectations for higher education, and participants’ perceptions of the model minority myth and the degree to which this myth influenced their college experiences. Institutional practices and policies, or lack thereof, that support the success of this highly diverse population were also studied. Purposeful sampling was used to gather a sample of 28 students, who self-identified as Asian American and attended one of the three largest community college districts located in North Texas. The sample included 16 males and 12 females, whose ages ranged from 18 to 49 years old, with a mean age of 24. Data collection involved a demographic questionnaire and semi-structured individual interviews. The participants represented 13 different ethnicities, and nine were members of more than one ethnic or racial group. Ten participants were foreign-born citizens, and all of the participants had at least one foreign-born parent. Qualitative data provided description rich information that shed light on the expectations, experiences, and views of Asian American community college students, a virtually unstudied population. Consistent with current literature on Asian American college students, the findings suggest many Asian American community college students struggle with tremendous cultural and familial pressures for succeeding academically, and many described their experiences with racial microaggressions related to model minority stereotypes that they perceived their peers and instructors to have held. Recommendations for policy and practice designed to improve educational outcomes for Asian American community college students are addressed.

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Deo, Ishani. "Cultural Factors in Mental Health Referral Among Asian Americans." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/413.

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Epidemiological studies have shown that disparities in mental health service utilization still exist among ethnic minority groups in the United States. This study looks specifically at the lay referral system and what factors influence the likelihood of an individual referring a friend to mental health services. Since college student populations have fewer barriers than most to seeking treatment, 60 Asian American and 49 White American college students were sampled for the purposes of this study. They evaluated one of four vignettes in which cultural competency of the potential therapist and type of symptoms being presented were manipulated. Though there was no significant interaction found, implications of the current findings and corrections to the methodology for future research are discussed.

Dissertations / Theses on the topic 'Asian students'

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