Journal articles: 'Asian students'

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Selby, Cecily Cannan. "Asian-American Students." Science 246, no. 4928 (October 20, 1989): 313. http://dx.doi.org/10.1126/science.246.4928.313.b.

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SELBY, C. C. "Asian-American Students." Science 246, no. 4928 (October 20, 1989): 313. http://dx.doi.org/10.1126/science.246.4928.313-a.

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Moosavi, Leon. "“Can East Asian Students Think?”: Orientalism, Critical Thinking, and the Decolonial Project." Education Sciences 10, no. 10 (October 16, 2020): 286. http://dx.doi.org/10.3390/educsci10100286.

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Amidst the increasing calls for the decolonisation of universities, this article interrogates the representation of East Asian students in Western academia. It is argued that East Asian students are often imagined in Orientalist ways, as can be evidenced by evaluating the depiction of East Asian students in academic publications. More specifically, it is suggested that common perceptions of East Asian students as lacking in critical thinking may unwittingly reinforce stereotypes that are rooted in historic narratives which depict East Asians as inferior to (white) Westerners. This article also explores the way in which East Asian academics and students may also subscribe to these Orientalist perceptions. Finally, this article offers a refutation of the stereotype that East Asian students struggle with critical thinking and it suggests that being more reflexive about the way that we imagine ethnic minority students should be a key component of our efforts to decolonise the university.

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Jayathirtha, Gayithri, and Francisco Enrique Vicente Castro. "Disaggregating Asian Identities through Case Studies of High School Students in Electronic Textiles Classrooms." Sustainability 15, no. 20 (October 21, 2023): 15128. http://dx.doi.org/10.3390/su152015128.

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While most of the identity-related work within STEAM education has examined learners from different marginalized groups, Asians and Asian Americans are some of the least studied identities despite the underrepresentation of several Asian sub-groups within STEAM fields. Educational research has embraced the “model minority” myth, adopted a White-colonial gaze, aggregated Asians into a single “racial group”, and treated it as a dominant group within STEM fields. By resisting the White-centered, colonial simplifications and also conducting ways of engaging with learners that identify with Asian communities, we present four case studies of “Asian” high school students in two STEAM classrooms (which were both implementing an electronic textiles unit) in an attempt to disaggregate and to highlight the diversity and complications in the the otherwise simplified “Asian” identity. We answer the question of how electronic textiles projects support students’ “Asian” identity expression, negotiation, and development. We share how our cases accentuated the role of materiality and pedagogical context in opening possibilities for students to narrate stories of historical, cultural, and familial significance while navigating their complicated “Asian” (or not) identities. We discuss the implications of our findings for the research, design, and practice within STEAM activities to better support the highly diverse and invisibly marginalized Asian-origin students.

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Song, Suzan J., Robert Ziegler, Lisa Arsenault, Lise E. Fried, and Karen Hacker. "Asian Student Depression in American High Schools." Journal of School Nursing 27, no. 6 (August 15, 2011): 455–62. http://dx.doi.org/10.1177/1059840511418670.

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There are inconsistent findings about depression in Asians. This study examined risk factors for depression in Asian and Caucasian adolescents. Stratified bivariate secondary analyses of risk indicators and depressed mood were performed in this cross-sectional study of high school survey data (9th to 12th grades) from 2,542 students (198 Asian). Asians had a higher prevalence of depressed symptoms, but similar risk factors as Caucasians. Smoking and injury at work were major risk factors for depressed mood among Asians. Asian-specific risk factors for depression were being foreign-born and having a work-related injury. Asian and Caucasian teens have similar risk factors for depressed mood, though being foreign born and having a work-related injury are risk factors specific to Asian youth, possibly related to social–economic status. Providers of care in school, such as school nurses, can be important primary screeners of depression for Asian students in particular.

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Chiang, Linda H. "Teaching Asian American students." Teacher Educator 36, no. 1 (June 2000): 58–69. http://dx.doi.org/10.1080/08878730009555251.

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Cheng, Xiaotang. "Asian students' reticence revisited." System 28, no. 3 (September 2000): 435–46. http://dx.doi.org/10.1016/s0346-251x(00)00015-4.

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Perry, Cody J., Jennifer Weatherford, and David Lausch. "Asian International Students’ Perceptions of their University Experience." Educational Process: International Journal 5, no. 4 (December 1, 2016): 270–78. http://dx.doi.org/10.22521/edupij.2016.54.1.

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Pedraza, Chadrhyn A. A. "“There’s Something There in That Hyphen”: The Lived Experiences of Asian and Asian American Higher Education Students in the Southwest Borderlands of the United States." Genealogy 7, no. 1 (March 16, 2023): 22. http://dx.doi.org/10.3390/genealogy7010022.

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For centuries, Asians living in the U.S. have had to negotiate between the narratives that dominant society has imposed upon them and their understanding of what it means to be Asian and Asian American. When combined with the hierarchies of racial categories, the narratives underlying monoracialism are inherently limiting, obscuring their nuanced experiences, and stripping them of their ability to express the personal constructions of their identity The purpose of this qualitative case study was to elevate the voices of Asians and Asian Americans, their process of “inventing” their identity, and how their conceptualizations begin to deconstruct and challenge monoracialism. I argue that Asians and Asian Americans engage in a process where the interpretation and revision of meaning that emerges during interactions with others can illuminate the role of master narratives and how they negotiate between these structural factors and their ideas of what it means to be Asian or Asian American. The findings suggest a negotiation between master narratives at the macro-, meso-, and micro-societal levels that help them understand what it means to be Asian and Asian American.

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Hsiao, Zoya. "Perceived Discrimination Against Asian Americans and Asian International Students." Journal of Purdue Undergraduate Research 8, no. 1 (August 2018): 74–75. http://dx.doi.org/10.5703/1288284316754.

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Nguyen, Diem N., and Mary Beth O’Connell. "Asian and Asian-American College Students’ Awareness of Osteoporosis." Pharmacotherapy 22, no. 8 (August 2002): 1047–54. http://dx.doi.org/10.1592/phco.22.12.1047.33608.

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Kim, Suk-hee, James Canfield, Patricia Desrosiers, Dana Harley, and Vanessa Hunn. "Embracing inclusive excellence: Asian and Asian American college students." Journal of Human Behavior in the Social Environment 29, no. 8 (August 20, 2019): 1015–25. http://dx.doi.org/10.1080/10911359.2019.1647907.

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Lagdameo, Angela, Sophia Lee, Bao Nguyen, Christopher T. H. Liang, Sunny Lee, Corinne Maekawa Kodama, and Marylu K. McEwen. "Voices of Asian American Students." New Directions for Student Services 2002, no. 97 (2002): 5–10. http://dx.doi.org/10.1002/ss.34.

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Wu, Shelley Yijung, and Dan Battey. "The Cultural Production of Racial Narratives About Asian Americans in Mathematics." Journal for Research in Mathematics Education 52, no. 5 (November 2021): 581–614. http://dx.doi.org/10.5951/jresematheduc-2020-0122.

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Although considerable literature illustrates how students’ experiences and identities are racialized in mathematics education, little attention has been given to Asian American students. Employing ethnographic methods, this study followed 10 immigrant Chinese-heritage families to explore how the racial narrative of the model minority myth was locally produced in mathematics education. We draw on constructs of racial narratives and cultural production to identify the local production of the narrative Asians are smart and good at math during K–12 schooling. Specifically, the Asian American students (re)produced racial narratives related to three cultural resources: (a) Their immigrant parents’ narratives about the U.S. elementary school mathematics curriculum; (b) the school mathematics student tracking system; and (c) students’ locally generated racial narratives about what being Asian means.

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Hwang, Jacqueline, Yi Ding, Cixin Wang, Eric Chen, Ying Wu, and Xiaoyan Hu. "Asian American University Students’ Experiences during the COVID-19 Pandemic: A Qualitative Study." Behavioral Sciences 14, no. 1 (January 3, 2024): 34. http://dx.doi.org/10.3390/bs14010034.

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In addition to the unprecedented challenges and stressors that university students faced during the COVID-19 pandemic, Asian American students experienced specific hardships due to COVID-19-associated xenophobic attitudes, harassment, and assault against people of Asian complexions. This qualitative study aimed to explore the ways in which Asian American university students’ experiences during the pandemic changed their views of their identities as Asian Americans by analyzing in-depth interviews of four case study participants. Secondary analysis of two waves of interviews, which were conducted during the initial outbreak of the COVID-19 pandemic and during a six-month follow-up, and primary analysis of a newly conducted third wave one year after the initial outbreak yielded 12 themes that captured the essence of the Asian American university students’ experience and redefining of their identity during the pandemic. The four participants identified these themes across four categories: Experiences and Events during the Pandemic; Categorization of Asians in America; Confronting Asian Discrimination; and Renewed Sense of Identity. The longitudinal findings revealed direct experiences and perspectives regarding the influence of the COVID-19 pandemic on Asian communities, as well as the impact of the various social and political events during this time period, such as the Black Lives Matter Movement (2020) and the 2020 US presidential election. The implications, limitations, and future directions are discussed.

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Zhang, Lindy, Edward S. Lee, Charles A. Kenworthy, Serena Chiang, Louisa Holaday, Dennis J. Spencer, Norma Iris Poll-Hunter, and John Paul Sánchez. "Southeast and East Asian American Medical Students’ Perceptions of Careers in Academic Medicine." Journal of Career Development 46, no. 3 (November 30, 2017): 235–50. http://dx.doi.org/10.1177/0894845317740225.

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The Asian race represents one of the fastest growing racial groups in the United States that have unique health-care issues and barriers to services. Despite being the second largest racial group among medical students, Asians represent a markedly smaller proportion of leadership. Greater inclusion may facilitate Asian-related curriculum content development, community-engaged research, and increased services for Asian communities. This article explores Southeast and East Asian American (AA) medical students’ perceptions of and challenges toward pursuing academic medicine careers. We collected quantitative and qualitative data among 138 participants. Factors that increased trainees’ interests include collaboration with others, teaching and research opportunities, and influential role models/mentors. Interventions identified to overcome perceived challenges include exposure to senior-level race-concordant role models and mentors, enhancement of communication skills, and informed career discussions between parents and trainees. Such interventions may engage more AA trainees into academia and facilitate their growth as leaders.

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Warden, Clyde A., Judy F. Chen, and D’Arcy Caskey. "Cultural Values and Communication Online." Business Communication Quarterly 68, no. 2 (June 2005): 222–32. http://dx.doi.org/10.1177/1080569905276669.

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Whereas many researchers have examined differences in values and behavior between Westerners and Asians, fewer have investigated differences within Asian cultural groups. A recent government initiative in Taiwan to encourage international education has led to the development of an international MBA program at the National Cheng Kung University in Tainan; both Chinese and Southeast Asian students participate in the program. They exhibit different behaviors in their classes, particularly in their postings in online discussion boards. For reasons that can be partly explained by the students’ responses on a Chinese-Value Survey, Chinese students tend to post fewer messages than Southeast Asians, and both groups post fewer messages than Westerners in the classes under study. Instructors in multicultural classes have to consider such differences when they design assignments and set expectations for students in online discussions.

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Yeo, HyeJin Tina, Ruby Mendenhall, Stacy Anne Harwood, and Margaret Browne Huntt. "Asian International Student and Asian American Student: Mistaken Identity and Racial Microaggressions." Journal of International Students 9, no. 1 (January 25, 2019): 39–65. http://dx.doi.org/10.32674/jis.v9i1.278.

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This study examines the experiences of Asian American students who are mistaken as Asian international students; it provides insight into domestic students’ perceptions of and potential racial microaggressive experiences of international students. Drawing from racial microaggressions survey data of Asian Americans, this study highlights the multiple layers of overt racism, microaggressions, and xenophobia directed against students who are perceived as Asian international students. The Asian American students’ narratives reveal that international students are often racialized by skin color, English proficiency, and nationality, which reflect U.S. racist framings of Asian Americans. Thus, we argue that racial experiences of Asian international students should be addressed as a part of U.S. racial ideology, notions of Whiteness, and racial microaggressions on campus.

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Collins, Francis Leo. "Making Asian students, making students Asian: The racialisation of export education in Auckland, New Zealand." Asia Pacific Viewpoint 47, no. 2 (August 2006): 217–34. http://dx.doi.org/10.1111/j.1467-8373.2006.00308.x.

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Yang, David H., Marissa Justen, Dana Lee, Heeryoung Kim, Dowin Boatright, Miraj Desai, and Gunjan Tiyyagura. "Experiences with Racism Among Asian American Medical Students." JAMA Network Open 6, no. 9 (September 11, 2023): e2333067. http://dx.doi.org/10.1001/jamanetworkopen.2023.33067.

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ImportanceAsian American physicians have experienced a dual pandemic of racism and COVID-19 since 2020; understanding how racism has affected the learning environment of Asian American medical students is necessary to inform strategies to promoting a more inclusive medical school environment and a diverse and inclusive workforce. While prior research has explored the influence of anti-Asian racism on the experiences of Asian American health care workers, to our knowledge there are no studies investigating how racism has impacted the training experiences of Asian American medical students.ObjectiveTo characterize how Asian American medical students have experienced anti-Asian racism in a medical school learning environment.Design, Setting, and ParticipantsThis qualitative study included online video interviews of Asian American medical students performed between July 29, 2021, and August 22, 2022. Eligible participants were recruited through the Asian Pacific American Medical Students Association and snowball sampling, and the sample represented a disaggregated population of Asian Americans and all 4 medical school years.Main Outcomes and MeasuresThe medical school experiences of Asian American medical students.ResultsAmong 25 participants, Asian ethnicities included 8 Chinese American (32%), 5 Korean American (20%), 5 Indian American (20%), 3 Vietnamese American (12%), 2 Filipino American (8%), and 1 (4%) each Nepalese, Pakistani, and Desi American; 16 (64%) were female. Participants described 5 major themes concerning their experience with discrimination: (1) invisibility as racial aggression (eg, “It took them the whole first year to be able to tell me apart from the other Asian guy”); (2) visibility and racial aggression (“It transitioned from these series of microaggressions that every Asian person felt to actual aggression”); (3) absence of the Asian American experience in medical school (“They’re not going to mention Asian Americans at all”); (4) ignored while seeking support (“I don’t know what it means to have this part of my identity supported”); and (5) envisioning the future.Conclusions and RelevanceIn this qualitative study, Asian American medical students reported feeling invisible within medical school while a target of anti-Asian racism. Addressing these unique challenges related to anti-Asian racism is necessary to promote a more inclusive medical school learning environment.

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Trinh, Quang-Vinh. "The Impact of Parents’ Educational Level and Students’ Gender on Students’ Science Academic Achievement in Four Southeast Asian Countries." Journal of Basic Education Research 1, no. 3 (September 30, 2020): 70–76. http://dx.doi.org/10.37251/jber.v1i3.104.

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Purpose of study: This paper aims at exploring the factors that affect the science academic achievement of Indonesia, Singapore, Thailand, and Vietnam students by using the PISA 2015 dataset. Methodology: This paper uses a data mining method to explore the PISA 2015 data to answer the research questions and achieve the research aims. The targeted students were selected from ASEAN countries, including Indonesia, Singapore, Thailand, and Vietnam. The total number of samples was 26,703 students and their age ranged from 15.3 to 16.2. Min finding: The results of this paper indicate parents’ educational level and students’ gender create significant differences in students’ science academic achievement in four Southeast Asian countries. Novelty/Originality of this study: The paper intends to explore significant differences in the students’ science academic achievement, between parents’ educational level and students’ gender in four Southeast Asian countries.

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Botha, Francois B., Amanda L. Shamblaw, and David J. A. Dozois. "Reducing the Stigma of Depression Among Asian Students." Journal of Cross-Cultural Psychology 48, no. 1 (October 22, 2016): 113–31. http://dx.doi.org/10.1177/0022022116674598.

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In North America, Asians reliably report higher levels of stigma toward people with depression than do Europeans. Possible methods of reducing this discrepancy have rarely been explored. Asian undergraduate students ( n = 132) were presented with one of four antistigma videos with two actresses: one portraying a student with depression and the other a professor. The videos used the concept of social proof, presenting either positive or negative descriptive norms, to effect change in stigma, measured by social distance. It was hypothesized that the positive descriptive norms intervention would show significantly greater positive change in social distance compared with the negative descriptive norms intervention. All videos were effective in reducing preferred social distance toward people with depression relative to the control condition. The effectiveness of the positive descriptive norm video was mediated through descriptive norms and self-efficacy. The effectiveness of the negative descriptive norm video was mediated through injunctive norms and perceived value of support. The findings can help guide interventions that aim to encourage social engagement with people with depression among Asian student populations. Manipulating social norms and increasing self-efficacy may be especially effective.

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Howell, Llewellyn D. "Looking East, Looking West: The International Political Attitudes of Malaysia's Successor Generation, 1971–81." Journal of Southeast Asian Studies 17, no. 1 (March 1986): 137–55. http://dx.doi.org/10.1017/s0022463400005245.

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There are many elements in analyses of why multinational cooperative organization efforts such as the Association of Southeast Asian Nations (ASEAN) succeed or fail. The outward manifestations of success include increased economic interdependence, larger numbers of economic, political, and security agreements, more frequent consultations among leaders, and more numerous instances of joint action in the international political and security domains. Observers and students of Southeast Asian politics may follow such events in the news media or in scholarly publications by other students.

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Parthiban, Nirmalatiban, Fiona Boland, Darlina Hani Fadil Azim, Teresa Pawlikowska, Marié T. O’Shea, Mohamad Hasif Jaafar, and Karen Morgan. "Asian medical students’ attitudes towards professionalism." Medical Education Online 26, no. 1 (January 1, 2021): 1927466. http://dx.doi.org/10.1080/10872981.2021.1927466.

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Liu, Theresa C., and Chieh Li. "Psychoeducational Interventions with Southeast Asian Students." Special Services in the Schools 13, no. 1-2 (August 24, 1998): 129–48. http://dx.doi.org/10.1300/j008v13n01_09.

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Pang, Valerie Ooka, Peggy P. Han, and Jennifer M. Pang. "Asian American and Pacific Islander Students." Educational Researcher 40, no. 8 (November 2011): 378–89. http://dx.doi.org/10.3102/0013189x11424222.

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The authors studied more than 1 million Asian American and Pacific Islander (AAPI) and White seventh graders in a statewide California testing program between 2003 and 2008, examining their reading and math achievement. AAPI student performance is often reported as an aggregate in discussions of the success of schoolchildren and issues of racial and ethnic achievement gaps. The authors disaggregated the performance of 13 AAPI subgroups and found significant achievement gaps between White Americans and their AAPI peers in reading and math. The data refuted the premise of the model minority myth. The evidence indicated that AAPI students are diverse in their achievements and demonstrate a continuum of academic performance.

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Iwamasa, Gayle Y. "Acculturation of Asian American University Students." Assessment 3, no. 1 (March 1996): 99–102. http://dx.doi.org/10.1177/107319119600300111.

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The purpose of this study was to assess the level of acculturation among Asian American university students at a large midwestern university using the SL-ASIA. With this sample, results in general support initial and follow-up findings of the scale's concurrent validity with college students from the West Coast and Rocky Mountain areas. Although no gender differences in level of acculturation were found, analyses comparing foreign-born and U.S.-born participants provided further evidence of concurrent validity for the scale.

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Showstack, Randy. "Asian students excel in science testing." Eos, Transactions American Geophysical Union 81, no. 50 (2000): 610. http://dx.doi.org/10.1029/eo081i050p00610-02.

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BLAIR, SAMPSON LEE, and ZHENCHAO QIAN. "Family and Asian Students' Educational Performance." Journal of Family Issues 19, no. 4 (July 1998): 355–74. http://dx.doi.org/10.1177/019251398019004001.

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Fernandez, Mary Sylvia. "Issues in Counseling Southeast-Asian Students." Journal of Multicultural Counseling and Development 16, no. 4 (October 1988): 157–66. http://dx.doi.org/10.1002/j.2161-1912.1988.tb00406.x.

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Campbell, Jacqui, and Mingsheng Li. "Asian Students' Voices: An Empirical Study of Asian Students' Learning Experiences at a New Zealand University." Journal of Studies in International Education 12, no. 4 (September 13, 2007): 375–96. http://dx.doi.org/10.1177/1028315307299422.

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Yeh, Theresa Ling. "Issues of College Persistence between Asian and Asian Pacific American Students." Journal of College Student Retention: Research, Theory & Practice 6, no. 1 (May 2004): 81–96. http://dx.doi.org/10.2190/mg9g-76ur-7buk-5juw.

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Maffini, Cara S. "Campus safety experiences of Asian American and Asian international college students." Asian American Journal of Psychology 9, no. 2 (June 2018): 98–107. http://dx.doi.org/10.1037/aap0000087.

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Dion, Kenneth L., and Karen K. Dion. "Gender and Ethnocultural Comparisons in Styles of Love." Psychology of Women Quarterly 17, no. 4 (December 1993): 463–73. http://dx.doi.org/10.1111/j.1471-6402.1993.tb00656.x.

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Ethnocultural background and gender were investigated as correlates of love styles in an ethnically diverse sample of university students in Toronto. Women viewed love as more friendship oriented, more pragmatic, but less permissive than did men, findings consistent with previous research with American college students. Ethnocultural differences or Gender x Ethnocultural Background interactions were also found. In line with an expected contrast between Asian and Western cultural traditions regarding love, Chinese and other Asian respondents of both sexes were more friendship oriented in their love relationships than were respondents of Anglo-Celtic or European ethnocultural backgrounds. Expectations of greater gender role differentiation among Asians were partly supported by finding that women from Asian ethnocultural backgrounds other than Chinese were less likely to view “love as a game” than were either their female or male counterparts. Women from Asian ethnocultural backgrounds other than Chinese also expressed a more altruistic view of love than did Anglo-Celtic women.

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McGee, Ebony. "“Black Genius, Asian Fail”: The Detriment of Stereotype Lift and Stereotype Threat in High-Achieving Asian and Black STEM Students." AERA Open 4, no. 4 (October 2018): 233285841881665. http://dx.doi.org/10.1177/2332858418816658.

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Asians are typically situated at the top of the STEM educational and career hierarchy and enjoy a host of material benefits as a result. Thus, their STEM lives are often considered problem-free. This article describes the role of race-based stereotypes in shaping the experiences of high-achieving Black and Asian STEM college students. Their experiences exposed the insidious presence of anti-Black and pro-Asian sentiment, operationalized through the frameworks of stereotype threat and stereotype lift. Stereotype threat and stereotype lift situate the racialized experiences of Black and Asian students as opposites, thereby ignoring their shared marginalization and responses to being stereotyped. I argue that both racial groups endure emotional distress because each group responds to its marginalization with an unrelenting motivation to succeed that imposes significant costs. I aim to demonstrate that Black and Asian college students are burdened with being stereotyped and judged unfairly, enduring sometimes debilitating consequences even while they are praised for fulfilling or defying stereotypes. Discussion includes coalition building among racial groups of color in STEM, serving in part to co-construct racialized psycho-social coping skills, and a strategy for more equitable material outcomes for Black STEMers.

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Gardner, Robert W. "Asian Immigration: The View from the United States." Asian and Pacific Migration Journal 1, no. 1 (March 1992): 64–99. http://dx.doi.org/10.1177/011719689200100104.

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Between the 1965 immigration law and 1990, Asian immigration to the United States increased tenfold to a quarter of a million annually. As sender of the most immigrants, Japan has yielded to the Philippines, South Korea, Vietnam, India, and China. From 1974–1989, over 900,000 Southeast Asian refugees entered the United States. Most Asians today are admitted in the family preference category. On average, the sex ratio is balanced, but over 55% of immigrants from South Korea, the Philippines, and Taiwan are female. Asians are occupationally diverse, with a greater number of professionals/executives (35%) than laborers (14%). Though relatively few in number, Asians concentrate geographically (notably in California) and exert growing political influence in those areas. Except for refugees, Asians are generally viewed as having a positive impact as students and workers. On the other hand, inas much as they contribute to ethnic diversity, they fan the current fears over threats to a common American cultural heritage. Anti-Asian hate crimes and interethnic violence have risen. Asian immigration is likely to continue to rise and show greater emphasis on employment preference categories.

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Shreeya Prabu, Hana Catherine Zwick, and Robert Allen Malkin. "Teenagers’ future diabetes risk perception." World Journal of Biology Pharmacy and Health Sciences 18, no. 1 (April 30, 2024): 233–39. http://dx.doi.org/10.30574/wjbphs.2024.18.1.0194.

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Asians are often thought to have a poor ability to predict their future risk of diabetes. We studied perceptions of Type 2 diabetes future risk in middle school and high school students. All students watched two short videos about Body Mass Index (BMI) and diabetes. Afterwards, 300 students, ranging from 7th to 10th graders, took a short survey in their physical education classes. The survey gauged basic knowledge about diabetes, BMI, their view on their future risk of diabetes and asked them about various risk factors. Contrary to common thought, Asian students understood that they might have a higher risk than their non-Asian counterparts, and many responses in the survey suggest that they knew about diet differences and other cultural factors that account for the difference in risk.

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Gong, Xiaopeng, Gregory Marchant, and Yinsheng Cheng. "Family factors and immigrant students’ academic achievement." Asian Education and Development Studies 4, no. 4 (October 5, 2015): 448–59. http://dx.doi.org/10.1108/aeds-01-2015-0002.

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Purpose – The purpose of the paper is to examine the relationship between family-related factors and academic performance for Asian and Hispanic immigrant students. Design/methodology/approach – The study used data drawn from the Children of Immigrants Longitudinal Study. Data were collected from second-generation immigrant students in forms of surveys. A total of 10th to 12th grade Asian (n=3,022) and Hispanic immigrant students (n=1,664) reported their family income, father’s and mother’ education, parents’ education aspiration for them, their own education aspiration, English proficiency, family cohesion, and parent-child conflict. Their school performance indicated by grade point average demonstrated in school records was also collected. Data were analyzed with analysis of variance and regression techniques. Findings – Family income and parent-child conflict were identified as predictors of immigrant students’ grade point average. When regression analyses were conducted separately for Asian and Hispanic students, different patterns emerged. Family income and parent-child conflict predicted Hispanic immigrant students’ academic performance whereas parent education aspiration and family income predicted Asian immigrant students’ academic performance. Originality/value – The current study was among the first to examine how family emotional factors related to Asian and Hispanic immigrant students’ academic performance. The findings demonstrated some interesting patterns in terms of how different family-related factors contributed to the two immigrant student groups. It added to the existing literature about what distinguished Asian and Hispanic immigrant students’ academic achievement.

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Eaton, Martin J., and Myron H. Dembo. "Differences in the motivational beliefs of Asian American and non-Asian students." Journal of Educational Psychology 89, no. 3 (1997): 433–40. http://dx.doi.org/10.1037/0022-0663.89.3.433.

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Tsai-Chae, Amy H., and Donna K. Nagata. "Asian values and perceptions of intergenerational family conflict among Asian American students." Cultural Diversity and Ethnic Minority Psychology 14, no. 3 (2008): 205–14. http://dx.doi.org/10.1037/1099-9809.14.3.205.

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Whang, Patricia A., and Gregory R. Hancock. "Motivation and Mathematics Achievement: Comparisons between Asian-American and Non-Asian Students." Contemporary Educational Psychology 19, no. 3 (July 1994): 302–22. http://dx.doi.org/10.1006/ceps.1994.1023.

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Tsai, Meng-Ju, Julie Scherz, and Anthony DiLollo. "Mentoring Asian Graduate Students Who Attend Communication Sciences and Disorders Programs in the United States." Perspectives on Issues in Higher Education 12, no. 1 (June 2009): 24–31. http://dx.doi.org/10.1044/ihe12.1.24.

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Abstract This qualitative study provided an overview of American faculty members' perceptions of Asian graduate students who are in Communication Sciences and Disorders (CSD) programs in the United States. American faculty members with experience working with Asian graduate students in CSD programs were interviewed to identify their experiences with Asian graduate students compared to those with American students. Further, faculty members were asked about skills that were most helpful in mentoring Asian graduate students. Results yielded a variety of common themes across participants that were classified into three major categories: characteristics of Asian graduate students, English language skills, and teaching and mentoring changes or modifications. Moreover, four primary mentoring skills were identified, including cultural understanding, person-oriented, support system, and reconfirmation.

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Zhao, Yijun, Yi Ding, Hayet Chekired, Ying Wu, and Qian Wang. "Ethnic Differences in Response to COVID-19: A Study of American-Asian and Non-Asian College Students." Behavioral Sciences 13, no. 4 (April 10, 2023): 325. http://dx.doi.org/10.3390/bs13040325.

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Asian American students have experienced additional physical and emotional hardships associated with the COVID-19 pandemic due to increased xenophobic and anti-Asian discrimination. This study investigates different coping patterns and risk factors affecting Asian and non-Asian college students in response to COVID-19 challenges by studying the differences in their responses within four domains after the onset of the pandemic: academic adjustment, emotional adjustment, social support, and discriminatory impacts related to COVID-19. We first employed a machine learning approach to identify well-adjusted and poorly adjusted students in each of the four domains for the Asian and non-Asian groups, respectively. Next, we applied the SHAP method to study the principal risk factors associated with each classification task and analyzed the differences between the two groups. We based our study on a proprietary survey dataset collected from U.S. college students during the initial peak of the pandemic. Our findings provide insights into the risk factors and their directional impact affecting Asian and non-Asian students’ well-being during the pandemic. The results could help universities establish customized strategies to support these two groups of students in this era of uncertainty. Applications for international communities are discussed.

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Kommers, Suzan, and Duy Pham. "How Tinto’s Theory Differs for Asian and Non-Asian International Students: A Quantitative Study." Journal of International Students 6, no. 4 (October 1, 2016): 999–1014. http://dx.doi.org/10.32674/jis.v6i4.331.

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Literature suggests that international students from Asian countries might differ in the way they can be supported in their efforts towards completing their degree. Using the 2004/09 Beginning Postsecondary Students Longitudinal Study, the authors investigate how social and academic integration relate to the college persistence of Asian and non-Asian international undergraduate students at U.S. postsecondary institutions. Four logistic regression models revealed that Asian and non-Asian students differed in the way academic and social integration were related to persistence, depending on their year of undergraduate study. These findings signal the importance of year of study and cultural background in thinking about how to support student degree completion.

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Plucker, Jonathan A. "Gifted Asian-American Students: Identification, Curricular, and Counseling Concerns." Journal for the Education of the Gifted 19, no. 3 (April 1996): 315–43. http://dx.doi.org/10.1177/016235329601900305.

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Asian Americans constitute the fastest growing ethnic group in the United States population, and an incredible diversity exists among Asian-American groups with respect to language, values and beliefs, socioeconomic status, acculturation, and ethnic identity. Yet research involving gifted Asian Americans is limited. Suggestions for teaching and counseling are rare, and most literature addresses only identification concerns. This article calls attention to the deficits in the current literature; analyzes the numerous factors that influence the intellectual, social, and emotional development of gifted Asian Americans; summarizes recommended curricular and counseling practices; and suggests future directions for research and interventions.

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Takashiro, Naomi. "Asian international graduate students’ extrinsic motivation to pursue degrees." Psychological Thought 10, no. 1 (April 28, 2017): 178–89. http://dx.doi.org/10.5964/psyct.v10i1.199.

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The author examined the types of extrinsic motivation for Asian international graduate students pursuing graduate degrees. The theoretical framework used was extrinsic motivation within Self-Determination Theory. Even though the presence of Asian international graduate students is steadily increasing worldwide, research into their extrinsic motivation is scarce. It is important for educators to explore and understand Asian international graduate students’ extrinsic motivation since such students would provide unique, distinctive cultural aspects in the classroom in their host countries. The research design employed was qualitative. Semi-structured interviews were conducted with 10 graduate students from four Asian countries. The identified themes were a) faculty influence, b) personal recognition, and c) utility for careers. Asian international graduate students expressed that their ultimate extrinsic motivation was to get professional jobs in academia. The author discussed the implications of these findings for instructors.

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Menking, Scott. "Thai and Japanese university students: Usefulness of English." English Today 31, no. 2 (May 28, 2015): 51–58. http://dx.doi.org/10.1017/s0266078415000103.

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English is regularly perceived to be the global language that is used for cross-cultural communication by people from around the world (e.g., Crystal, 2003). Following international trends, English has exerted a presence in the cultures, languages, and interactional patterns of the peoples of Asia (Kachru, 1998: 91). The status afforded English native and near-native speakers reflects the perceived importance and interpersonal functionality of English in the region, and efforts by Asian governments to teach English at younger ages, as well as the demand for English ability by corporations, the media, and individuals, demonstrate its perceived instrumentality. In spite of the presumption of usefulness, there have been surprisingly few studies investigating Asian learners' perceptions of and decision to use English in specific settings. There is also a need for research that extends beyond individual countries to include pan-Asian issues, particularly in the “lesser-researched expanding-circle societies, including … Japan … [and] Thailand” (Bolton, 2008: 9). In order to address this gap in the literature and inform discussions about the comparability of students across Asian Expanding Circle countries, the aim of the present study is to compare and contrast how students in one Southeast Asian Expanding Circle country (i.e., Thailand) and one East Asian Expanding Circle country (i.e., Japan) view the usefulness of English to their lives.

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KULKARNI, SAILI S. "Disproportionate Representation of Asian Students in Special Education: A Systematic Review of the Literature." Multiple Voices for Ethnically Diverse Exceptional Learners 17, no. 2 (September 1, 2017): 19–33. http://dx.doi.org/10.56829/2158-396x.17.2.19.

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The disproportionate representation of students of color in special education is a critical issue within the field. To date, however, this issue has been positioned primarily through a Black–White binary. This review contended that Asian American students in the school system have been relatively ignored in terms of representation within special education. The current review aimed to recognize existing rationales for the over- or underidentification of Asian American students within special education. Using search criteria combinations of “Asian American” and “special education” and “disproportionality,” a total of 15 studies were included in this review. These studies indicated the prevalence of over- and underrepresentation of Asian American students for some special education categories. Importantly, the systematic search revealed that a gap still exists in scholarly work related to the disproportionate representation of Asian Americans within special education, particularly as it relates to Asian American student perspectives. The potential cultural implications for Asian American students, their teachers, and future research are emphasized.

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Wang, Hongyan. "The Lived Experiences of Asian International Students in the U.S. Higher Education." Higher Education Studies 14, no. 2 (May 21, 2024): 183. http://dx.doi.org/10.5539/hes.v14n2p183.

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Asian international students have long constituted the largest portion of the international student body in the United States (U.S.), a trend that persists despite the hurdles presented by the COVID-19 pandemic. These students play an essential role in stimulating the U.S. economy, facilitating cross-cultural exchange, and nurturing international collaboration and understanding. During the 2022-2023 academic year, Asian international students comprised 70.3% of the total international student population in the U.S. higher education. The number of Asian international students in the U.S. higher education institutions is so considerable that their lived experiences within the U.S. higher education system deserves a thorough examination. Existing empirical research demonstrates that plenty of Asian international students are underserved, mainly facing culture shock, linguistic barriers, racial discrimination, and mental health issues. This systematic literature review aims to: 1. Investigate whether Asian international students face any challenges in the U.S. higher education; 2. Classify the challenges (if any) encountered by Asian international students in the U.S. higher education; 3. Offer valuable insights to key stakeholders in international education, empowering them to refine current administrative policies and teaching pedagogies to best support the well-being and success of Asian international students in the U.S. higher education.

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Kim, Eunha, and Ingrid Hogge. "Microaggressions against Asian international students in therapy." Professional Psychology: Research and Practice 52, no. 3 (June 2021): 279–89. http://dx.doi.org/10.1037/pro0000383.

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Journal articles on the topic 'Asian students'

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