Counseling, Higher Education & Special Education Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2757
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Item PARENTAL ETHNIC-RACIAL SOCIALIZATION PROCESSES AMONG CHINESE AMERICAN FAMILIES WITH YOUNG CHILDREN(2023) Zhang, Xinyi; Wang, Cixin; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Despite literature suggesting that socializing children of color regarding race and ethnicity is key to protect them against racism in America, little is known about how Asian American young children are ethnically and racially socialized by their parents. In the event of increased anti-Asian racism during COVID-19, it becomes urgent that we address this knowledge gap. The goal of the present study is to understand the parental ethnic-racial socialization processes with Asian American young children from diverse socioeconomic backgrounds. Fifty-seven low-income (n=36) and middle-and-upper-income (n=21) Chinese American mothers (Mage = 37.14, SD =4.99) of four-to-seven-year-old children (Mage =5.63, SD =0.82, female n=33, 58%) from Maryland and New York were interviewed. The participants shared the frequency and strategies of their ethnic-racial socialization processes and their perception of the effectiveness of these strategies. Using qualitative content analyses, results indicated that: (a) The two income groups shared the same frequency of using each ethnic-racial socialization dimension (cultural socialization, preparation for bias, promotion of mistrust, and egalitarianism and silence about race); (b) Different patterns emerged in the content of how they used preparation for bias and promotion of mistrust; (c) Mothers from the low-income group were more likely to experience discrimination and to share the discrimination experiences with their children to prepare them for bias; (d) Mothers from both of the income groups recognized that their children face model minority stereotypes in the society, but they held different attitudes towards the stereotypes; (e) The two income groups found cultural socialization helpful and promotion of mistrust harmful. More diversity and less consensus were found in their perception of the effectiveness of preparation for bias and egalitarianism and silence about race. The current study is the first study to reveal diversity of ethnic-racial socialization processes among the Chinese American families with young children. It provides empirical support that socioeconomic context is an indispensable variable in understanding ethnic-racial socialization processes in families of color.Item The Effects of Subtle Racial Discrimination on Mood: Examining the Mediating Role of Cognitive Appraisal for Asian Americans(2022) Ahn, Lydia; Kivlighan, Dennis M; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The present study examined the effects of inducing the cognitive strategies of self or other-blame in response to a racist situation on situational mood with Asian American emerging adults. I manipulated responses to racism using a 2-group (randomized, between-subjects experimental design) to examine differences in self- versus other-blame. Participants watched a vignette about a common subtle racism event and were randomly assigned to the self or other-blame condition. Those in the self-blame condition were assigned a speech task to describe what they could have done to change the situation and those in the other-blame condition were asked to describe how the perpetrator is racist. After the manipulation check, there were 120 total Asian American emerging adults (Mage = 20.04, SD = 2.18; 60.8% female) in the sample; specifically, 100 participants in the other-blame condition and 20 participants in the self-blame condition successfully completed the experimental task. Multiple path analyses were used to examine the effects of the condition (self vs. other-blame) on vocal acoustics and language used during the speech task, and in turn their self-reported anger and depression, while controlling for critical consciousness and prior depression and anger. Vocal pitch mean and range were measured through the software Praat (Boersma & Weenink, 2005) and language words were assessed using the Linguistic Inquiry and Word Count (LIWC; Pennebaker et al., 2015), while anger and depression were measured through the Profile of Mood States-Short Form (POMS-SF; Shacham, 1983). Results indicated that those in the other-blame group had greater pitch mean and used more positive emotion words, cognitive mechanism words, and less tentative words. There were no differences in self-reported anger and depression between the two conditions. Implications touched on the importance of racism attributions on speech and language.Item Emerging Adult East Asian Women Witnessing Racism Events: To Act or Not to Act(2020) Thai, Christina Jean; Hill, Clara E; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Racial discrimination acts continue to occur and impact the lives of people of color. One mechanism that may help in halting discriminatory behavior is bystander intervention. While there have been studies on bystander intervention during discriminatory events, there is little research on how other people of color intervene during these events. This present study focuses on bystander interventions by emerging adult East Asian American women. As Asian Americans, they are often perceived as more privileged than other people of color and as women they been socialized to “keep their head down.” This present study utilized a qualitative methodology to investigate how they determine whether or not to intervene when they witnessed racism events. Our results showed that participants had three response types: minimized response/did not react, nonaggressive challenged perpetrator, and supported the target. Some of our most interesting findings were that participants voiced that they were motivated to help because of their relationship with the target and/or perpetrator and were inhibited by their fear of retaliation, being unsure of how to respond, and difficulty determining if an event was racist.Item “What Are We?” A Narrative Study of the “Trickiness” of Identity for Asian American College Students(2018) Kim, Yoolee Choe; Park, Julie J.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Asian Americans are a significant and growing population in U.S. higher education, yet their positionality within the U.S. racial landscape has often been unclear. Acknowledged as neither Black nor White, Asian Americans have occupied an often marginalized yet nonetheless racialized position, which has disguised much of their lived experience as racial beings. This study sought to understand how Asian American college students see themselves as racial beings by exploring the role and salience of race and its intersections with other social identities. Using intersectionality as a theoretical framework, this narrative inquiry study was guided by the following research questions: (a) how do Asian American college students describe and make meaning of their racial identity; (b) in what ways, if any, do their other social identities, such as gender, ethnic identity, sexual orientation, religion, ability status, socioeconomic class, and immigrant generation status, interact with the way Asian American college students describe and make meaning of their racial identity; and (c) how do Asian American college students experience the intersections of their multiple social identities? Following in-depth interviews with four Asian American college students representing a range of identity backgrounds, individual narratives were written for each participant, telling the story of how they came to make meaning of their racial identity, other salient identities, and their intersections. A metanarrative was then generated based on the commonalities of participants’ stories. Through these narratives, the lived experiences of Asian Americans as racial beings were centered. For these four participants, identifying as Asian American was a conscious choice whose meaning was created through reflection on experiences with race, often in conjunction with intersecting identities. Systems of power, oppression, and privilege acted upon those intersections and indelibly shaped the way participants made meaning of their identities, as illuminated by intersectional analysis. The study’s findings indicate paths for future research on Asian American identity development, particularly using critical theoretical perspectives that foreground the influence of systems of power and oppression. The findings also suggest implications for supporting Asian American students and for developing and integrating intersectional approaches in order to create more socially just and inclusive institutions.Item Perceived Ethnic-Racial Socialization and Parenting Styles on Asian American College Students' Depressive Symptoms(2018) Ahn, Lydia HaRim; Miller, Matthew J; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The present study examines how perceived mothers’ culturally relevant parenting styles and ethnic-racial socialization (ERS) are associated with depressive symptoms among 280 Asian American college students (M =19.53, SD = 1.57). We hypothesized that perceived ERS will predict depressive symptoms, and perceived authoritarian, authoritative, and training parenting styles will moderate this association. We used a cross-sectional, quantitative design to measure this model through an online questionnaire. Depressive symptoms were dependent on the parenting style and the type of ERS message. Results indicated that 1) training parenting style (high in guidance and care for children) was negatively associated with depressive symptoms, 2) the combination of promotion of equality messages and training parenting style was negatively linked with depressive symptoms, and 3) authoritarian parenting was positively correlated with depressive symptoms. Findings highlight the importance of culturally sensitive parenting on mental health.Item Predictors of feelings of depression among Asian American college students(2016) Koo, Katie; Park, Julie J.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study is to explore the relationship between various collegiate experiences including substance use, religiosity, campus climate, academic life, social life, self-concept, satisfaction with college, and perceived feelings of depression among Asian American college students compared to other racial groups. Employing Astin’s (1993) I-E-O model, the study utilized the 2008 Cooperative Institutional Research Program (CIRP) the Freshman Survey (TFS) and the follow up College Senior Survey (CSS) in 2012 with the final sample of 10,710 students including 951 Asian American students. Descriptive analysis, cross-tabulations, blocked hierarchical multiple regression analysis, the equality of the unstandardized beta coefficients from the regression analyses, and a one-way ANOVA were conducted for the data analysis. Asian American students who are female, from low SES backgrounds, academically less achieved, frequent substance users, less religiously involved, and less satisfied with overall college experiences showed higher levels of feeling depressed. For the rate of feeling depressed across racial groups, Asian American college students showed the highest rate of feeling depressed while White students reported the lowest rate of feeling depressed. For Asian American college students, feeling depressed in high school, hours spent per week on studying and homework, and self-confidence in intellectual ability were the most significant predictors of feelings of depression while drinking beer, drinking liquor, spirituality, failing to complete homework on time, hours spent per week on socializing, self rated self-confidence in social ability, and satisfaction with overall college experiences were significant predictors of feelings of depression. Asian American college students spent the longest hours on studying and homework, reported the highest GPA, but showed the lowest self-confidence on intellectual ability. For all four racial groups, feeling depressed in high school and self-confidence in intellectual ability were significant predictors of feelings of depression in common. Implications for practice and directions for future research emphasize the need for better understanding the unique cultural background and impact of academic life associated with feelings of depression among Asian American college students and developing customized psycho-educational and outreach programs to meet unique needs for psychological well-being for each racial group on campus.Item The Effect of Indirect Interpersonal Exposure to Counseling on Willingness through Attitudes(2014) Huh, Gloria; Miller, Matthew J.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The present study examined whether attitudes toward seeking professional psychological help partially mediated the relationship between the frequency and valence of Asian Americans’ indirect interpersonal exposure to counseling and willingness to see a counselor. Statistically significant indirect effects were found. An exploratory factor analysis revealed that indirect interpersonal exposure to counseling through family members and friends emerged as two distinct factors. Partial mediation was found only for the frequency of indirect interpersonal exposure to counseling through family members on willingness to see a counselor (personal, academic/career, health problems) through attitudes. Using hierarchical linear regression, this study examined whether collectivism moderated the relationship between the frequency and valence of indirect interpersonal exposure to counseling on attitudes toward seeking professional psychological help. Moderation was not found. Collectivism and conformity to norms did not moderate the relationship between indirect interpersonal exposure to counseling through family members and friends on attitudes.Item Exploring & Identifying Predictors That Affect Asian American College Students' Sense of Belonging: "How Do I Fit In?"(2015) Lim, Donna Y.; Park, Julie J; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to explore the relationship among various college environment factors, specifically living on campus, on-campus employment, mentorship, involvement in college organizations and student groups, socio-cultural discussions, and perception of nondiscriminatory climate and how these relationships potentially affect Asian American college students' sense of belonging. Data came from the 2009 Multi-Institutional Study of Leadership, which had a robust Asian American sample that included 6,786 Asian American college student participants. Descriptive analysis was conducted to provide an overview of the sample under study in terms of gender, parents' education, high school involvement, major, institutional characteristics, live on-campus, work on-campus, have a mentor, involvement in college organizations and the type of college organization involvement. Through mean comparisons, distribution of sense of belonging was analyzed between all Asian Americans and the three subpopulations being investigated which were Chinese Americans, Filipino Americans, and Asian Indian Americans. A one-way ANOVA was used to determine if there were differences in perception of sense of belonging between the ethnic subpopulations as well as from the overall Asian Americans college students and a random sample of non-Asian college students. Astin's (1993) college impact I-E-O model was used to design blocked hierarchical multiple regression models to test and identify significant predictors of sense of belonging for all Asian Americans and the three subpopulations. T-tests were conducted and significant differences between standardized and unstandardized beta coefficients were evaluated. Several key findings emerged from this study to include the most significant predictors of Asian Americans' sense of belonging were the perception of a nondiscriminatory climate on campus and participation in socio-cultural discussions with peers. Other significant predictors include having a mentor and being involved in a college organization particularly student governance and campus wide programming types of student groups. Scholars and practitioners within the field of higher education can continue the work from this study in disaggregating the data on the many Asian American ethnic groups to better understand their respective needs, and in turn, improve services and programs that strengthen this growing constituency's sense of belonging and collegiate success.Item Asian American Racial Identity Experiences in Intergroup Dialogue: A Narrative Study(2011) Mac, Jacqueline; Quaye, Stephen J; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this constructivist narrative study was to explore how Asian American students experience their racial identity in intergroup dialogue. This study addressed the following guiding research question: how do Asian American students experience their racial identity in the context of intergroup dialogues? Two Asian American students from two intergroup dialogues participated in this study. Data collection included semi-structured individual interviews and course documents, such as journal reflections. Data were analyzed using a hybrid narrative approach that combined the analysis of the content as an entire story (inductive case analysis), of the content of themes within each story, and of the structure of a complete story (cross-case analysis). Full restories of each participant's story were provided. Four themes emerged from these restories to illuminate how students experienced their racial identity in intergroup dialogue. First, racial identities were experienced in a complicated manner that conflated race and ethnicity, within and outside of intergroup dialogue. Second, the salience of racial identity impacted how and what participants shared about their experiences. Third, both participants shared stories of internal conflict related to their racial identities, which were illuminated by their experiences in intergroup dialogue. Lastly, participants shared similar experiences participating in intergroup dialogue, which included holding back, taking risks, and responding to stereotypes. However, these experiences varied in the ways they were explicitly connected to participants' racial identity.Item EXAMINING THE RELATIONSHIP BETWEEN COLLECTIVE RACIAL ESTEEM AND LEADERSHIP SELF-EFFICACY AMONG ASIAN AMERICAN COLLEGE STUDENTS(2011) Lee, Douglas Henri; Jacoby, Barbara; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This thesis explored whether collective racial esteem was a significant predictor of leadership self-efficacy for Asian American college students. The subjects of the study were undergraduate students from the Multi-Institutional Study of Leadership who identified as Asian and United States citizens. An aggregated Asian, Chinese, Filipino, and Indian/Pakistani samples were drawn from the MSL in order to study the diverse Asian American population. The aggregated Asian sample included all the ethnicities in addition to the three samples. The hypothesis was tested using a modified Input-Environment-Outcome model as an organizing framework and hierarchical multiple regression as the statistical method. Collective racial esteem was observed as a significant predictor of leadership self-efficacy for the aggregated Asian sample, the Chinese sample, and the Indian/Pakistani sample. The null hypothesis was rejected for these three samples. The null hypothesis failed to reject for the Filipino sample. The study's findings offer suggestions for practitioners and researchers.