College of Education
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Item STORIES OF A TAIWANESE DIASPORA: A NARRATIVE INQUIRY ON THE EXPERIENCES OF TAIWANESE AMERICAN STUDENTS(2018) Chang, Stephanie Hsiao-Sho; Park, Julie J; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)There is a growing emphasis on students’ cultural experiences on campus. As such, the purpose of this study was to explore Taiwanese American students and their connection to Taiwanese culture. As a critical-cultural narrative inquiry this study (a) brought attention to Taiwanese American students and their engagement with Taiwanese culture, (b) expanded upon notions of home and experiences of bicultural integration, and (c) utilized diaspora as a theoretical perspective in a student development and higher education context. Research questions guiding this exploration included the following: (1) What do Taiwanese American students identify as significant and meaningful components of Taiwanese culture? (2) How and where do Taiwanese American students connect to Taiwanese culture on campus? (3) In what ways do the experiences of Taiwanese American students contribute to the existence of Taiwanese diaspora? Eight Taiwanese American students from a Mid-Atlantic University participated in this study. Each participant engaged in two interviews. The outcome of this study included individual participant narratives and a grand narrative encompassing four themes: recognizing their parents’ influence, navigating multiple cultural contexts, finding meaningful connections in non-Taiwanese American settings, and making decisions to move closer to Taiwanese culture. This study explored the importance of Taiwanese American students’ connectedness to their ethnic cultural background.Item THE ROLES OF FAMILY AND CULTURE IN THE CAREER INTERESTS AND CHOICE GOALS OF ASIAN AMERICAN COLLEGE STUDENTS: A TEST OF SOCIAL COGNITIVE CAREER THEORY(2014) Hui, Kayi; Lent, Robert W; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Although family and cultural influences in the career development of Asian Americans have been widely documented, theory-driven research on this topic remains sparse and dated. The present study examined culturally relevant factors that may contribute to Asian Americans' career considerations in the overrepresented (e.g., science, technology, engineering) and underrepresented (e.g., education, social science) professions. Drawing from social cognitive career theory (SCCT), a culture-specific, social cognitive model of career interests and choice was tested across Holland's Investigative (I) and Social (S) themes. A large, diverse sample of undergraduate Asian American students (N = 802) from a Mid-Atlantic university participated in the study. The current findings provided initial empirical support for the hypothesized culture-specific model of interest and choice for both I and S themes, and confirmed the cross-cultural validity of SCCT for this population. Social cognitive variables (family support, self-efficacy, outcome expectations, and interest) accounted for a substantial amount of variance in Asian American college students' career consideration in both themes. Most of the hypothesized relations among the social cognitive variables were consistent with the theory. In addition, this study examined specific indirect and moderation effects of the culture-specific construct (adherence to Asian values) relative to the interest-choice relation. Findings highlighted the varied roles of family support and adherence to Asian values in participants' career development. For example, family support may directly encourage participants' Social career choice consideration while Asian values may promote Investigative career choice consideration in part through greater family support. Gender was also linked to choice consideration directly (I theme) as well as indirectly through self-efficacy (in both themes). Finally, multi-group invariance tests suggested that the model fit the data comparably well regardless of gender and generation group status. Hence, the model may be generalizable across the grouping variables (i.e., males and females, foreign born and U.S. born students). Together, these findings extend prior work applying SCCT to Asian American samples and may help to inform career counseling services for this population.Item Social Cognitive and Acculturation Predictors of the College Adjustment of Asian Americans(2011) Hui, Kayi; Lent, Robert W; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of the present study was to extend understanding of factors related to the college adjustment of Asian and Asian Americans. The study was based on the SCCT model of well-being and included an exploratory focus on culture-specific variables. Data were collected from 122 undergraduate college students who self-identified as Asian, Asian Americans, or Pacific Islander. The present findings are generally consistent with previous studies of the SCCT model of satisfaction, providing empirical support for the cross-cultural validity of the SCCT model with Asian American students. The predictive model accounted for a substantial percentage (41-44%) of variance in the college adjustment indicators, academic and social domain satisfaction. The present study extends the findings of previous studies by showing the differential utility of self-efficacy and social support in predicting domain satisfaction. Results from both quantitative and qualitative data highlighted the importance of social support in the college adjustment of Asian Americans. The present findings also suggest that cultural variables (acculturation and enculturation) relate to Asian Americans' college adjustment indirectly via self-efficacy, social support, and goal progress. Limitations of the study and implications for practice and future research are discussed.Item Parental involvement of Asian American immigrant mothers: Investigating social capital, English proficiency, length of U.S. residency, and social class(2009) Shin, HaeJin; Holcomb-McCoy, Cheryl; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The major purpose of the present study was to examine how the parent social and cultural contexts are related to Asian American immigrant mothers' educational involvement. This study investigated four parents' socio-cultural background variables: a) parent's social capital, b) parent's self-perceived English proficiency, c) parent's length of residence in the United States, and d) parent's social class status. In addition, the current study sought to determine the underlying dimensions of Asian American immigrant mothers' parental involvement in order to examine how parent social and cultural background factors influence each of the dimensions differently. The subjects for the current study were 597 nationally representative Asian American immigrant mothers who completed the parent questionnaire of the base-year Educational Longitudinal Study of 2002 (ELS: 2002). Five dimensions of parental involvement were identified in the current study sample of Asian American immigrant mothers. These include parent's engagement in social activities with her child, parent's positive school contact, parent's monitoring, parent's school contact for problems, and parent's participation at school functions. A series of multiple regression and logistic regression analyses were conducted to assess the relationships between parent's social and cultural backgrounds and each of five dimensions of the Asian American parental involvement. The results showed that Asian American immigrant mothers' social capital, English proficiency, and social class were significantly related to parent's engagement in social activities with her child. Further, mother's social capital, English proficiency, and social class status were significantly positively related to parent's monitoring. Of the various parent's social and cultural background variables, only parent's social capital significantly predicted Asian American immigrant mothers' positive school contact and participation at school functions. No relationship was found between parent social and cultural background variables and Asian American immigrant mothers' school contact for problems.