Literaturnachweis - Detailanzeige
| Autor/in | Arellano, Ryan |
|---|---|
| Titel | A Mixed Methods Inquiry into AAPIs' Experiences as They Navigate Higher Education during COVID-19 |
| Quelle | (2022), (296 Seiten)
PDF als Volltext Ph.D. Dissertation, University of California, Santa Barbara |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-9683-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Asian American Students; Pacific Americans; COVID-19; Pandemics; Undergraduate Students; First Generation College Students; Student Experience; Racism; Student Attitudes; Higher Education |
| Abstract | Research has shown that Asian American and Pacific Islander (AAPI) students face higher education challenges that go unnoticed due to the Model Minority Myth (Chang et al., 2007; Chang, 2011; Maramba, 2008a; Maramba, 2008b; Maramba & Palmer, 2014; Museus, 2009; Museus & Chang, 2009; Museus & Kiang, 2009; Museus & Maramba, 2011; Suzuki, 1989, 2002). These obstacles are now being exacerbated by a pandemic which has been accompanied by an increase in racial tensions, a recession, and adverse health outcomes (AAPI Equity Alliance, 2020; 2022; Mar & Ong, 2020; Pew Research Center, 2020). Moreover, while there has been recent momentum on researching AAPIs in higher education, most studies focus on AAPIs who are struggling against traditional measures of achievement (Poon et. al., 2016). This, unintentionally, reinforces White hegemonic ideology by promoting deficit-modeling thinking (Poon et. al., 2016). This study expands on the current research of AAPIs in higher education by recruiting diverse AAPI undergraduates in respect to ethnicity, class, and first-generation status to avoid reinforcing White hegemonic ideology thought deficit-modeling thinking. This study utilized an exploratory sequential design to uncover diverse AAPI experiences as they navigate college during a time of high stress and financial instability. Findings from the qualitative phase revealed that AAPIs are experiencing COVID-19 related racism on and off campus, and that this discrimination is conducive to essentializing this population of students. Moreover, results reveal nuances in how AAPIs are perceiving institutional and home communities' support while they pursue a degree during a pandemic. Challenges in maintaining student-run ethnic organizations, low academic motivation, increased family responsibilities, and low perceived institutional support during a time of heightened marginalization are contributing to a poor campus climate for these students. Findings from the interview data were used to inform the development of a survey. After conducting an exploratory and confirmatory factor analysis on 62 survey items, a final instrument was created with 34 questions. This survey was tested quantitatively with a larger sample to see if the initial qualitative findings could be generalized. Survey results indicated that AAPIs of diverse ethnicities experienced COVID-19 related racism despite previous research suggesting that AAPIs have differential racial experiences based on their ethnic backgrounds (CARE, 2008; Museus & Iftikar, 2013). The homogenization of AAPIs is not new in U.S. history and continues to be a tool of white supremacy to best serve white hegemonic interests in U.S. colleges (Museus & Iftikar, 2013; Iftikar & Museus, 2018). In addition, some survey findings generally aligned with interview results, with some exceptions. Implications for how higher education institutions and faculty can best support AAPI undergraduates are shared in the discussion, as well as future directions for research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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