The purpose of this study was to explain the role of ethnic/racial identities and acculturation on the academic performance of Asian American Pacific Islander (AAPI) students (N=203) at one California community college. An ethnic identity development model was used as a framework to explain the relationships among ethnic/racial identity development, acculturation, and academic performance. A cross-sectional design was used to collect data at one point in time (during the month of October 2013) based on responses from self-identified AAPI students. Quantitative data was collected via Demographic/Background Information, the Multigroup Ethnic Identity Measure (MEIM) (Phinney, 1992), People of Color Racial Identity Development Scale (PRIAS) (Helms, 2005), and Asian American Multidimensional Acculturation Scale (AAMAS) (Chung, Kim, & Abreu, 2004). The findings revealed that after an analysis of variance (ANOVA) was conducted using number of years living in the United States ( p=.009) as the independent variable and grade point average as the dependent variable, there were statistically significant differences. In addition, ANOVA was conducted using age (p =.000), number of years living in the United States (p=.003), and level of education-participant (p=.002) as the independent variables and units completed as the dependent variable. There were statistically significant differences as well.
Multiple regression analyses were conducted and found that MEIMCommitment and MEIMExploration scores with units completed (R Square= .034) explained 3.4% of the variance in units completed and the explained variance was statistically significant, F(2,191)=3.383, p<.05. Therefore, the first predictor variable, MEIMExploration does not contribute to the regression when used in combination with the second predictor variable, MEIMCommitment. The second predictor variable, MEIMCommitment (p =.020) does contribute to the regression when used in combination with the first predictor variable, MEIMExploration, t=3.415, p<.05. In addition, the results indicated that all other independent variables did not reveal significant relationships with grade point average or units completed.
Finally, analysis of variance (ANOVA) yielded significant interactions. As a result, there were differences between ethnicity (six ethnic groups) and PRIASImmersion/Resistance (p=.032), PRIASDissonance ( p=.020), and AAMAS-Language (p =.011). Since there were significant differences between six ethnic groups and PRIAS and AAMAS scores, post-hoc testing (Scheffe) was employed. In addition, there were significant differences between the three largest ethnic groups and AAMASLanguage scores, thus additional post-hoc testing (Scheffe) was employed. Based on these results, ethnicity was a factor in some PRIAS and AAMAS scores.
The current study contributes to the literature in order for educational scholars and leaders to have a better understanding of the significant diversity and specific needs among AAPIs. In addition, this study can contribute in the development of policies and support services in order to facilitate the academic performance among AAPI community college students.
|Advisor:||Vega, William M.|
|Commitee:||Adrian, Loretta P., Ortiz, Anna M.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 76/07(E), Dissertation Abstracts International|
|Subjects:||Community college education, Educational evaluation, Higher Education Administration, Educational leadership, Ethnic studies|
|Keywords:||Academic, Acculturation, Ethnic, Identity, Performance, Racial|
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