Asian American/Pacific IslanderAsian American/Pacific Islander

--Mark RamekerMark Rameker --Jason CassidyJason Cassidy --Nick PazdziorkoNick Pazdziorko

Andrew Michael Jen

• Age: 20• Institution: Penn State • Year in School: Junior • High School Attended: Marple

Newtown High – Newton Square PA

• Major: Pre-med/Psychology• Birthplace: Paoli, PA• Parents: Jean and Scucheng –

Scucheng born in China

Anne Frances Han

• Age: 21• Institution: Penn State • Year in School: Senior• High School Attended: State

College High• Major: Architecture/ Sociology • Birthplace: State College, PA• Parents: Sung-tiak and Sung-duk –

Both born in Korea

Sharlynne Cabrales

• Age: 18• Institution: Penn State • Year in School: Freshman• High School Attended: Wood-

Ridge High School (New Jersey)• Major: Nursing• Birthplace: Paterson, NJ• Parents: Arthur and Austria

Cabrales

Andrew (Drew) Tran

• Age: 22• Institution: UC-San Diego• Year in School: 5th• High School Attended: St Francis

High School, Mountain View, CA• Major: Cognitive Science• Birthplace: Santa Clara• Parents: Duc and Julie Tran

Etta Kong

• Age: 22• Institution: Penn State • Year in School: Senior started in

January 05• High School Attended: St Johns

School - Guam• Major: Biology• Birthplace: Guam• Parents: Both parents in Guam

Bruce Yang

• Age: 20• Institution: Penn State • Year in School: Junior • High School Attended: Conner

High School in West Hartford CT• Major: Aerospace Engineering –

“I am one of few Asian’s in this major usually Asians study pre med if they are good in science.”

• Birthplace: Pusan Korea• Parents: Both from Korea, Parent

still in Korea

Activity

Other Culture

Asian American /

Asian Pacific

Islander Culture

College Student

Astin’s Input-Environment-Outcome (I-E-O) Model

Input-Environment-Outcome (I-E-O) model developed by Alexander W. Astin

-Asian-ethnic group involvement

-Social Interactions across race-ethnicity

-Climate for cross-race interaction

-Major

-Exposure to University Sponsored Diversity activities

SocialAcademic

COLLEGE ENVIRONMENTS

-Self Interests

-Belief in dominant ideology

-Extent of APA identity

-Pre-test of racial attitudes

Peer Group Influence

-Race of 6 HS friends

-Gender

Family Socialization-Parents' Education

-Generation in U.S.

-Primary Language

Personal Beliefs & Racial/Ethnic

IdentificationNon-college Reference

Group Influences

Student Background

Characteristics

INPUTS

-Affirmative Action principles

-Affirmative action practices

-Existence of discrimination/inequality

Racial Attitudes

OUTCOMES

Full Conceptual Model to Study the Impact of Personal and College Influences on Asian

Pacific American Students’ Racial Attitudes

Inkelas, K. K. (1998). Increasing visibility: The racial attitudes of asian pacific american students. Paper presented at the Association for the Study of Higher Education.

WeidmanWeidman’’s (1989) Conceptual Model s (1989) Conceptual Model of Undergraduate Socializationof Undergraduate Socialization

Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). San Francisco: Jossey-Bass.

Asian Americans: Negotiating Identityand Developmental Tasks

Kodama, C. M., McEwen, M. K., Liang, C. T. H., & Lee, S. (2002). An Asian American Perspective on Psychosocial Student Development Theory. New Directions for Student Services(97), 45.

Family Dynamic

• Family responsibility and support • Parents often exert strong parental guidance

– Particularly in terms of decisions to attend college, colleges applied to and on some level choice of major

• Parents and/or Grandparents have higher level degree• Obligation to the family takes precedence over individual

identity, wants, and desires– Separation from parents typically occurs late in life– Struggle between family and self identity/priorities

Peer Dynamic• 3 of 6 did not talk about peer influences• Clubs and organizations are biggest part of peer

relationships– Many students belong to clubs specifically geared

toward Asian-American students– Some students felt as if they were playing into

stereotypes by belonging to certain clubs– Some students felt they became more in touch with

their own ethnicity by belonging to a club with other Asian-American students

– Students were surprised to find that even amongst the Asian-American population, there is little cross-over between groups.

Other Findings

•Religious Clubs – When religious clubs were mentioned, the students brought up belonging to Christian organizations like Harvest and Campus Crusade. No ‘traditional’ eastern religions like Buddhism or Shintoismwere mentioned.

•Awareness of Stereotypes – Many of the students spoke of not wanting to fall into the typical stereotypes society has for Asian students.

•Being the ‘Silent’ Minortiy – Some students spoke of not feeling as if their needs were being as addressed as other minority students

Academic Dynamic

• Relationship with Faculty

• Academics stressed from early age

• Whole family educated for generations

• Pushed to pick “successful” major

• Students did not change majors

Case Study• Facts of Case

– The Ohio-based Abercrombie and Fitch (AF) launched a line of graphic T-shirts that has been deemed "racist fashion" by Asian-American groups

– Nationwide Response & Protests ensued at Colleges and Universities including University of Washington & California State University

– Abercrombie and Fitch (AF) recalled line of T-shirts and offered apology

– Protestors deemed Abercrombie and Fitch (AF) “apology” unacceptable and demanded further action be taken

Abercrombie & Fitch’s T-Shirt Campaign

Questions ?

References• Inkelas, K. K. (1998). Increasing visibility: The racial attitudes of

asian pacific american students. Paper presented at the Association for the Study of Higher Education.

• Inkelas, K. (2004). Does Participation in Ethnic CocurricularActivities Facilitate a Sense of Ethnic Awareness and Understanding? A Study of Asian Pacific American Undergraduates. Journal of college student development, 45(3), 285-302.

• Johnson, D. (2007). Examining Sense of Belonging among First-Year Undergraduates from Different Racial/Ethnic Groups. Journal of college student development, 48(5), 525-542.

• Kodama, C. M., McEwen, M. K., Liang, C. T. H., & Lee, S. (2002). An Asian American Perspective on Psychosocial Student Development Theory. New Directions for Student Services(97), 45.

References• Pascarella, E. T., & Terenzini, P. T. (2005). How college affects

students: A third decade of research (Vol. 2). San Francisco: Jossey-Bass.

• Weidman, J. (1987). Undergraduate Socialization. ASHE Annual Meeting Paper. Presented at the Annual Meeting of the Association for the Study of Higher Education. Baltimore.

• Willie, S. S. (2003). Acting black: College, identity, and the performance of race. New York: Routledge.

• Yeh, C. J., Huang K. (1996). The Collectivistic Nature of Ethnic Identity Development Among Asian-American College Students. Adolescence, 31(123), 645.