Collective Self-Esteem: Role of Social Context among Asian-American College Students

Kim, Eunha; Lee, Donghyuck

doi:10.2466/07.17.21.pr0.109.6.1017-1037

Cited by 12 publications

(8 citation statements)

References 53 publications

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“…Supporting students to consider action-based coping, while acknowledging subsequent feelings, may also assist to differentiate the exploration of emotions associated with cultural pride and values orientations, and higher self-esteem for Chinese American females (Tsai et al, 2001). Further, identifying and creating connections to culturally alike groups, such as specific student organizations and clubs, could increase collective self-esteem and overall well-being (Kim & Lee, 2011).…”

Section: Discussionmentioning

confidence: 99%

Second-generation Chinese American female undergraduates: Psychosociocultural correlates of well-being.

Guan¹,

Gloria²,

Castellanos³

2020

Asian American Journal of Psychology

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This is an ethnic-, gender-, and generation-specific study, in which the psychosociocultural correlates of well-being for 129 second-generation Chinese American undergraduate females were examined. A 2 ϫ 2 multivariate analysis of variance indicated that first-generation college lower division students had higher model minority internalization and values adherence than their continuing-generation college lower division peers, whereas continuing-generation college upper division students had higher model minority internalization and values adherence than their first-generation college upper division peers, respectively. The psychosociocultural dimensions were interrelated with significant covariate roots per canonical correlations. Results of a hierarchical regression revealed that the psychological (perfectionism, self-esteem, coping), social (parental expectations, family support, model minority internalization), and cultural dimensions (values enculturation, values acculturation, environment, congruity) collectively accounted for well-being, with the psychological dimension accounting for the largest portion of the variance (self-esteem and problem-focused coping as the strongest positive predictors). Implications for student services personnel working with Chinese American female undergraduates are provided. What is the public significance of this article?This study directs scholars to take ethnic-, gender-, and generation-specific approaches to assess Asian American undergraduates' educational experiences. In particular, well-being for secondgeneration Chinese American undergraduate females involves beliefs about oneself, social support and expectations, and cultural values and context. The study also advances the idea that university administrators, advisors, and counselors who consider these elements along with generation to college and academic standing may be most attuned to students' educational experiences.

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Section: Discussionmentioning

confidence: 99%

Second-generation Chinese American female undergraduates: Psychosociocultural correlates of well-being.

Guan¹,

Gloria²,

Castellanos³

2020

Asian American Journal of Psychology

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“…Four dimensions of CRE assess meaning making regarding one’s racial group, taking into account the social context that is particularly relevant for Asian Americans who are often influenced by external sources in their racial identity (Kim & Lee, 2011; Kodama, McEwen, Liang, & Lee, 2002). CRE Private refers to a sense of internal pride in one’s affiliation (e.g., I feel good about the racial group 1 belong to ); CRE Public refers to opinions of others about their racial group (e.g., In general, others respect my race ); CRE Membership assesses relationships and sense of belonging (e.g., I am a good member of my racial group ), and CRE Salience indicates the importance of one’s racial affiliation to their overall identity (e.g., Belonging to my racial group is an important part of my self-image ).…”

Section: Collective Self-esteem For Race/collective Racial Esteemmentioning

confidence: 99%

Understanding the role of collective racial esteem and resilience in the development of Asian American leadership self-efficacy.

Kodama¹,

Dugan²

2020

Journal of Diversity in Higher Education

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Using an ethnically diverse, national sample, this study used structural equation modeling to investigate the development of leadership self-efficacy (LSE) among 2,223 Asian American college students by focusing on the influences of racial identity (using the construct of collective racial esteem; CRE) and resilience. Results demonstrated a strong influence of resilience on LSE, and of CRE on resilience. This study's findings highlight the importance of attending to the influence of racial identity on leadership development for Asian Americans, a group for which college educators often overlook the impact of race on college experiences and outcomes. Implications for practice include: (a) understanding the role of psychological constructs on leadership development; (b) the importance of racial identity in developing resilience; and (c) the need to integrate racial identity and resilience in leadership education to provide a holistic approach for Asian American students' development.

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“…The GCC scale has been positively correlated with the Campus Racial Climate for African Americans Scale ( r = .49, p < .001; Thomas, 2017) lending evidence of convergent validity. The Racial Climate scale, specifically, has been negatively correlated with collective self-esteem (i.e., public collective self-esteem r = −.34, p < .01 and importance to identity r = −.21, p < .01; Kim & Lee, 2011), and depression ( r = −.19, p < .01; Soto et al, 2016) lending evidence of discriminant validity. In the current sample, campus climate scales indicated good internal consistency of the scores (GCC α = .79; ACC α = .86; RCC α = .87).…”

Section: Methodsmentioning

confidence: 97%

Black Students’ Perceptions of Campus Climates and the Effect on Academic Resilience

Mills

2021

Journal of Black Psychology

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The purpose of this study was to investigate the relationships between general, academic, and racial campus climates and academic resilience among Black college students. This study also investigated the moderating role of civic engagement on the relationships between campus climates and academic resilience. Participants were 388 Black undergraduate students (76.8% women; 58.8% social, behavioral, and economic sciences majors; 87.4% enrolled full-time) attending a predominantly White university who completed an online survey. Results from moderated regression analyses indicated more positive perceptions of general and academic campus climates significantly predicted higher levels of academic resilience, but more positive perceptions of racial campus climate significantly predicted lower levels of academic resilience. Civic engagement moderated the relationship between general campus climate and academic resilience only. These findings can be used to inform coordinated efforts by university constituents to advance academic resilience among Black college students by improving general and academic campus climates, promoting more positive perceptions of general and academic campus climates, and promoting student civic engagement.

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Collective Self-Esteem: Role of Social Context among Asian-American College Students

Cited by 12 publications

References 53 publications

Second-generation Chinese American female undergraduates: Psychosociocultural correlates of well-being.

Second-generation Chinese American female undergraduates: Psychosociocultural correlates of well-being.

Understanding the role of collective racial esteem and resilience in the development of Asian American leadership self-efficacy.

Black Students’ Perceptions of Campus Climates and the Effect on Academic Resilience

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