Socioeconomic Status and Asian American and Pacific Islander Students' Transition to College: A Structural Equation Modeling Analysis

Museus, Samuel D.; Vue, Rican

doi:10.1353/rhe.2013.0069

Cited by 24 publications

(14 citation statements)

References 64 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The ELS is a nationally representative cohort study sponsored by the National Center for Educational Statistics (National Center for Educational Statistics, 2004). It includes multiple waves of student data; starting in the base year of 2002 when students were high school sophomores and concluding in 2012 when students were six years out of high school (see Bloom & Owens, 2013;Domina, 2009;Lowman & Elliott, 2010;& Museus & Vue, 2013 for additional analyses of the ELS data set).…”

Section: Data Source Sample and Proceduresmentioning

confidence: 99%

Analyzing profiles, predictors, and consequences of student engagement dispositions

Lawson

Masyn

2015

Journal of School Psychology

View full text Add to dashboard Cite

Section: Data Source Sample and Proceduresmentioning

confidence: 99%

Analyzing profiles, predictors, and consequences of student engagement dispositions

Lawson

Masyn

2015

Journal of School Psychology

View full text Add to dashboard Cite

“…Choi reconstructs the stereotype in narrative form as informed by Ricoeur in his concept of stereotypes as narratives (1985, p.357). Janet is portrayed as a hard-working, intelligent art student, pursuing photography as a career; this contrasts with common notions of intelligence as being attached to prestigious career choices like law, science, and engineering (Museus & Vue, 2013). Similarly, her brother Jung is 24 years old, working at Handy Rentals, never having pursued post-secondary education.…”

Section: Use Of the Stereotypes In Kim's Conveniencementioning

confidence: 97%

“…Janet chooses photography as a career, and pursues it at an all-arts institution, which is in opposition to typical choices prescribed to the model minority stereotypes. Research however suggests that many Asian American college students have a broad range of academic abilities, achievements and aspirations, and many chose to attend community colleges and institutions that contradict stereotypes (Escueta & O'Brien, 1991;Museus & Kiang, 2009;Museus & Vue, 2013). Janet is shown as excelling in her academics with high grades and awards, which makes her parents very proud, despite her choice of an education in photography at OCAD.…”

Section: Use Of the Stereotypes In Kim's Conveniencementioning

confidence: 99%

A new look at Korean Canadians and the immigrant experience in Toronto as explored in Canadian media: CBC’s Kim’s Convenience

Ganeshalingam¹

2021

Preprint

View full text Add to dashboard Cite

CBC’s Kim’s Convenience (2016) is a play by Ins Choi that was adapted into a TV show in October 2016. This show focuses on a Korean–Canadian family and their convenience store situated locally in Regent Park, Toronto, Ontario. The show speaks to the immigrant experience and life in Canada as described through first generation parents, and second-generation Korean Canadian children. This MRP will analyze the ways in which stereotypes are presented in Kim’s Convenience to subvert naturalized dominant negative discourses and tropes of racialized bodies, while simultaneously being used as a tool to produce counternarratives. Using Critical Discourse Analysis (CDA) as a methodological tool, this paper will explore the use of stereotypes in the portrayal of racialized accents, intergenerational conflicts, intercultural relationships, and the use of Regent Park as a setting for the show.

show abstract

“…Given that SEAPI students are typically of lower socio-economic status and have a greater need for financial aid (M. J. Chang et al, 2007;EPIC, 2014;Museus & Vue, 2013), they may be more affected by the costs associated with remedial placement. Relatedly, the nuances of how cultural values and parental influences influence the education of SEA students have been documented for four-year college students (Museus, 2013b).…”

Section: Seapimentioning

confidence: 99%

Southeast Asian and Pacific Islander Student Progression through Community College: A Disaggregated Transcript Analysis

Ngo

Sablan

2019

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background/Context Research on the postsecondary education of Asian and Pacific Islander (API) students has typically focused on attainment within four-year colleges and neglected the experiences of API students in community colleges. However, many API students pursuing postsecondary education, particularly Southeast Asian and Pacific Islander (SEAPI) students, do so through U.S. community colleges. The progress and achievement of these students in community college remains largely unstudied, due in part to the limited availability of disaggregated data. Purpose/Objective/Research Question/Focus of Study (1) To what extent do API students, and specifically SEAPI students, achieve community college progress milestones, such as enrollment, completion of gatekeeper courses, and attainment of degree- and transfer-applicable credits? (2) How are these students progressing through developmental math? Research Design We examine the academic progress of API students using transcript data from a large California community college district. The disaggregated race/ethnicity data allow us to focus on oft-overlooked API subgroups. Focusing on SEAPI students, we analyze momentum towards key college persistence and completion milestones. We also track progression through developmental math education, one of the key barriers community college students face in completing community college. Findings In our disaggregated transcript analysis, we find that SEAPI students are less likely than their peers to achieve college milestones such as completing math courses and earning the degree-applicable units necessary for degree completion or transfer. Seeking explanations for these differences within the context of developmental education, we observe that SEAPI students are significantly less likely than their peers to attempt developmental math courses, though the data suggest they are more likely to complete courses when they do attempt them. These relationships hold after controlling for differences in the demographic characteristics of these students. Conclusions/Recommendations These findings point towards non-academic and institutional explanations for lower rates of college persistence and completion and offer direction for policy efforts and institutional practice to support these students.

show abstract

Socioeconomic Status and Asian American and Pacific Islander Students' Transition to College: A Structural Equation Modeling Analysis

Cited by 24 publications

References 64 publications

Analyzing profiles, predictors, and consequences of student engagement dispositions

Analyzing profiles, predictors, and consequences of student engagement dispositions

A new look at Korean Canadians and the immigrant experience in Toronto as explored in Canadian media: CBC’s Kim’s Convenience

Southeast Asian and Pacific Islander Student Progression through Community College: A Disaggregated Transcript Analysis

Contact Info

Product

Resources

About