Personal, Social, and Academic Factors that Impact Educational Outcomes for Asian-Americans in Higher Education

Abstract

This study focuses on Asian Americans and their higher education experience; notably, it explains how their various background characteristics explain various levels of educational achievements. This study was conceived due in part to the paucity of information regarding Asian Americans who do not fall within the rubric of "Model Minorities" and largely to scholars pointing in the direction of studying the variability of the Asian American experience in college.Respondents were classified based on a 2x2 matrix categorized by achievement levels and ethnic identity. Outcome variables assessed were levels of academic and social self-efficacy, which in turn were compared to reported grade point average. Mediating variables were controlled for when applicable. The last portion of the analysis assessed levels of college adjustment (and its various components) and the contribution of the self-efficacy variables in explaining some of the variability.The results were not surprising and under-girded previous findings: Ethnically-attached Asian-Americans derived most of their achievement motivation from external sources (family, social expectations, peers), not to high levels of academic self-efficacy. In addition, high levels of academic achievement for these Asian-Americans also translate to relatively lower levels of personal and academic adjustment.