Thesis advisor: Janet E Helms / Asian-born racially and culturally dominant group members (ABDs) enjoy greater social, political, and economic power and privileges in their Asian home countries, but their migration to a White dominant society in the US changes their social status as presumed members of Asian American racial and ethnic groups. However, it is not known how ABDs’ disparate psychological experiences of social dominance across two cultural contexts affect their racial and acculturation-related experiences in the US. Thus, the current study investigated the interactions among social dominance orientation, experiences with anti-Asian racism, racial identity schemas, and acculturation strategies of ABDs. Asian-born individuals, self-identified majorities in their Asian home countries (N =192), completed a demographic questionnaire and measures that assessed their levels of social dominance orientation (SDO), racism distress levels, racial identity schemas, and acculturation strategies. Multivariate multiple regression analyses and simple linear moderation analyses were used to investigate relationships among SDO and racism distress and racial identity schemas and acculturation strategies. The findings showed that ABDs’ levels of SDO and racism distress were related to ABDs’ racial identity schemas. ABDs’ levels of SDO were positively related to their use of the Assimilation strategy in the US, but not to other types of acculturation strategies. Moreover, racism distress levels did not moderate the relationships between ABDs’ levels of SDO and their racial identity schemas, or between SDO and acculturation strategies. ABDs’ racial identity schemas and acculturation strategies were related and SDO moderated the relationships between racial identity and acculturation. In this exploratory study to examine Asian acculturation strategies and racial identity, the obtained results suggest that ABDs’ preferences for social hierarchy have implications for their racial and acculturation processes in the US. Limitations and implications of the results for research and clinical practice are discussed. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

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