Thesis (Ph. D.)--University of Michigan, 2000. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 354-369).

Thesis (Ph. D.)--University of Michigan, 2000. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 354-369).

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Rutgers University, 2007. / "Graduate Program in Psychology." Includes bibliographical references (p. 29-33).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Apr. 29, 2008). PDF text: xi, 145 p. ; 506 K. UMI publication number: AAT 3283927. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 93-106).

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Contrary to the model minority myth that portrays Asian Americans as academic all-stars over-represented in elite four-year institutions, half of all Asian American college students do in fact attend community colleges, and many experience myriad challenges. This exploratory study investigated the community college pathways of Asian American community college students, the role of family and culture in shaping expectations for higher education, and participants’ perceptions of the model minority myth and the degree to which this myth influenced their college experiences. Institutional practices and policies, or lack thereof, that support the success of this highly diverse population were also studied. Purposeful sampling was used to gather a sample of 28 students, who self-identified as Asian American and attended one of the three largest community college districts located in North Texas. The sample included 16 males and 12 females, whose ages ranged from 18 to 49 years old, with a mean age of 24. Data collection involved a demographic questionnaire and semi-structured individual interviews. The participants represented 13 different ethnicities, and nine were members of more than one ethnic or racial group. Ten participants were foreign-born citizens, and all of the participants had at least one foreign-born parent. Qualitative data provided description rich information that shed light on the expectations, experiences, and views of Asian American community college students, a virtually unstudied population. Consistent with current literature on Asian American college students, the findings suggest many Asian American community college students struggle with tremendous cultural and familial pressures for succeeding academically, and many described their experiences with racial microaggressions related to model minority stereotypes that they perceived their peers and instructors to have held. Recommendations for policy and practice designed to improve educational outcomes for Asian American community college students are addressed.

Although the amount of interest and research on college student suicide has increased in recent years, there remains a paucity of knowledge focused on issues of suicide for college students from diverse racial and ethnic backgrounds. This study aimed to expand the limited knowledge of Asian American college student suicide using archival data from a larger national study titled The Nature of Suicidal Crisis in College Students. The survey was administered collaboratively online by the National Research Consortium of Counseling Centers in Higher Education and included 70 U.S. colleges and universities. Guided by the interpersonal-psychological theory of attempted and completed suicide and a cultural frame salient to Asian Americans, this study employed qualitative research methods to capture the lived experience of fifty-eight Asian American suicidal college students. More specifically, the present investigation explored the factors that positively and negatively influenced Asian American college students with serious suicide ideation from progressing to behaviors with higher risk of lethality, such as suicide attempts and completions. Findings from a culturally grounded phenomenological analysis of participants’ narrative responses revealed protective factors including:(a) a desire not to hurt or burden others, (b) social support, (c) fear, (d) self reliance and assistance, and (e) insight and meaning. Factors that participants found least helpful in resolving their suicidal crisis were (a) academics (b) lack of social support and (c) experiences with mental health providers. The results of this study provides information that should be of interest to mental health practitioners working with Asian American college students as well as have the potential to contribute towards the formulation of a theory for this specific ethnic minority group. Additionally, it is the intention that these findings will enable design of both culturally appropriate prevention and intervention programs. / text