Thesis (Ph. D.)--University of Texas at Dallas, 2007. / Includes vita. Includes bibliographical references (leaves 150-167)

Dissertation (Ph. D.)--University of Akron, Dept. of Public Administration and Urban Studies, 2008. / "December, 2008." Title from electronic dissertation title page (viewed 12/29/2008) Advisor, Sonia Alemagno; Co-Advisor, Margaret Stephens; Committee members, Peter Leahy, Huey-Li Li, William Bowen; Department Chair, Annabelle Foos; Dean of the College, Ronald F. Levant; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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

Not available / text

A dearth of research exists to explain the disproportionately high level of academic achievement by Asian-Americans. Little attempt has been made to investigate indepth the relationship of several proposed factors to Asian achievement. The purpose of this study was to explore differences between Asian-Americans and Caucasian-Americans in cognitive ability, language proficiency, and achievement in reading, mathematics, and general knowledge. Forty-six Asian-Americans and forty-six Caucasian-Americans from the norming sample for the Woodcock-Johnson Psychoeducational Battery-Revised (WJ-R) (1989) were matched on the basis of school, gender, and number of years of school attendance. Broad Cognitive Ability scores of the WJ-R as well as scores from the WJ-R Tests of Achievement were then used to compare aptitude and achievement of each member of the two groups. No significant differences in Cognitive Ability were then used to compare aptitude and achievement of each member of the two groups. No significant differences in Cognitive Ability were found between Asian-Americans and Caucasian-Americans. There were also no significant differences found between the two groups in language proficiency or reading achievement. Significant differences did exist in mathematics and knowledge achievement but the superiority of Asian-Americans in those two areas could not be attributed to community socio-economic status (S.E.S.), school curriculum, or aptitude. Implications for future research on achievement indicate the need to refocus, not upon school curriculum and socio-economic status, but rather upon home process variables.

To date, there has not been research that disaggregates the experiences of Asian American and international Asian college students seeking psychotherapy in college campus settings. We examined archival data collected over the course of a 17-year period that focused on experiences of Asian American, international Asian, and European American students at a large university in the intermountain west, US. More specifically, we used archival data to identify differences between the aforementioned groups of students in regard to psychotherapy utilization, presenting concerns, distress levels endorsed at intake, and distress levels endorsed at termination. Results were calculated based on findings from the Family Concerns Survey (FCS), Presenting Problem Checklist (PPC), and Outcome Questionnaire 45 (OQ-45). Results indicate no significant differences between these three groups in terms of the maximum number of psychotherapy sessions attended. Cox Regression analyses showed no significant differences between these groups of students in regard to their likelihood for treatment discontinuance. Odds Ratio analyses yielded little statistical difference between groups in terms of likelihood of attending therapy. We found significant differences between these groups of students on a number of items related to their presenting concerns. Additionally, we found a significant difference between students in these three groups in regard to the severity of their presenting distress (as measured by the Outcome Questionaire-45), with international Asian students presenting with the most distress followed by Asian American students and finally European American students. We also found a significant difference between these groups of students in treatment improvement as measured by change scores on the Outcome Questionaire-45 with European American students experiencing the greatest change, followed by Asian American students, followed by international Asian students. Given the nature of these results, practitioners are admonished to attend to initial distress levels upon intake as well as Asian American and international Asian students' experience of racism and discrimination. Practitioners are also encouraged to align treatment recommendations with the specific world view of the client they are meeting with.

The current study examined the psychotherapy experiences of Pacific Islander and Asian American students at a large intermountain university on the continental United States. We used archival data collected over a 17-year span to investigate the psychotherapy utilization, presenting concerns, reported distress levels and psychotherapy outcomes of Pacific Islander students compared to Asian American students. In an effort to address the current and problematic practice of combining Asian Americans and Pacific Islanders into a homogeneous category, subgroup outcomes of Pacific Islander students were compared to Asian American students to highlight any significant differences and similarities. Results indicated significant differences between Pacific Islander and Asian American students in terms of amount of psychotherapy sessions attended and length of treatment in days. Asian American students were more likely to remain in therapy during the first 100 days and eight sessions. We found significant differences between both groups on several items assessed in the Presenting Problem Checklist and the Family Concerns Survey. Pacific Islander students reported significantly more traumatic experiences occurring in their family. We also found significant differences in the presenting concerns of both populations. Additionally, on the OQ-45, Pacific Islander students answered questions regarding risk factors significantly different from Asian American students. Clinicians are encouraged to understand the values and nuances of collectivist groups including Pacific Island and Asian cultures. It is recommended that clinicians and counseling centers reach out to Pacific Islander students on their campuses to inform them about mental health services. Counseling centers are encouraged to gather information on the reasons for therapy termination.

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No description available.