<p> Social identity literature suggests college is a critical time for students' identity development. However, there is a lack of studies exploring the experiences of Asian American Pacific Islander (AAPI) and lesbian, gay, or bisexual (LOB) college students. This gap in the identity development literature also affects the ways in which postsecondary educators interact with and support these students' success. Therefore, the purpose of this study was to explore the experiences of AAPI LOB college students at four-year colleges and universities by examining the intersectionality of their ethnic identity and sexual identity. A basic qualitative approach was used to collect data via one-on-one ethnographic interviews with 21 current AAPI LOB undergraduate students at six local colleges and universities.</p><p> Findings indicated that AAPI LOB students experienced complex dynamics at the intersectionality of their ethnic identities and sexualities. Participants' ethnicity and family inextricably influenced their understanding of their identities. Students moved from an externally to internally defined identity through making meaning of and mediating tensions at the intersection of their ethnic identity and sexuality. Furthermore, college provided students with a safe and supporting setting to explore their identities and thrive.</p><p> Discussion of the major themes provided insight on how students made meaning of the intersectionality of their identities, how students develop their identities, and how their identities impact their college experiences. From this discussion, implications were drawn and recommendations were provided for educators who may interact with AAPI LGB college students.</p>

<p> The Indian churches in the United States consist of mostly two groups of people, namely, those who migrated directly from India known as the first generation, and those who are born and brought up in the United States, otherwise known as the second generation. The first generation keeps many traditions, practices, and ideologies they brought from their country of origin. They assume that these are superior to most of the other cultures, and hence need to be preserved by future generations. The second generation does not think much about the first generation's cultural and ethnic norms and are not willing to give such prominence to their prerogatives. Since they were born into a different cultural scenario and raised in a postmodern society, these traditions and ideologies of their parents' generation do not seem to have contemporary relevance in their day-to-day lives. Therefore, the silent encounters, otherwise called inter-generational conflicts, occurring between these two groups culminate in the exodus of the younger generation from "their home churches and possibly from the Christian faith" itself. </p><p> The thesis examines how participation in integrated Christian activities affects inter-generational relationships in the first and second generation of the Indian Pentecostal Churches. The project also identifies the dynamics of inter-generational relationships in order to build healthy families, because such families will be the basic units for the existence of healthy churches and societies. </p><p> In reference to the aforementioned thesis, the project provided an incredible opportunity for both groups to interact together and bring forth better solutions for healthier inter-generational relationships. It is evident that even though all churches are very much concerned about this phenomenon, many have not been able to do much in addressing the problem with plans for corrective actions. Therefore, the evaluation and research opened the way for greater discussion between both generations. Moreover, the researcher is confident that positively touch the generations to come.</p>

<p> The controversies and political conflicts associated with the Vietnam War led to three resettlement waves of Vietnamese refugees to the United States. Adapting to a new set of American customs and cultural traditions challenged many Vietnamese immigrants who were faithful to their own familiar traditions and were economically and linguistically challenged. In this autoethnographic study, I present the history of my family experience, beginning with my parents' urgent departure from Vietnam as boat people, their struggle to adapt to a foreign country, the development of their family, the cultural and generational clashes experienced by the family, the reunification with extended family members, and establishing a local cultural identity. This study is grounded in personal voice to illustrate the struggles that my Vietnamese family experienced in adapting to American society. It offers a view of Vietnamese immigrants and their second-generation children living in two worlds. The autoethnographic study revealed five social dynamics for Vietnamese American families: (a) escape from civil war, (b) reliance on social support network, (c) family generational conflict between immigrants and their children, (d) loyalty to family and culture, and (e) class conflict in native country. These findings were derived from the vignettes and analyses of a Vietnamese American family living in two worlds: Vietnam and the U.S.</p>

<p> Asian Americans are often regarded as the &ldquo;model minority,&rdquo; applauded for their ability to blend in to American society, achieve academically, and climb the socio-economic ladder. However, this model minority status is a myth that fails to recognize the variation that exists across different Asian American subpopulations. Recent studies have acknowledged the diverse ethnicities, cultural, economic, and social capital among different Asian American subgroups. This narrative inquiry explored the K-16 educational experiences of academically successful first-generation Vietnamese American college students. This Asian American subpopulation has experiences and outcomes that, in many ways, resemble those of traditionally underrepresented groups like African American and Latino students. Thus this study examined the experiences of those who have succeeded to better understand the supports upon which they have drawn and the obstacles they have navigated. </p><p> Through narrative inquiry, this study gives contour and voice to the educational experience and academic life of these students from their own perspectives. More specifically, this study employed narrative representation to retell lived experiences in the form of a chronology. Themes across participants were also examined and presented to honor the voices of other participants and provide deeper insights into the experiences of first-generation Vietnamese American students. The stories of these understudied, disadvantaged students are examined to understand the personal, social, and institutional influences that affect the experience of this population and the possible interactions among these contributing factors as students navigate the K-16 educational pipeline. By means of storytelling, findings elucidate the factors that support the scholastic achievement of first-generation Vietnamese American youth and the barriers that hinder their success using a student retention and anti-deficit approach. </p><p> Findings indicate that first-generation Vietnamese American youth navigated the K-16 educational pipeline as active agents with a wealth of capital and great resilience. Like other marginalized students of color, youth in this study arrived at school with aspirational, familial, social, navigational, and resistant capital. Further, collectively, cognitive, social, and institutional factors enhanced students&rsquo; ability to persevere and triumph in face of barriers. However, findings also suggest that some assets, such as family and language, were not absolute. In many cases, one form of capital interacted, facilitated, or constrained another form of capital. For instance, while family could be supportive and facilitative of student success, family members and traditions also presented significant barriers for at least some study participants. </p><p> Findings from this study inform policy, practice, and future research to facilitate greater participation, engagement, and educational achievement for first-generation Vietnamese American youth, as well as assist other first-generation youth navigate the educational process and create their own college-going tradition. Based on the findings of from this study, policy makers should increase funding for qualified support staff (such as, school counselors, school psychologists, school psychiatrists, school social workers, school-community liaisons, and bilingual aides) to help Vietnamese American youth overcome personal and institutional barriers to success. Schools and colleges should annually develop improvement plans, as well as publicize and evaluate the effectiveness of their efforts to promote minority student and parent engagement.</p>

<p> The purpose of writing <i>Using Geert Hofstede's Cultural Dimensions to Describe Cultural Differences between First Generation and Second Generation Vietnamese in the Vietnamese Church in America</i> is to affirm the existence of cultural differences within the Vietnamese American church between first generation and second generation Vietnamese Americans. The comparison is based on the categories of national cultural values according to Hofstede's research and measurements at the individual level. The acknowledgment of those cultural differences will help church leaders build effective communications and understanding and hence consolidate church unity. </p><p> Cultural differences between two generations in Vietnamese American church have created challenges in effective communications and in ministries working together amongst the congregation and at the leadership level. Ignorance of those conflicts and neglecting to find solutions make the existing gap broadened and hinder the mission of the church. Drawing from scores Hofstede's study gave for Vietnam and for the US on the five cultural dimensions, the present research showed how close the degree on an individual level for first generation and second generation Vietnamese Christians is reflected the measurement on the national level with respect to each dimension. </p><p> In order to verify the hypotheses of this research, an instrument called HCD-VCA Survey, tailored for the Vietnamese American church context was created. This tool composed of twenty statements with four statements per each cultural dimension, and had the participant rate every statement on a six-point Likert scale. Each set of four statements and their associated scores considered as subscores was compared between the first generation and second generation group. </p><p> Result from survey data confirmed the distinct difference of standpoint for each cultural dimension between the first generation and second generation Vietnamese Christians in the church. First generation group tends to more readily accept the high power distance, has tendency toward high collectivism, toward masculinity, stronger uncertainty avoidance, and toward short-term orientation than second generation group. Their standpoints relating to power distance dimension and collectivism/individualism dimension reflected the national cultural values of Vietnam and the US according to Hofstede's research. </p><p> The findings of present research ascertained the existence of cultural differences between the first generation and second generation Vietnamese Christians within the Vietnamese American churches. This primary issue needs to be acknowledged adequately and studied systematically. It is important for church leaders to have full knowledge of culture-related issues in order to identify any cultural tension encompassed in other problems in the church. Church leaders must find ways to narrow the cultural difference gap between the two generations in order to reinforce church unity. The establishment of English language ministry for young people also needs to be encouraged and supported in every Vietnamese American church.</p>

<p> Very little is known about individuals who identify as LGBTQ from Asian and Pacific Island descent despite the fact that Asian Pacific Americans are the fastest growing racial group in the United States. Parallel to the lack of knowledge is the lack of services for this marginalized population. Therefore, the purpose of this project was to write a grant proposal for a supportive therapeutic program for this population. The literature review indicated that Asian Pacific LGBTQ individuals encounter unique experiences compared to White counterparts. The review also explained the links between challenges and their impact on LGBTQ individuals' well-being. The negative impact from heterosexism experiences is compounded by racial minority stressors. The actual submission of this grant was not a requirement for the successful completion of the project. </p>

<p> The purpose of this research was to explore depression among older Chinese American adults. Secondary data from the California Health Interview Survey were used to explore factors that impact depression among older Chinese-American adults living in California. This study utilized several bivariate analyses to employ results including frequency, <i>t</i>-tests, one-way ANOVA, and correlation. The study found that language spoken by the respondent is directly correlated to depression. However, the study found that language barriers did not exist among the respondents within the healthcare setting due to similar languages spoken by their primary care provider. Furthermore, a significant relationship was found between older Chinese Americans and depression when the respondent had heart disease, arthritis, gout, and/or lupus. Although, there were results consistent with the literature, there were numerous insignificant relationships between the factors explored and depression.</p>

<p> Cultural identity and resource availability aspects in traditional leadership development literature remain understudied, especially among minority populations like Asian immigrants. This study explores the leadership journeys of 24 United States immigrants from China, India and the Philippines using a phenomenological approach, primarily with semi-structured interviews. Experiences of 18 additional immigrant leaders published in popular media were also analyzed. </p><p> Data from the study reveals that Asian migrants&rsquo; roads to leadership in U.S. organizations are heterogeneous and characterized by either linear or nonlinear, overlapping phases of leader development where migrant leaders overcome assimilation challenges and leverage their unique, individual human capital to intersect with organizational level capital in order to enhance their chances of success. Findings suggestive of a relationship between leveraged or suppressed cultural traits and leadership styles are also explored. </p><p> Drawing from theories rooted in behavioral economics and psychology, the study demonstrates that Asian leader pathways reflect an adaptation process that appears to interact in complex ways with individual, organizational, and societal resources available to them. Theoretical and practical implications are drawn and future research directions are recommended.</p><p>

<p> The purpose of this project is to design a program, identify potential funding sources and write a grant to fund a mentoring-dropout prevention program. The mentoring-dropout prevention program targets Cambodian youth residing in the city of Long Beach, California. An extensive literature review increased awareness of the acculturative and psychosocial challenges that affect Cambodian youth and specific issues impacting the Cambodian community. Relevant theories and best practices among mentoring programs are also used to guide the planning of the proposed mentoring program. Next, a search for potential funding sources was conducted using various methods including Internet searches, grant databases and consultations with professional grant writers. The Ford Foundation was selected as the best funding source for this project. A grant proposal was then written to support the need for a culturally sensitive mentoring-dropout prevention program targeting Cambodian youth.</p><p>

<p> While aggregated data demonstrates a high degree of educational attainment among Asian Americans as a whole, disaggregated data reveals a striking disparity among Cambodian Americans. Postsecondary education experiences of Cambodian Americans are often overlooked, in part due to a pervasive model minority stereotype. This qualitative study explored factors contributing to challenges and successes of 12 Cambodian Americans who successfully earned a bachelor&rsquo;s degree from a California institution. Four themes emerged from this study: Family&mdash;two camps, Cambodian invisibility, major challenges and barriers, and internal and external resources for success. Findings revealed how pervasive stereotypes, family perceptions, language barriers, and other commitments influenced the college experience while highlighting the role that internal drive, peers, and institutional support had on their success. This study adds to limited research on the experiences of Cambodian Americans in higher education and offers recommendations for policy, practice, and future research.</p><p>