The current study explored factors that might be related to immigrant students’ academic achievement in the United States. To be specific, this study examined the relationships among parental involvement, students’ self-esteem and students’ academic achievement in immigrant families. In this study, I focused on the ethnicities of Hispanic and Asian immigrants in the United States. Furthermore, the current study investigated the extent to which Hispanic and Asian immigrant students’ self-esteem mediated the relationships between parental involvement and students’ academic achievement. Parental involvement included four dimensions: parental expectations, parental monitoring, parent-child communication, and parental participation in school activities. Using path analysis and multi-group path analysis, data were analyzed from 1,070 immigrant students, who attended 11th and 12th grades, and their parents from the Children of Immigrants Longitudinal Study (1991-2006). After removing the variable of parental monitoring from the path analysis due to no relationship with students’ self-esteem and GPA (with other variables controlled), findings showed that, parental expectations positively predicted students’ self-esteem and their academic achievement; parent-child communication positively predicted students’ self-esteem, but negatively predicted students’ academic achievement. In addition, parental participation in school activities positively predicted students’ self-esteem; however, there was no significant relationship with students’ academic achievement. Additionally, students’ self-esteem was not related to students’ academic achievement and had no mediation effect on the relationships between parental involvement and students’ academic achievement. These findings showed no differences between Hispanic and Asian immigrant families. Keywords: parental involvement, academic achievement, self-esteem, immigrant families, CILS / A Thesis submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Master of Science. / Spring Semester 2019. / April 17, 2019. / academic achievement, Asian and Hispanic immigrants, CILS, immigrant families, parental involvement, self-esteem / Includes bibliographical references. / Jeannine E. Turner, Professor Directing Thesis; Alysia Roehrig, Committee Member; Yanyun Yang, Committee Member.

What leads Asian Americans and Latinos to develop panethnicity? What are the political consequences of panethnicity? In answering these two questions, I first define panethnicity as a sense of solidarity beyond different ethnic or national origins. My emphasis in defining panethnicity as a sense of solidarity shared among Asian Americans and Latinos is on differentiating the concept panethnicity from panethnic self-identification and group consciousness. Then, I theoretically discuss the nature of panethnicity, drawing on the ethnic studies literature. I identify two important groups of theories on ethnicity: culturalism and instrumentalism. Building on instrumentalism as an underlying theory of panethnicity, I assume that panethnicity among Asian Americans and Latinos is a social product. Panethnicity is a creation of both objective outer contextual settings and personal reactions to them. Following the theoretical discussion, I empirically test how outer contextual settings and individual features affect the formation of panethnicity. Specifically, the contextual factors include the size of the panethnic population, the level of segregation, the number of panethnic elected officials and organizations, and religious service attendance. The individual factors of interest include panethnic self-identification, discrimination experience, English proficiency and birth place. I call these factors individual socializing factors. After this test, I examine how panethnicity, combined with the contextual factors and individual socializing factors, affects political participation including voting and nonvoting activities among Asian Americans and Latinos. The main thesis of this dissertation is threefold. First, panethnicity is formed as a product of social process. Asian Americans and Latinos develop panethnicity by responding to external settings and through their personal socializing experiences. Second, panethnicity shapes Asian Americans' and Latinos' political participation. That is, panethnicity as a political resource influences voting and nonvoting participation among Asian Americans and Latinos. However, how panethnicity affects political participation varies, depending on panethnic groups and their modes of political participation. Lastly, along with panethnicity, group features such as discrimination experience and contextual factors are important ingredients for political participation among Asian Americans and Latinos. Particularly, my evidence suggests that the contextual factors are better predictors of Asian American and Latino voting participation than nonvoting participation.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 167-187). Available also in a digital version from Dissertation Abstracts.

The purpose of the study is to examine the influence of parental contributions to perfectionism on depressive symptoms for Asian American adolescents and whether perceived parental support and/or social support may buffer/moderate the relationship. Perceived support from parents and peers may serve as protective factors from experiencing distress associated with the high pressures experienced by Asian Americans to succeed academically and be perfect in school. Asian American adolescents will fill out self-report measures for dimensions of perfectionism, depressive symptoms, and perceived parental and social support. Multiple regressions will be used to test the hypothesis of this study. Implications for the proposed study suggested the development of an intervention to help cultivate coping skills related to parent-driven stress for Asian American adolescents. / text

Project report (D. Min.)--George W. Truett Theological Seminary, Baylor University, 2007. / Abstract. Includes bibliographical references (leaves 167-170).

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [199]-208).

Thesis (Ph. D.)--University of Wisconsin--Madison, 2004. / Includes bibliographical references (p. 150-166). Also available on the Internet.

Thesis (D. Min.)--Western Seminary, Portland, OR, 2001. / Abstract. Includes "A three-year daily Bible reading guidebook, 1998-2000" in Chinese. Includes bibliographical references (leaves 385-387).

Thesis (Th. M.)--Dallas Theological Seminary, 1988. / Includes bibliographical references (leaves 103-104).

Thesis (Ph. D.)--University of Wisconsin--Madison, 2004. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 150-166).