<p> This study explored the experience of Asian American mothers raising children with Autistic Disorder. The cultural and traditional beliefs regarding mental disorders were examined along with the personal, social, and cultural experience of raising children with Autistic Disorder. This study found common themes shared among Asian American mothers in their understanding, perspective, parenting styles, distressing factors, cultural beliefs, and values of Autistic Disorder. This study included 10 Asian American mothers with children under the age of 10 years who were diagnosed with Autistic Disorder. The results reflect the unique cultural experiences that Asian American mothers have in raising children with Autistic Disorder due to cultural factors and influences. Asian American mothers in this study experienced heightened stress, negative and difficult emotions, depression, grief, marital, cultural, and familial pressure to raise high-achieving children, and marital discord, all while experiencing the pressure to provide 100% dedication to care for their children diagnosed with Autistic Disorder. Results indicated Asian American mothers do encounter specific experiences that are unique, due to the cultural demands and expectations of raising children with Autistic Disorder. An explanation of the results, implications for practice, and potential areas of future research are also discussed.</p>

<p> In this thesis, I explore two works from Mail Order Brides/M.O.B., <i> A Public Message for Your Private Life </i>(1998) and <i>Mail Order Bride of Frankenstein</i> (2003), that take into account the histories and identities produced within Filipino/a American Communities. I use Sarita Echavez See and Emily Noelle Ignacio's theories on parody to analyze the performative aspects of M.O.B's artworks. According to See and Ignacio, parody can be utilized as a tool to simultaneously form solidarity within Filipino American communities. By examining these ideas, I argue that M.O.B. performs appropriated representations of their ethnic and assimilated cultures by using parody to critique and problematize often-misrepresented individual and cultural identities.</p>

<p> The purpose of this grant was to design a psychoeducational workshop for South Asian immigrant families. The literature review goes over cultural factors that play a part in making the transition difficult to immigrating to a Western country. A search for potential funders was done by going on California State University Long Beach library website. This allowed the grantwriter to create a list of potential funders. The Ralph M. Parsons Foundation's focus on children, families, culture, and the underserved populations made it the best choice. The grantwriter chose to collaborate with the South Asian Network in Artesia, California. It is a nonprofit organization that has the ability to serve people in nine different languages. Actual submission of this grant was not required for the completion of this project.</p>

<p> The purpose of this project was to develop and write a grant proposal to secure funds on behalf of the Herald Community Center for a psycho-educational program for Chinese adults providing direct care for aging parents. The proposed program entitled Caring for You, Caring for Me will focus on Chinese caregivers residing in the San Gabriel Valley. Traditionally, families of Chinese descent encounter numerous barriers when attempting to access support services for their aging parents. These barriers can include financial strain on the family caregiver, language incompatibility with service providers, and a lack of cultural responsiveness to the needs of the Chinese older adult community. The overarching goal of the proposed program will be to decrease the burden and stress often experienced by Chinese adult children in a caregiving role. The actual submission or funding for this program was not required for the completion of this project.</p>

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

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1977. / Bibliography: leaves 168-184. / Microfiche. / vi, 184 leaves

Thesis (Ph. D.)--State University of New York at Binghamton, Philosophy, Interpretation and Culture Program, 2007. / Includes bibliographical references (leaves 174-183).

Between 2000 and 2010, the Asian population within the U.S. increased more than four times faster than the total U.S. population. Accordingly, school-aged immigrant children from Asia constitute a sizeable portion of the U.S.’s student population. The percentage of students enrolled in elementary and secondary public schools who are Asian/Pacific Islander is projected to increase from 2.6 to 3.1 million between 2014 and 2025, and will account for 6 percent of total enrollment by 2025. Asian American youth have shown distinct characteristics among other racial minority groups in the U.S. Compared to their White and Black counterparts, Asian American students perform better in secondary education and have higher college admission test scores. In addition to educational success in secondary education, Asian Americans also tend to enroll in college at higher rates, and are more likely to attend highly selective four-year colleges compared to other racial minority groups. Although the research on Asian American students’ educational success in secondary education and transition to college is well-established, neither their experiences in the early stages of schooling or in higher education have been investigated in depth, which leads to a general misunderstanding of Asian American students and their educational outcomes. For the children of immigrant parents, early childhood is the most important period for adjustment, providing opportunities to prepare socially, psychologically, and intellectually for formal institutional settings. Despite this, researchers have paid relatively little attention to the educational experiences of young Asian American students and their families. Research on Asian American college students is equally important, with some social scientists reporting that the educational success of Asian Americans in secondary education is not necessarily maintained through higher education. Research on these two stages of education will help us better understand the educational attainment of Asian American students in terms of life course perspectives. In order to address the evident gaps in research, I have chosen to investigate the relationship between parents’ race/ethnicity and parental involvement in pre-secondary education, as well as the association between students’ race/ethnicity and educational experiences in post-secondary education, focusing primarily on Asian American students. In the first study, I examine how the race/ethnicity of parents with first grade children contributes to parental involvement within school and outside of school, after controlling for potential confounding factors at both the child and parent level. I further explore whether parents’ socioeconomic status (SES) influences the parental involvement of Asian parents. Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K:2011) data, I employ ordinary least squared (OLS) regression to examine the extent to which parent’s race/ethnicity or SES (within-race/ethnicity analysis) predict parental involvement in their children’s educational activities, in school and outside of school. To adjust for weighting and design effects in the data set, I used the specific first grade weights designed for each teacher, parent, or school administrator response in 2010-2011 cohorts, respectively. I found that while Asian parents had significantly lower participation in school-based parental activities compared to White parents, such parents tended to participate more heavily in their children’s educational activities outside of school. Within-race/ethnicity analysis for Asian parents, I found an overall positive effect of SES on parental involvement both in school and outside of school. Interestingly, the determinants of parental involvement changed depending upon the types of parental involvement. In the second study, I analyze the 2016 Student Experience in the Research University (SERU), a multi-institutional data set, to examine the relationship between students’ race/ethnicity and college outcomes, as well as the extent to which students’ college experiences and perceptions mediate this relationship. I found that Asian American college students had a lower college GPA, as well as lower scores in self-assessment of gains in critical thinking and communication skills, compared to their White peers. Students’ academic engagement and perceptions of how well they belonged accounted for the largest share of the relationship between students’ race/ethnicity and college outcomes. I further explore how parental education, as a proxy of parents’ SES, influences the college outcomes of Asian American college students. I found that Asian American students with parents who did not attend any college had higher GPAs than those Asian American students with parents who both earned four-year degrees. However, Asian American students with parents who did not attend any college had lower scores in self-evaluation of gains in critical thinking and communication skills than those with parents who both earned four-year degrees. This dissertation contributes to the existing literature on Asian American studies and higher education by pushing the boundaries of sociological knowledge of the experiences of Asian American students in U.S. schools. Focusing on the influence of race/ethnicity and family background from the early years to the post-secondary level, this research provides a rich and far more comprehensive understanding of immigrant success than is currently available in the literature. Given the statistical evidence of higher educational attainment among Asian American students, many policy makers view Asian American students and their families as members of a model minority; researchers typically describe these individuals as successfully overcoming some racial minority status, and wrongly assume that they do not need to receive specific policy or program support. These perspectives imply that Asian American students are a homogeneous racial group. In response, my dissertation attempts to reveal the disadvantages of those Asian American parents who struggle to involve themselves in their children’s school-based activities, as well as how SES can impact parent involvement among these Asian parents. My dissertation also attempts to highlight the fact that success in secondary education for Asian Americans does not necessarily lead to successful college outcomes. These findings indicate that Asian American students and their families have been misunderstood and misrepresented, particularly with regard to the early stages of schooling, as well as higher education. My dissertation seeks to inform policy for those programs targeting disadvantaged racial minority students. Educational institutions, for instance, could design policy interventions for those racial minority parents with children in pre-secondary education wanting to involve themselves more heavily in their children’s school-based activities. Postsecondary educators might also be able to more effectively foster the academic success of their students (specifically Asian Americans) by increasing their awareness of their students’ particular immigrant and family backgrounds.

Americans felt threatened by Asian immigration in the late 19th century. As a result, Asian Americans were stereotyped as foreign and dangerous. The United States government supported Asian American stereotyping by passing prohibitive immigration policies. These policies were a reflection of discrimination and institutionalized racism at the time. Asian American stereotyping still exists today, but in covert form. The media plays a powerful role in perpetuating these covert stereotypes. Asian American stereotypes negatively impact the Asian American community in a number of ways, including ostracizing Asian Americans, making Asian American issues invisible, and harming the mental health of the Asian American community. As a result, stereotypes increase cumulative stress for Asian Americans, and also decrease Asian American community support. This paper reviews and provides recommendations to help reduce stereotypes and also change media representations of Asian Americans.

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