Civic and political engagement is woven into the fabric of higher education and many higher education institutions have intentionally incorporated this in their mission statements. Civic engagement often refers to passive activities like community service, partnership, and reciprocity with others in society while political engagement refers to activities that influences inherent interaction with the government, most common is voting (Verba et al., 1995). Verba and Nie’s (1972) defined political engagement using four elements: voting, campaign activities like membership or working for political organizations or donating, contacting public officials, and engagement in local communities that tackles local issues. The problem is that no model or robust framework exists that explains the student experiences of civic and political engagement in higher education. Furthermore, there is an absence of greater empirical studies on civic and political engagement regarding ethnic/racial students like Southeast Asian Americans (SEAA).There is little known about the pathways of civic and political engagement among Asian American college students. Asian Americans and Pacific Islanders (AAPI) trace their roots from East Asia, Southeast Asia, and the Indian subcontinent. Despite attempts on the heterogenization of Asian Americans’ civic and political engagement trends in research, there is still limited understanding on civic and political behaviors and attitudes based on ethnicity. Southeast Asian Americans often experience challenges that remain invisible in higher education. A phenomenological approach is utilized to analyze the interviews of seven Southeast Asian American college students. Five themes emerged from the data collected: Civic engagement as more accessible, political engagement driven by key issues, intersectionality of Generation Z and political engagement, limited college influence, and ethnic identity as motivation for engagement. Overall, participants viewed civic activities as more accessible than political engagement. There was a lack of comprehensive knowledge to what political engagement entailed other than voting. The participants were driven by specific issues to political engagement. These activities other than voting used channels like Instagram to engage. They perceived institutional messaging or outreach regarding engagement as absent. The participants had a positive experience in student organizations they were a part of, and these networks increased their civic and political awareness. The study was guided by the Asian Critical Race Theory. The tenets of Asian Critical Race Theory were particularly present when discussing their experiences and motivations for engagement. Issues related to Asian hate crimes that led participants to speak out, attend rallies, promotion of Asian related stories via Instagram, voting out political leaders that they perceived propagated anti-immigrant and Asian discrimination were motivations for participation. These were reminiscent of Asian Critical Race Theory. Through disaggregation of data, the implication of this study hoped to refocus the attention of higher education on Southeast Asian Americans and address their unique needs to promote civic development among students. The implications from the findings included increase opportunity for higher education to refine definitions of engagement, removing barriers to college access for Asian Americans and Southeast Asian Americans, advancing the AAPI agenda in institutions and colleges, and connecting college students to Asian American leaders. / Policy, Organizational and Leadership Studies
Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/7665 |
Date | January 2022 |
Creators | Sarmiento, Maria |
Contributors | Johnson, Jennifer M., 1970-, Ding, Meixia, Raisch, M. Meghan, Han, Insook |
Publisher | Temple University. Libraries |
Source Sets | Temple University |
Language | English |
Detected Language | English |
Type | Thesis/Dissertation, Text |
Format | 143 pages |
Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
Relation | http://dx.doi.org/10.34944/dspace/7637, Theses and Dissertations |
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