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What's Wrong with Looking at What's ...

Seto, Katherine L.

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What's Wrong with Looking at What's Right? A Hermeneutic Phenomenological Inquiry into Asian American College Students' Perception of Strengths Development Philosophy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	What's Wrong with Looking at What's Right? A Hermeneutic Phenomenological Inquiry into Asian American College Students' Perception of Strengths Development Philosophy./
Author:	Seto, Katherine L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	270 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Contained By:	Dissertations Abstracts International81-05A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27540265
ISBN:	9781392477786

What's Wrong with Looking at What's Right? A Hermeneutic Phenomenological Inquiry into Asian American College Students' Perception of Strengths Development Philosophy.
Seto, Katherine L.

What's Wrong with Looking at What's Right? A Hermeneutic Phenomenological Inquiry into Asian American College Students' Perception of Strengths Development Philosophy. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 270 p.

Source: Dissertations Abstracts International, Volume: 81-05, Section: A.

Thesis (Ph.D./HE)--Azusa Pacific University, 2020.

This item must not be sold to any third party vendors.

This hermeneutic phenomenological inquiry explored the shared experiences of 26 Asian American college students who attended a university in the Western region of the United States that introduces a strengths development philosophy into the college experience. The study interviewed participants to focus on the meanings made from this experience. The meanings that were derived from participants' experiences with strengths development philosophy were analyzed through the lens of Asian Critical Perspective (AsianCrit) to develop a greater understanding of Asian American undergraduate experiences. Results suggested the majority of participants derived the greatest meaning from strength development philosophy in their college experience when their identified strengths were compatible with Confucian collectivistic principles such as connectedness, discipline, harmony, or responsibility. These participants acknowledged that a harmonious relationship with their parents was of utmost priority and attributed one aspect of their ability to persist on campus to the cultural wealth of their families or extended ethnic communities. As a result, traditional Asian cultural values remained a formidable influence on their collegiate objectives even if their Western-based college experiences expanded their definitions of success to include individual happiness and pursuing a career that was personally meaningful. Several participants experienced perceived incidents of racism or microaggression toward Asian Americans and the multicultural community on campus that led to feelings of tension, dissatisfaction, dejection, and frustration. These participants found that securing communities of belonging on campus mitigated the negative effects of any isolating or oppressive experiences on campus. Consequently, many participants were eager to share their experiences. Implications of this study include the importance of acknowledging the urgency with which many Asian American students long to provide counter-narratives of their college experience. Contrary to the misinformed belief that Asian Americans are reluctant to speak out or are devoid of challenges in college, the act of telling their stories serves to strengthen students' personal, cultural, and social consciousness.

ISBN: 9781392477786Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Asian Americans

What's Wrong with Looking at What's Right? A Hermeneutic Phenomenological Inquiry into Asian American College Students' Perception of Strengths Development Philosophy.
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