東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Dismantling the Asian Monolith: Examining Southeast Asian Students' Science Self-Efficacy and Science Identity.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Dismantling the Asian Monolith: Examining Southeast Asian Students' Science Self-Efficacy and Science Identity./
Author:	Nhien, Chantra.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	169 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29252791
ISBN:	9798834000440

Dismantling the Asian Monolith: Examining Southeast Asian Students' Science Self-Efficacy and Science Identity.
Nhien, Chantra.

Dismantling the Asian Monolith: Examining Southeast Asian Students' Science Self-Efficacy and Science Identity. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 169 p.

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ph.D.)--University of California, Los Angeles, 2022.

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

Scholarship suggests that science self-efficacy and science identity are associated with improved experiences and outcomes of postsecondary science, technology, engineering, and mathematics students, especially those who are underrepresented within these fields. Yet, Southeast Asian students have largely been excluded from this scholarly discourse. This exclusion has been driven by the reporting of enrollment and degree attainment data that aggregates nearly 48 Asian American & Pacific Islander ethnic groups which has perpetually obscured the unique dispositions and experiences of Southeast Asian students. Thus, this study aimed to investigate the development of science self-efficacy and science identity of Southeast Asian STEM students during their first year of college. Additionally, this study compared Southeast Asian students with their AAPI peers to illuminate and underscore the unique experiences of these students.This study utilized four years of longitudinal data between 2016-2020 from the Higher Education Research Institute's CIRP Freshman Survey and Your First College Year Survey, two surveys that were respectively administered at the start and end of students' first college year. Guided by a conceptual framework that synthesized Lent and colleagues' social cognitive career theory, Carlone and Johnson's science identity model, and Yosso's community cultural wealth, this study first sought to explore differences between Southeast Asian students and their AAPI peers across various pre-college characteristics and experiences. Next, this study examined changes in science self-efficacy and science identity of Southeast Asian students and investigated if and how these changes differed from their AAPI peers. This study concluded with inferential analyses aimed at unpacking predictors that were most salient for science self-efficacy and science identity development of Southeast Asian students.Results from this study suggest that Southeast Asian students entered college with statistically significant differences in their socioeconomic and generational statuses when compared to their AAPI peers. Furthermore, findings indicated that while Southeast Asian students maintained their confidence in completing science-related tasks during their first year of college, their identity as a scientist decreased significantly. Lastly, various environmental influences and learning experiences emerged as salient predictors of science self-efficacy and science identity development for Southeast Asian students. Overall, these findings suggest that preparing Southeast Asian students to become future STEM professionals and leaders requires the acknowledgment of a distinct sociopolitical history that heavily influences how Southeast Asian students learn and make decisions about college, how their community cultural assets strengthen their adjustment to and experiences in college, and the types of environments that bolster their science self-efficacy and science identity development.

ISBN: 9798834000440Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Postsecondary education

Dismantling the Asian Monolith: Examining Southeast Asian Students' Science Self-Efficacy and Science Identity.
LDR:04312nmm a2200409 4500 001 2351340
005 20221107085356.5
008 241004s2022 ||||||||||||||||| ||eng d
020 $a 9798834000440
035 $a (MiAaPQ)AAI29252791
035 $a AAI29252791
040 $a MiAaPQ $c MiAaPQ
100 1 $a Nhien, Chantra. $3 3690903
245 1 0 $a Dismantling the Asian Monolith: Examining Southeast Asian Students' Science Self-Efficacy and Science Identity.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 169 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
500 $a Advisor: Sax, Linda J.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Scholarship suggests that science self-efficacy and science identity are associated with improved experiences and outcomes of postsecondary science, technology, engineering, and mathematics students, especially those who are underrepresented within these fields. Yet, Southeast Asian students have largely been excluded from this scholarly discourse. This exclusion has been driven by the reporting of enrollment and degree attainment data that aggregates nearly 48 Asian American & Pacific Islander ethnic groups which has perpetually obscured the unique dispositions and experiences of Southeast Asian students. Thus, this study aimed to investigate the development of science self-efficacy and science identity of Southeast Asian STEM students during their first year of college. Additionally, this study compared Southeast Asian students with their AAPI peers to illuminate and underscore the unique experiences of these students.This study utilized four years of longitudinal data between 2016-2020 from the Higher Education Research Institute's CIRP Freshman Survey and Your First College Year Survey, two surveys that were respectively administered at the start and end of students' first college year. Guided by a conceptual framework that synthesized Lent and colleagues' social cognitive career theory, Carlone and Johnson's science identity model, and Yosso's community cultural wealth, this study first sought to explore differences between Southeast Asian students and their AAPI peers across various pre-college characteristics and experiences. Next, this study examined changes in science self-efficacy and science identity of Southeast Asian students and investigated if and how these changes differed from their AAPI peers. This study concluded with inferential analyses aimed at unpacking predictors that were most salient for science self-efficacy and science identity development of Southeast Asian students.Results from this study suggest that Southeast Asian students entered college with statistically significant differences in their socioeconomic and generational statuses when compared to their AAPI peers. Furthermore, findings indicated that while Southeast Asian students maintained their confidence in completing science-related tasks during their first year of college, their identity as a scientist decreased significantly. Lastly, various environmental influences and learning experiences emerged as salient predictors of science self-efficacy and science identity development for Southeast Asian students. Overall, these findings suggest that preparing Southeast Asian students to become future STEM professionals and leaders requires the acknowledgment of a distinct sociopolitical history that heavily influences how Southeast Asian students learn and make decisions about college, how their community cultural assets strengthen their adjustment to and experiences in college, and the types of environments that bolster their science self-efficacy and science identity development.
590 $a School code: 0031.
650 4 $a Higher education. $3 641065
650 4 $a Educational evaluation. $3 526425
650 4 $a Science education. $3 521340
650 4 $a Ethnic studies. $2 bicssc $3 1556779
650 4 $a Southeast Asian studies. $3 3344898
650 4 $a Education. $3 516579
653 $a Postsecondary education
653 $a Science identity
653 $a Science self-efficacy
653 $a Southeast Asian students
653 $a STEM professionals
690 $a 0745
690 $a 0631
690 $a 0222
690 $a 0443
690 $a 0714
690 $a 0515
710 2 $a University of California, Los Angeles. $b Education 0249. $3 2036364
773 0 $t Dissertations Abstracts International $g 83-12A.
790 $a 0031
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29252791