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Exploring How the Model Minority Makes Sense of Academic Struggles in College 1 WHAT IT MEANS TO FAIL: EXPLORING HOW THE MODEL MINORITY MAKES SENSE OF ACADEMIC STRUGGLES IN COLLEGE A thesis presented by Sarah Michelle Olia to The School of Education In partial fulfillment of the requirements for the degree of Doctor of Education in the field of Education College of Professional Studies Northeastern University Boston, Massachusetts November 1, 2017 2 Abstract This study examined how eight Asian American undergraduate students made sense of academic difficulties while pursuing a degree in the health professions at a highly selective, private, research university. Interpretative phenomenological analysis (IPA) was the research methodology used to qualitatively explore the problem. A psychosocial student development model geared towards Asian American college students was applied as the theoretical lens for designing the study. This study demonstrated that Asian American students are under tremendous pressure to achieve academically and are held to strict criteria for defining success due to family expectations and social stereotypes such as the model minority designation. The study confirmed that parents are highly influential in the academic affairs of their college-aged children, which is largely attributed to their own struggles as immigrants and their pursuit of the American dream. Encountering an academic setback and jeopardizing their chance to fulfill their familial duty was a deeply unsettling and disorienting experience for the participants. The study revealed that failing a course resulted in a phase of debilitating emotional distress, which was followed by a period of coping, reflection, identity development, and the reevaluation of future plans. An important finding from this study is that the participants felt unsupported within their home and college environments during times of academic difficulty, suggesting that universities should rethink their approach to working with Asian American students and making their services more tailored to the needs of this unique population. Encouraging reflection and engaging Asian American students in positive advising relationships with empathetic faculty and staff members are also recommended. 3 Key words : Asian American college students, academic success, model minority, identity development, racial microaggressions, academic advising, interpretative phenomenological analysis, critical race theory 4 Acknowledgements The process of writing a thesis is expected to be long and challenging. My journey, however, involved a job change and the birth of my first child, both of which I am incredibly grateful for despite the fact that each one caused me to set aside my research and writing for long, extended periods. I would like to thank Dr. Joseph McNabb, my advisor, for his expert guidance and for sticking with me during the past few years. His quick feedback allowed me to sustain momentum, especially when I resumed writing after my yearlong “maternity leave.” In addition, Dr. McNabb’s course on the legal environment of higher education was my favorite of the program. Many thanks as well to Dr. Kimberly Nolan for her involvement as my second reader. Dr. Christine Letzeiser, my former supervisor and third reader, was instrumental in making my doctoral thesis possible. Her dedication to serving students shaped my advising philosophy early in my career and showed me the importance of being proactive and going the extra mile to help students succeed and thrive in college. I appreciate Dr. Letzeiser’s willingness to allow me access to the students that participated in this study and I hope that my findings are useful to her current team. I am blessed to have many caring family members and friends who supported me and continuously checked in on my progress. A very special thanks goes to my husband, Drew. His patience and encouragement did not go unnoticed and truly provided the extra boost I needed to bring this to completion, even when I thought my time might be better used doing other things. And finally, I am eternally thankful for the eight students that agreed to participate in this study. I was honored by their readiness to speak candidly with me about their experiences with failure, a subject that I am certain was uncomfortable to relive. Even more humbling was the 5 fact that every one of the participants emailed me after our conversations to thank me, and say how helpful and therapeutic it was to have had the chance to reflect on their academic difficulties. Now it’s my turn to extend my gratitude and sincere appreciation for their involvement. This manuscript is my first step towards living out my recommendations for practice. I hope that I have given voice to my participants, Asian American college students that each felt silenced or misunderstood at some point. I am optimistic that through my ongoing advocacy, I will be able to influence other practitioners to examine their own blind spots and bias when it comes to working with Asian American students and contribute to the expansion of scholarship on the topic. 6 Table of Contents Abstract………...………………………………………………………………………………….2 Acknowledgements………………………………………………………………………………..4 Chapter One: Introduction to the Study…….……………………………………………………..8 Context and Background…………………………………………………………………..8 Rationale and Significance………………………………………………………………10 Research Problem and Research Question………………………………………………13 Theoretical Framework…………………………………………………………………..18 Summary…………………………………………………………………………………23 Chapter Two: Literature Review………………………………………………………………...23 The Role of Race and Racism for Asian American College Students…………………...26 The Role of Identity Development for Asian American College Students………...……36 The College Experience for Asian American Students………………………………….42 Conclusion……………………………………………………………………………….46 Chapter Three: Research Design………………………………………………………………...47 Research Question…..…………………………………………………………………...47 Qualitative Research Approach………………………………………………………….48 Participants……………………………………………………………………………….55 Procedures………………………………………………………………………………..60 Summary…………………………………………………………………………………68 Chapter Four: Findings and Analysis……………………………………………………………68 Choosing a Career Path…………………………………………………………………..70 Tolerating Parental Involvement in Educational Decision-making…………………...…77 Responding Emotionally to Failing a Course……………………………………………90 Coping with Failing a Course…………………………………………………………....96 7 Developing an Identity as an Asian American College Student……………………..…104 Moving Forward with Purpose………………………………………………………....113 Summary……………………………………………………………………………..…121 Chapter Five: Discussion and Implications for Practice………………………………………..125 Choosing a Career Path………………………………………………………………....126 Tolerating Parental Involvement in Educational Decision-making………………….…130 Responding Emotionally to Failing a Course…………………………………………..135 Coping with Failing a Course……………………………………………………..……138 Developing an Identity as an Asian American College Student………………………..141 Moving Forward with Purpose………………………………………………………....144 Revisiting the Theoretical Framework……………………………………………….…146 Conclusion……………………………………………………………………………...147 References……………………………………………………………………………………....157 Appendices…………………………………………………………………………………...…174 Appendix A: Theoretical Framework………………………………………………..…174 Appendix B: Recruitment Email (Initial Message)…………………………………….175 Appendix C: Recruitment Email (Follow Up Message)……………………………..…176 Appendix D: Recruitment Email (Researcher to Student)……………………………...177 Appendix E: Informed Consent Form…………………………………………………..179 Appendix F: Participant Questionnaire…………………………………………………181 Appendix G: Interview Guide………………………………………………………..…183 Appendix H: Thematic Chart…………………………………………………………...185 Appendix I: Audit Trail………………………………………………………………...186 8 Chapter One: Introduction to the Study Higher education scholars and practitioners have examined the educational trajectories of various racial, ethnic, and cultural groups to better understand how college is experienced and perceived by students from a diversity of backgrounds (Ancis, Sedlacek, & Mohr, 2000; Museus & Ruvello, 2010). Despite growing interest in this research, much remains to be learned about Asian American students. The purpose of this study was to investigate how Asian American college students experience and make sense of academic difficulties while pursuing an undergraduate degree in the health professions at a highly selective, private, research university. An academic difficulty is defined as failing a course required by one’s major, not being allowed to progress normally in one’s major, or being dismissed from one’s major for an academic reason. Data gleaned from this research is intended to inform support for Asian American students with the goal of strengthening and enriching their time on campus, particularly during periods of challenge and distress. This study utilized interpretative phenomenological analysis to qualitatively explore the research problem. This chapter begins with a brief overview of the research related to Asian American college students to provide context and background to the study. Then, the rationale and significance of the study is discussed, drawing connections to potential beneficiaries of the work. The problem statement, purpose statement, and research questions are explained next. Finally, the theoretical framework that serves as a lens for the study is introduced. Context and Background According to the Pew Research Center (Pew Social Trends, 2013), Asian Americans represent one of the fastest
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