Exploring Racial/Ethnic Identity and Enrollment Status on Noncognitive Outcomes among Asian American and Pacific Islander Men in Community College

Autor/inn/en	Vang, Melissa; Wood, J. Luke
Titel	Exploring Racial/Ethnic Identity and Enrollment Status on Noncognitive Outcomes among Asian American and Pacific Islander Men in Community College
Quelle	In: Community College Enterprise, 24 (2018) 1, S.20-33 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-0935
Schlagwörter	Racial Identification; Ethnicity; Stereotypes; Asian American Students; Pacific Islanders; Males; Community Colleges; Two Year College Students; Differences; Enrollment; Self Efficacy; Locus of Control; Student Surveys; Outcomes of Education + Suchen Sie Ihr Suchwort? Ethnizität; Klischee; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Male; Männliches Geschlecht; Community college; Community College; Unterscheiden; Einschulung; Self-efficacy; Selbstwirksamkeit; Schülerbefragung; Lernleistung; Schulerfolg
Abstract	There is currently a dearth of literature on Asia Americans and Pacific Islanders (AAPIs) in post-secondary education. Given this, there is a need for research to counter the stereotypes that cast an invisible barrier to the experiences of this population in higher education. This is particularly true for AAPI men in community college. The purpose of this study is to examine if there are any differences between enrollment status and racial/ethnic identity on noncognitive outcomes--intrinsic interest, self-efficacy, action control, locus of control, degree utility--among AAPI men in community college. A total of 551 participants were included in the study. Secondary data were utilized from the Community College Survey of Men. Data analysis was conducted using a two-way analysis of variance (ANOVA). Findings suggested that there was a significant difference in students' racial/ethnic identity for noncognitive outcomes while enrollment status was statistically significant for intrinsic interest. (As Provided).
Anmerkungen	Schoolcraft College. Community College Enterprise, 19600 Haggerty Road, Livonia, MI 48152. Fax: 734-462-4679; e-mail: cce@schoolcraft.edu; Web site: http://www.schoolcraft.edu/ccE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01