Interaction between Community College Processes and Asian American and Pacific Islander Subgroups

Autor/in	Orsuwan, Meechai
Titel	Interaction between Community College Processes and Asian American and Pacific Islander Subgroups
Quelle	In: Community College Journal of Research and Practice, 35 (2011) 10, S.743-755 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668920902782532
Schlagwörter	Community Colleges; Structural Equation Models; Pacific Islanders; Interaction; Learning Processes; Asian Americans; White Students; Ethnicity; Cultural Differences; Japanese Americans; Chinese Americans; Filipino Americans; Hawaiians; Student Attitudes; Student Experience + Suchen Sie Ihr Suchwort? Community college; Community College; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Interaktion; Learning process; Lernprozess; Asian immigrant; United States; Asiatischer Einwanderer; USA; Ethnizität; Kultureller Unterschied; Chinese; Chinesen; Philippines; Filipino; Philippinen; Philippiner; Einwohner; Hawaianer; Schülerverhalten; Studienerfahrung
Abstract	This paper examines two topics understudied in higher education: the within group diversity of ethnic subgroups subsumed by the label Asian American and Pacific Islanders (AAPI) and minority-serving institutions. Using structural equation modeling, this paper examines the college pathways of community college students in Hawai'i through the experience of Japanese, Chinese, Filipino, Hawai'ian and White students with the intention of understanding their college-learning processes. Analysis of interaction terms in structural equation models reveals race has a moderating effect on students' college experience views. The results from structural equation modeling also show some differences in main effects and total effects due to the inclusion of several interaction terms and the relaxing of the nonrecursive assumption. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10