College and Career Readiness of Southeast Asian American College Students in New England

Autor/inn/en	Uy, Phitsamay S.; Kim, Sue J.; Khuon, Chrisna
Titel	College and Career Readiness of Southeast Asian American College Students in New England
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 20 (2019) 4, S.414-436 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025116678852
Schlagwörter	College Readiness; Career Readiness; Asian American Students; Career Development; Majors (Students); Correlation; Difficulty Level; Academic Standards; Undergraduate Students; Student Attitudes; Educational Finance; Academic Advising; Peer Groups; Mentors; College Faculty; Teacher Student Relationship; Student Adjustment; Educational Experience + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Berufsentwicklung; Korrelation; Schwierigkeitsgrad; Schülerverhalten; Bildungsfonds; Akademischer Rat; Gleichaltrigengruppe; Peer Group; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Adjustment; Adaptation; Bildungserfahrung
Abstract	This study discusses the college and career readiness among full-time Southeast Asian American college students in a 4-year public university in New England. Our study consisted of surveys (n = 58) and focus groups (n = 35), of second-generation (born in the United States) or 1.5-generation (immigrated as a youth) college students. While our participants were fairly strong academically, they still struggled to navigate college and many did not feel prepared for careers. We found some variability by majors in the correlation of academic major and career preparedness, and our findings also suggest that Southeast Asian American students shared a number of concerns, such as lack of finances, inconsistent academic advising, and need for more career preparation. Nevertheless, across this heterogeneity, students agreed that peer mentors and effective faculty mentors are invaluable resources and that more such mentors and programs are needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01