Acculturation, enculturation, psychological distress and help-seeking preferences among Asian American college students.

We examined the relationship between Asian American college students' levels of acculturation, enculturation, and psychological distress. We also explored the methods Asian American college students prefer when seeking help for psychological concerns. The sample included 601 Asian American students from a large public university in Southern California. Respondents completed an online questionnaire, which included instruments assessing acculturation and enculturation levels as well as psychological distress and help-seeking preferences. Regression analyses indicated that when Asian American students hold a greater degree of European values they are less likely to experience psychological distress. A repeated-measures ANOVA found that Asian American students prefer more covert approaches to mental health treatment. These findings both compliment and contradict previous studies of acculturation, enculturation, psychological distress and help-seeking among the Asian American college student population. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The graduate research training environment in professional psychology: A multilevel investigation.

Very little program-level research on psychology graduate research training environments (RTEs) exists despite the RTE being a program-level (vs. student-level) construct. In the current study, the authors investigated correlates of programs' RTEs, including characteristics of the students, the faculty, and the programs themselves. Proportional stratified sampling of American Psychological Association-accredited PhD programs in clinical, counseling, and school psychology yielded data from 40 programs. Students and faculty in those programs completed Internet questionnaires, and additional faculty and program characteristics were coded. Hierarchical linear modeling analyses revealed that programs with positive student-rated RTEs had faculty who also viewed the RTE as positive and had satisfying faculty–student relations. These programs also had students with higher levels of research interest and stronger advisory alliances, yet within-program student differences in the RTE explained more variance in these student characteristics than did between-programs differences. This research supports the value of examining the RTE at both the student and program levels, and it suggests that training interventions ought to occur at both levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapist multicultural competence, Asian American participants' cultural values, and counseling process.

Asian Americans drop out of mental health treatment at a high rate. This problem could be addressed by enhancing therapists' multicultural competence and by examining clients' cultural attitudes that may affect the counseling process. In the present study, we used a video analogue design with a sample of 113 Asian American college students to examine these possibilities. The result from a t test showed that the session containing therapist multicultural competencies received higher ratings than the session without therapist multicultural competence. In addition, correlational analyses showed that participant values acculturation was positively associated with participant ratings of counseling process, while the value of emotional self-control was negatively correlated. The results of a hierarchical multiple regression analysis did not support any interaction effects among the independent variables on counseling process. All of these findings could contribute to the field of multicultural competence research and have implications for therapist practices and training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cultural differences in optimism, pessimism, and coping: Predictors of subsequent adjustment in Asian American and Caucasian American college students.

Cultural differences were examined between 111 Asian American and 111 Caucasian American students matched on age and sex in a prospective design study. Using separate optimism and pessimism scores, Asian Americans were found to be more pessimistic than Caucasian Americans. Asian Americans were also found to use more problem avoidance and social withdrawal coping strategies than Caucasian Americans. When health outcomes were assessed 6 weeks later, Asian Americans were found to report more depressive and psychological symptoms, but not more physical symptoms, than Caucasian Americans. Results of separate regression analyses for each ethnic group indicated that along with different coping strategies, lack of optimism predicted all 3 health outcomes for Asian Americans, whereas pessimism predicted 2 of the 3 health outcomes for Caucasian Americans. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Trajectories of perceived adult and peer discrimination among Black, Latino, and Asian American adolescents: Patterns and psychological correlates.

This article presents results from a 3-year longitudinal study of the growth patterns and correlates of perceived discrimination by adults and by peers among Black, Latino, and Asian American high school students. Results revealed a linear increase over time in levels of perceived discrimination by adults, whereas perceptions of discrimination by peers remained stable over time. Asian American and non-Puerto Rican Latino adolescents (primarily Dominican) reported higher levels of peer and/or adult discrimination than did Puerto Rican youth, whereas Black adolescents reported a steeper increase over time in levels of perceived discrimination by peers and by adults than did Puerto Rican adolescents. Peer and adult discrimination was significantly associated with decreased self-esteem and increased depressive symptoms over time. Ethnic identity and ethnicity were found to moderate the relationships between perceived discrimination and changes in psychological well-being over time. Results underscore the need to include perceptions of discrimination when studying the development and well-being of ethnic minority adolescents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Asian American psychology meets the twenty-first century.

Reviews the book, Asian American psychology: Current perspectives edited by Nita Tewari and Alvin Alvarez (2007). Drs. Nita Tewari and Alvin Alvarez have compiled and edited a well-organized, comprehensive, user-friendly textbook on Asian American psychology. The 58 contributing authors represent the breadth and diversity of this growing field of study. The reader who is looking for simple answers about Asian America will be frustrated by the book, as the complex texture and nuance within “Asian America” is well represented. The 650-page volume is divided into six sections: Foundations and Roots, Balancing Multiple Worlds, Gender and Intimate Relationships, Next Generation, Social and Life Issues, and Health and Well-Being. The book is oriented toward the subfields of personality, counseling, and clinical psychology. Readers will have to look beyond this text to learn about the contributions of our colleagues in social psychology. This text is suitable for undergraduates and beginning graduate students. It contains a goldmine of information that faculty can use very flexibly. Faculty and instructors teaching classes such as Asian American Psychology, Cross-Cultural Psychology, or Asian American Families will be able to use this book as a primary text. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Construction of the Asian American Family Conflicts Scale.

This study describes the construction and initial validation of the Asian American Family Conflicts Scale (FCS) with 3 samples of Asian American college students. The scale consists of 10 typical Asian American family conflicts that are rated for likelihood of occurrence (FCS-Likelihood) and seriousness of conflict (FCS-Seriousness). In Study 1, FCS-Likelihood and FCS-Seriousness had sound internal reliability, stability, and construct validity. In Study 2, FCS-Likelihood correlated with socioeconomic and cultural orientation variables. Ethnic, generation, and language differences, as well as the parent–child acculturation gap hypothesis, also were confirmed for FCS-Likelihood. In Study 3, FCS-Likelihood correlated with measures of family cohesion, adaptability, and parent-child communication. Although further validation is necessary, FCS-Likelihood in particular is a potentially useful research and clinical instrument for assessing the quality of Asian American parent–child relationships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex and gender in the college classroom: A quantitative analysis of faculty–student interactions and perceptions.

Students and instructors from 24 classrooms across 8 departments at a major university were observed in this study to (a) assess for sex differences in faculty–student interactions and in students' perceptions of their college classroom environment, (b) compare student perceptions of their college classroom interaction patterns with observed faculty–student interactions, and (c) assess a variety of demographic characteristics together to determine their singular and/or interactive effects on faculty–student interaction patterns and student perceptions. Male and female students did not differ in their classroom participation or perceptions, and instructors did not interact differently with the male and female students. Student perceptions strongly correlated with their own behaviors and with instructor behaviors. Classroom interactions and student perceptions varied on the basis of different demographic characteristics including instructor sex, class size, instructor monitoring of gender–race equity in the classroom, gender relevance of the course, and the sex ratio of the class. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The professional preparation of African American graduate students: A student perspective.

Even though growth relationships include traditional aspects of academic mentoring, without emphasizing personal development, professional growth is incomplete. Most African American faculty are overloaded with teaching, research, and advising responsibilities and, therefore, are unable to adequately mentor African American graduate students without jeopardizing their careers. Non-African Americans can provide adequate mentoring to African American students; however, because of the lack of a common cultural context, obstacles exist in cross-cultural mentoring relationships. By portraying the growth relationships established between an elder and 2 young professionals, this study illustrates how the involvement of non-academic affiliated African American professionals with African American graduate students is beneficial and indeed essential in the students' academic and personal development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reviewing acculturation and Asian Americans: How acculturation affects health, adjustment, school achievement, and counseling.

The minority population in the United States is larger than the total population of all but 11 countries with Asian Americans comprising the third largest group. This review will be a useful resource for researchers or practitioners seeking information on why acculturation is important. The review will confirm how acculturation has outcomes for Asian American’s physical health, adjustment, school performance, and response to counseling or psychotherapy. The review will also suggest implications that various research findings have for future research as well as implications for practitioners working with Asian American clients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Acculturation, enculturation, and Asian American college students' mental health and attitudes toward seeking professional psychological help.

In the present study, we tested a theoretically and empirically derived partially indirect effects acculturation and enculturation model of Asian American college students' mental health and attitudes toward seeking professional psychological help. Latent variable path analysis with 296 self-identified Asian American college students supported the partially indirect effects model and demonstrated the ways in which behavioral acculturation, behavioral enculturation, values acculturation, values enculturation, and acculturation gap family conflict related to mental health and attitudes toward seeking professional psychological help directly and indirectly through acculturative stress. We also tested a generational status moderator hypothesis to determine whether differences in model-implied relationships emerged across U.S.- (n = 185) and foreign-born (n = 107) participants. Consistent with this hypothesis, statistically significant differences in structural coefficients emerged across generational status. Limitations, future directions for research, and counseling implications are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Longitudinal consistency of adolescent ethnic identification across varying school ethnic contexts.

The present study examined consistency and inconsistency in adolescents' ethnic identification (i.e., self-reported ethnicity) across the 6 middle-school semesters. The sample (N = 1,589, of whom 46% were boys and 54% were girls) included African American, Asian/Pacific Islander, Caucasian/White, Latino/Latina, Mexican/Mexican American, and multiethnic students. Latent class analyses yielded 3 key patterns in ethnic identification across the middle-school years: consistent, late consistent, and inconsistent. Ethnic identification remained consistent across fall and spring of 6th, 7th, and 8th grades for only about 60% of the students. Asian/Pacific Islander students were more consistent, and multiethnic students were less consistent than students from other ethnic groups. School ethnic composition was associated with systematic shifts in ethnic identification from the beginning to the end of middle school for those students who initially identified as Latino/Latina, African American, or multiethnic but not for Mexican-origin students. In combination, the results provide insight into the consistency of ethnic identification, the role of context in adolescents' self-representation, and considerations for longitudinal studies that examine ethnic differences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining the relations between rumination and adjustment: Do ethnic differences exist between Asian and European Americans?

Past studies have pointed to the dysfunctional nature of rumination in adults. However, past research has not examined ethnic variations. Accordingly, this study examined ethnic differences in rumination in 184 Asian American and 238 European American college students. Consistent with expectations, Asian Americans were found to ruminate more than European Americans. However, rumination was found to have a weaker association with measures of adjustment (viz., affectivity, depressive symptoms, anxious symptoms, and life satisfaction) in Asian Americans compared with European Americans. As a result of conducting regression analyses to determine whether rumination was a unique predictor of functioning beyond affectivity, we found rumination to be a more distinct and useful predictor of functioning for Asian Americans than for European Americans. Overall, compared with findings for European Americans, our findings indicate that important ethnic differences need to be considered in studying rumination in Asian Americans. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Minority stress, perceived bicultural competence, and depressive symptoms among ethnic minority college students.

Based on biculturalism theory (LaFromboise, Coleman, & Gerton, 1993), the present study examined the direct effect of perceived bicultural competence (PBC) on depressive symptoms, and PBC as a potential coping resource to moderate the association between minority stress and depressive symptoms. Participants were 167 Asian American, African American, and Latino/a American students at a predominantly White Midwest university. Results from a hierarchical regression analysis suggested that (a) minority stress was positively associated with depressive symptoms after controlling for perceived general stress, (b) PBC was negatively associated with depressive symptoms after controlling for perceived general stress and minority stress, and (c) the interaction between minority stress and PBC was significant in predicting depressive symptoms. Results from a simple effect analysis supported the hypothesis that a higher level of PBC buffers the association between minority stress and depressive symptoms. Furthermore, post hoc exploratory analyses of the components of PBC suggested that 2 components, Social Groundedness and Cultural Knowledge, may be especially important coping resources. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reviews of Asian American education: Acculturation, literacy development, and learning: Volume 4. Research on the education of Asian and Pacific Americans and New perspectives on Asian American parents, students, and teacher recruitment: Volume 5. Research on the education of Asian and Pacific Americans.

Reviews the books, Asian American education: Acculturation, literacy development, and learning: Volume 4. Research on the education of Asian and Pacific Americans by C. Park, R. Endo, and X. L. Rong (2007) and New perspectives on Asian American parents, students, and teacher recruitment: Volume 5. Research on the education of Asian and Pacific Americans by C. Park, R. Endo, S. Lee, and X. L. Rong (2009). These two books challenge the still pervasive model minority myth that the school experiences of Asian American students are homogenous and result in one outcome—success. Asian American Education (AAE) and New Perspectives (NP) do an excellent job conveying the diversity and complexity (yes, there are of course successes, but also many challenges) of education-related issues for Asian Americans. The two books dispel the notion of a one-size-fits-all view of academic achievement in this population. One strength of the two books is that the chapters (nine in each book) cover quite a bit of ground and examine a wide range of topics. The chapters are inclusive in terms of methodology (the use of quantitative and qualitative approaches), age range of students (from elementary school to graduate school), type of student (ESL, special education, and mainstream), key players (focusing on students, parents, teachers, and school professionals), and ethnicity (pan- Asian American, Chinese, Korean, and less studied groups such as Vietnamese, Laotian, Hmong, and Burmese). Overall, the two books offer a comprehensive overview on a number of important topics—some that have been heavily researched and others breaking new ground. In summary, these two books will be useful to teachers, parents, administrators, and school professionals who want a detailed and culturally sensitive overview of important educational issues that Asian American students face. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: A multiple-groups analysis.

In this study we investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in 2 groups: biological science (BIO) and engineering (ENG) majors. Using social cognitive career theory (Lent, Brown, & Hackett, 1994), we examined the relationships of social cognitive variables (math/science academic self-efficacy, math/science outcome expectations)—as well as the influence of ethnic variables (ethnic identity, other-group orientation) and perceptions of campus climate—to students’ math/science interests and goal commitment to earn a BIO/ENG degree. Path analysis revealed that the hypothesized model provided good overall fit to the data, revealing significant relationships between outcome expectations and interests and between outcome expectations and goals. Paths from academic self-efficacy to BIO/ENG goals and from interests to BIO/ENG goals varied for students in engineering and the biological sciences. For both groups, other-group orientation was positively related to self-efficacy, and support was found for an efficacy-mediated relationship between perceived campus climate and goals. Theoretical and practical implications of the study’s findings are considered as well as future research directions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Family Almost Perfect Scale: Development, psychometric properties, and comparing Asian and European Americans.

This article describes two studies related to the development and psychometric evaluation of the Family Almost Perfect Scale (FAPS), which measures the perceived level of perfectionistic standards and evaluation from one's family. In Study 1 (N = 283), exploratory factor analysis was used to determine the FAPS scale items. In Study 2, the FAPS was cross-validated through confirmatory factor analyses with an Asian/Asian American sample (N = 252) and a European American sample (N = 386). These two samples were compared on study variables and Asians/Asian Americans reported modestly higher personal and family discrepancy and lower self-esteem. Participants were also grouped into different perceived perfectionistic family types. Those that perceived having maladaptively perfectionistic families reported greater depression and lower self-esteem. Implications for counseling and future directions for research are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Substance use among Asian American adolescents: Influence of race, ethnicity, and acculturation in the context of key risk and protective factors.

This study examines the relative influence of race/ethnicity, acculturation, peer substance use, and academic achievement on adolescent substance use among different Asian American ethnic groups and U.S. racial/ethnic groups. Data from the Wave 1 in-home sample of the National Longitudinal Study of Adolescent Health was used to examine lifetime use of alcohol, tobacco, and marijuana in a full adolescent sample of all racial/ethnic groups (N = 20,745) and a subsample of Asian American adolescents (N = 1,248). Path analysis examined the hypothesized relationships of peer substance use and acculturation as risk factors and academic achievement as a protective factor for racial/ethnic groups. The results indicated that when Asian American adolescents were compared to other major U.S. racial/ethnic groups, peer use and acculturation were both significant mediators of smoking, drinking, and marijuana use, and academic achievement mediated each type of use at a trend level. For Asian American ethnic groups, peer use is a risk factor and, to a lesser extent, academic achievement is a protective factor for substance use. Also, although acculturation is a predictor of substance use, when peer use and academic achievement are taken into account, acculturation—like ethnicity—no longer predicts use. Mediation analyses indicated that peer substance use mediates smoking, drinking, and marijuana use; academic achievement does not; and acculturation mediates substance use for some substances and some Asian American ethnic groups. The results are discussed in terms of their implications for understanding how culturally specific approaches can inform preventive interventions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Asian American college students' suicide ideation: A mixed-methods study.

The purpose of this mixed-methods study was to explore the phenomenon of suicide ideation among 293 Asian American college students. Guided by T. Joiner's (2005) interpersonal-psychological theory of suicidal behavior, the authors examined the relationships among perceived burdensomeness, thwarted belongingness, self-construals, and suicide ideation. Compared with thwarted belongingness, perceived burdensomeness was a more robust predictor of suicide ideation. However, thwarted belongingness moderated the positive association between perceived burdensomeness and suicide ideation. Furthermore, interdependent self-construal and independent self-construal both weakened the link between perceived burdensomeness and suicide ideation and between thwarted belongingness and suicide ideation. The authors also conducted a qualitative analysis of participants' open-ended responses about their perceptions of why Asian American college students might consider suicide. The authors identified a core phenomenon of unfulfilled expectations as well as 2 broad themes related to this core phenomenon: unfulfilled intrapersonal expectations and unfulfilled interpersonal expectations, comprising the subthemes of (a) family, (b) relationship, (c) cultural differences, and (d) racism. These findings are discussed in terms of implications for suicide-related clinical interventions and primary prevention efforts among Asian American college students. (PsycINFO Database Record (c) 2011 APA, all rights reserved)