Browsing by Subject "Asian"
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Item DIFFERENCES IN DISCIPLINE CONSEQUENCE ASSIGNMENTS BY ETHNICITY/RACE, GENDER, AND POVERTY IN TEXAS MIDDLE SCHOOLS: A STATEWIDE ANALYSIS(2017-03-14) Barnes, Mikia J.; Slate, John R.; Martinez-Garcia, Cynthia; Moore, George W.Purpose The purpose of this journal-ready dissertation was to determine the extent to which differences might be present in discipline consequence assignments by student demographic characteristics in Texas middle schools. In the first investigation, the degree to which discipline consequence assignments differed by the degree of student economic disadvantage (i.e., Not Poor, Moderately Poor, or Extremely Poor) was examined. In the second study, the extent to which discipline consequence assignments differed by student ethnicity/race (i.e., Asian, White, Hispanic, and Black) was addressed. Finally, in the third investigation, the degree to which discipline consequence assignments differed by student gender within each of the four major ethnic/racial groups (i.e., Asian, White, Hispanic, and Black) in Texas was determined. These discipline consequences were analyzed for three school years. As such, this multiyear analysis permitted a determination of trends, if present, in the differential assignment of discipline consequences. Method In this multiyear investigation, a non-experimental, causal comparative research design was used. Archival data analyzed in this investigation were previously obtained from the Texas Education Agency Public Education Information Management System for the 2013-2014, 2014-2015, and 2015-2016 school years. The degree to which differences were present in discipline consequence assignments by student demographic characteristics in Texas middle schools was determined. Findings For the 2013-2014, 2014-2015, and 2015-2016 school years, statistically significant differences were established in the assignment of discipline consequences by student demographic characteristic. Data resulting from this 3-year statewide analysis were reflective of strong inequities in the assignment of discipline consequences by student degree of economic disadvantage, by student ethnicity/race (i.e., Asian, White, Hispanic, and Black), and by student gender within each of the four major ethnic/racial groups (i.e., Asian, White, Hispanic, and Black). Results of these analyses were congruent with existing literature. Of note in this study was the presence of a stair-step effect in the assignment of discipline consequences by student degree of economic disadvantage and student ethnicity/race. As such, the inequities delineated herein, may constitute violations of students’ civil rights.Item DIFFERENCES IN MATHEMATICS AND SCIENCE PERFORMANCE BY ECONOMIC STATUS, GENDER, AND ETHNICITY/RACE: A MULTIYEAR TEXAS STATEWIDE STUDY(2016-11-03) Anderson, Pamela Bennett; Moore, George W; Martinez-Garcia, Cynthia; Slate, JohnPurpose The purpose of the first study was to ascertain the extent to which differences were present in the STAAR Mathematics and Science test scores by Grade 5 and Grade 8 student economic status. The purpose of the second study was to examine differences in Grade 5 STAAR Mathematics and Science test performance by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Finally, with respect to the third study in this journal-ready dissertation, the purpose was to investigate the STAAR Mathematics and Science test scores of Grade 8 students by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Method For this journal-ready dissertation, a non-experimental, causal-comparative research design (Creswell, 2009) was used in all three studies. Grade 5 and Grade 8 STAAR Mathematics and Science test data were analyzed for the 2011-2012 through the 2014-2015 school years. The dependent variables were the STAAR Mathematics and Science test scores for Grade 5 and Grade 8. The independent variables analyzed in these studies were student economic status, gender, and ethnicity/race. Findings Regarding the first study, statistically significant differences were present in Grade 5 and Grade 8 STAAR Mathematics and Science test scores by student economic status for each year. Moderate effect sizes (Cohen’s d) were present for each year of the study for the Grade 5 STAAR Mathematics and Science exams, Grade 8 Science exams, and the 2014-2015 Grade 8 STAAR Mathematics exam. However, a small effect size was present for the 2011-2012 through 2013-2014 Grade 8 STAAR Mathematics exam. Regarding the second and third study, statistically significant differences were revealed for Grade 5 and Grade 8 STAAR Mathematics and Science test scores based on gender, with trivial effect sizes. Furthermore, statistically significant differences were present in these test scores by ethnicity/race, with moderate effects for each year of the study. With regard to each year for both studies, Asian students had the highest average test scores, followed by White, Hispanic, and Black students, respectively. Thus, a stairstep achievement gap (Carpenter, Ramirez, & Severn, 2006) was present.Item Differences in Student Success as a Function of Dual Credit Enrollment for Texas Community College Students: A Multiyear Investigation(2017-03-30) Dixon, Dorothy Brown; Slate, John R.; Moore, George W.; Lunenburg, Frederick C.; Barnes, WallyPurpose The purpose of this journal-ready dissertation was to examine dual credit enrollment with respect to student demographic characteristics and to student success of Texas community college students. The first purpose was to describe the demographic characteristics with respect to gender and ethnicity/race of Texas community college students who completed a dual credit course while in high school. A second purpose was to analyze the extent to which differences were present in first semester GPAs by ethnicity/race and gender of Texas community college students who previously completed a dual credit course while in high school. Finally, a third purpose was to ascertain the degree to which differences were present in the second semester GPAs as a function of ethnicity/race and gender of Texas community college students who previously completed a dual credit course while in high school. Method A descriptive research design was used in the first article and a causal-comparative research design was present in the second and third articles in this journal-ready dissertation. Archival data, from a Texas community college district’s Institutional Research Division, were analyzed for the 2012-2013, 2013-2014, and the 2014-2015 academic years. Variables that were analyzed were: dual credit enrollment status, gender; ethnicity/race, first semester GPA, and second semester GPA. Findings With respect to the demographic characteristics of students who had completed a dual credit course while in high school, almost two thirds of the community college students were females. White and Hispanic students constituted the two ethnic/racial groups with the highest percentages of students who had completed a dual credit course while in high school. Of note was the very low percentage of Black students who had completed a dual credit course while in high school. Regarding first semester GPAs and second semester GPAs, with few exceptions, students who had completed a dual credit course while enrolled in high school had statistically significantly higher GPAs than their counterparts who had not completed a dual credit course while enrolled in high school. These results were consistent across all three academic years. Implications for policy and for practice were made, along with recommendations for future research.Item Ethnic/Racial Diversity of First-Time in College Undergraduate Student Enrollment at Texas Community Colleges: A Multiyear, Statewide Investigation(2017-06-26) Lebron, Juan Carlos; Slate, John R.Purpose The purpose of this journal-ready dissertation was to examine the degree to which changes had occurred in the ethnic/racial diversity of first-time in college students who were enrolled full-time in Texas community colleges. Specifically, the ethnic/racial diversity changes (i.e., Asian, White, Hispanic, and Black) of first-time in college full-time students who were enrolled in Texas community colleges in the 1999-2000 academic year through the 2014-2015 academic year were analyzed. The degree to which differences were present in the enrollment percentages of Asian, White, Hispanic and Black first-time in college full-time students who were enrolled in Texas community colleges between the 1999-2000 and the 2014-2015 academic years was examined. The extent to which changes had occurred in the ethnic/racial diversity of first-time in college students who were enrolled part-time in Texas community colleges was examined. The degree to which differences existed in the enrollment percentages of Asian, White, Hispanic, and Black first-time in college part-time students who were enrolled in Texas community colleges between the 1999-2000 and the 2014-2015 academic years was analyzed. An analysis of the trends present in the ethnic/racial diversity (i.e., Asian, White, Hispanic, and Black) of first-time in college full-time and part-time students who were enrolled in Texas community colleges during the 1999-2000 through the 2014-2015 academic years was included in these three investigations. Method A causal-comparative research design was used for this study. Archival data from the Texas Higher Education Coordinating Board Interactive Accountability System were downloaded and analyzed for the 1999-2000 through the 2014-2015 academic years. Findings Inferential statistical analyses revealed that over this time period, the percentage of Hispanic first-time in college full-time and part-time Texas community college students statistically significantly increased, whereas the percentage of White first-time in college full-time and part-time students statistically significantly decreased. No changes were noted with respect to either Black or Asian first-time in college full-time and part-time college students during this time period. Statistically significant increases were also present with respect to the percentage of Hispanic students (regardless of enrollment status) who were enrolled in Texas community colleges during this time period.Item Exploratory study on factors impacting job satisfaction among ethnic minority employees(2011-12) Koo, Lamont Bon-gul; Lewis, Kyle, 1961-; McCann, BruceAs organizations are being confronted with the pool of people seeking employment that are increasingly diverse in terms of ethnicity (Oerlemans et al. 2008), and as job satisfaction has been one of the important drivers for work-related well-being in employees, there have been a number of studies about job satisfaction among ethnic minorities (Spector 1997). Although there is a growing body of research on job satisfaction and ethnic minorities at work, there is still a paucity of studies regarding factors impacting job satisfaction among ethnic minorities specifically. The present study explores contributing factors impacting ethnic minorities’ job satisfaction, using qualitative method based on Motivator-Hygiene Theory (Frederick 1966, 2003) and Job Characteristics Theory (Hackman and Oldham 1976). Three Hispanic/Latino Americans and three Asian Americans, all workers in construction sites in Samsung semiconductor in Austin, Texas, were individually interviewed with open-ended questions by the author in the summer of 2010. Participants reported professional development opportunities and appropriate and well-deserved compensation as the main factors impacting job satisfaction, while heavy workload, not being recognized, time constrains, and stressful work environment were reported as factors in dissatisfaction. Family, personal goals and money were the three most important personal values that participants considered when making decisions about their career paths. It is important to continue to examine other predictors of and contributing factors to job satisfaction of ethnic minority employees, so that their employers and managers in the work place can form a better understanding of these populations and work effectively with them. It is also important to educate human resources professionals about ethnic minorities’ needs and how those needs can be met for work-related well-being.Item Exploring death experiences of Asian Indian international students in the United States: A descriptive phenomenological study(2006-05) Titus, Gayatri; Wampler, Karen S.; Wampler, Richard S.; Reid, Kary S.; Evans, LanceFor the fourth consecutive year, India remains the leading country of origin for international students in the United States with a total of 80,466 students presently studying in the U.S. (Institute of International Education, 2005). One of the most significant and personal challenges that may be faced by these Asian Indian international students is the death of a loved one when they are far away from home. This phenomenological study explored Asian Indian international students' experiences of losing a loved one in their country of origin while studying in the U.S. While philosophical foundations of Husserlian phenomenology were used to guide this study, Collaizi's phenomenological method was used in terms of analyzing participants' descriptions of their experiences of loss. Three in-depth interviews were conducted with each of the six Asian Indian participants and major thematic categories were identified. Eight thematic categories emerged from participants descriptions: (1) finding self in the position of an Asian Indian international student in U.S., (2) becoming bereaved, (3) debating between staying or going, (4) thinking about my loved one, (5) worrying about my other loved ones back home, (6) dealing with my loss, (7) messages from home, and (8) messages about asking for support for bereavement. In addition, themes, and sub-themes that emerged as part of these categories are also reported and discussed. Participants' descriptions offer insights into the dynamics that interplay when an Asian Indian international student in the U.S. loses a loved one in his/her home country. Results suggest that contextual factors such as financial resources, geographical distance, religion and rituals, academic commitments, and cultural contexts play important roles in the experience of bereavement. This study also situates participants' experiences within several theoretical frameworks on bereavement and offers implications for researchers, therapists, academicians, policy makers, and administrators. Finally, participants' reflections on their involvement in the study as well as the personal reflections of the researcher are presented.Item Exploring death experiences of Asian Indian international students in the United States: a descriptive phenomenological study(Texas Tech University, 2006-05) Titus, GayatriFor the fourth consecutive year, India remains the leading country of origin for international students in the United States with a total of 80,466 students presently studying in the U.S. (Institute of International Education, 2005). One of the most significant and personal challenges that may be faced by these Asian Indian international students is the death of a loved one when they are far away from home. This phenomenological study explored Asian Indian international students' experiences of losing a loved one in their country of origin while studying in the U.S. While philosophical foundations of Husserlian phenomenology were used to guide this study, Collaizi's phenomenological method was used in terms of analyzing participants' descriptions of their experiences of loss. Three in-depth interviews were conducted with each of the six Asian Indian participants and major thematic categories were identified. Eight thematic categories emerged from participants descriptions: (1) finding self in the position of an Asian Indian international student in U.S., (2) becoming bereaved, (3) debating between staying or going, (4) thinking about my loved one, (5) worrying about my other loved ones back home, (6) dealing with my loss, (7) messages from home, and (8) messages about asking for support for bereavement. In addition, themes, and sub-themes that emerged as part of these categories are also reported and discussed. Participants' descriptions offer insights into the dynamics that interplay when an Asian Indian international student in the U.S. loses a loved one in his/her home country. Results suggest that contextual factors such as financial resources, geographical distance, religion and rituals, academic commitments, and cultural contexts play important roles in the experience of bereavement. This study also situates participants' experiences within several theoretical frameworks on bereavement and offers implications for researchers, therapists, academicians, policy makers, and administrators. Finally, participants' reflections on their involvement in the study as well as the personal reflections of the researcher are presented.Item Honoring your family when they are miles away: family-of-origin factors affecting couple relationship satisfaction in Asian, Anglo, and Asian-Anglo couples(Texas Tech University, 2007-12) Ro, Hye-Sun; Wampler, Richard S.; Reifman, Alan; Wampler, Karen S.; Busby, Dean M.Using multiple group path analyses, existing models of family-of-origin, social contextual factors, and couple relationship satisfaction were revised and tested with 166 Asian, 264 Asian-Anglo, and 300 Anglo couples using the RELATE questionnaire. Couple was the unit of analyses. Results provided evidence for the applicability of these "Anglo" models with Asian and Asian-Anglo interracial couple relationships with some notable exceptions. In general, paths that were proven to be significant in Anglo population (e.g., parent-child relationship and parental marriage, parent-child relationship and relationship satisfaction) were also significant in Asian and Asian-Anglo population. Also, the paths from parents' support to relationship satisfaction were significant both in Asian and Anglo couple relationships. However, different from expectation, parent support was not a significant factor in predicting interracial couple relationship satisfaction. Further, although male parents' support was not a significant predictor of female relationship satisfaction, female parents' support was a significant predictor both for the male and female relationship satisfaction across the three groups, suggesting the importance of female parents' approval of the relationships in predicting both partner's relationship satisfaction. In addition, although the pathways from family violence history to parentchild relationship quality were significantly negative in mixed and Anglo couple relationships, the same paths were not significant but positive in Asian couples. Finally, different from some previous findings, religion was not a significant predictor of relationship satisfaction across the three groups. This finding argues for a more detailed examination of the way couples handle their religious similarities and differences. In order to provide culturally sensitive and competent services, marriage and family therapists should not only be aware of the different cultural characteristics but also respect the traditional values of specific cultures. Although this study is not free of limitations, the present study provides valuable information to the field of marriage and family therapy in that it examined the relationship dynamics of Asian Americans and Asian-Anglo interracial relationships. Future studies including acculturation/assimilation variables and ethnic origins of Asian American would be helpful in extending the cultural sensitivity of marriage and family therapists.Item Inequities in disciplinary alternative education program placements by ethnicity/race and economic status for Texas middle school students: A multiyear, statewide investigation(2017-05-05) Lopez, Edward L.; Slate, John R.Purpose The purpose of this journal-ready dissertation was to determine the extent to which differences were present in Disciplinary Alternative Education Program placement by student demographic characteristics for Grade 6, 7, and 8 students in Texas schools. In the first investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (i.e., Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 boys were examined. In the second investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (i.e., Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 girls were addressed. Finally, in the third study, the extent to which Disciplinary Alternative Education Program assignments differed by student economic status (i.e., Not Economically Disadvantaged, Moderately Poor, and Extremely Poor) for Grade 6, 7, and 8 students were determined. In each of these three articles, four years of Texas statewide data were analyzed. As such, this multiyear analysis permitted a determination of trends in the differential assignment of Disciplinary Alternative Education Program placements for Grade 6, 7, and 8 Texas students. Method A causal comparative research design was employed in this quantitative investigation in which four years of Texas statewide data were analyzed. All of the independent variables and the dependent variables had already occurred, thus precluding the possibility of controlling for any extraneous variables. Findings Results were remarkably consistent across all four school years and across all three grade levels. In each of the school years, Black boys and Black girls were assigned statistically significantly higher rates of Disciplinary Alternative Education Program placements than their Hispanic, White, or Asian peers. Hispanic boys and Hispanic girls also received statistically significantly higher rates of Disciplinary Alternative Education Program placements than their White and Asian peers. Regardless of ethnicity/race, students who were Extremely Poor had statistically significantly higher rates of Disciplinary Alternative Education Program placements than their peers who were Not Poor or who were Moderately Poor. The results of these studies were congruent with the existing literature regarding the presence of inequities in the assignment of Disciplinary Alternative Education Program placements.Item Investigating Diets of Asian Youth in the U.S. Using a Theoretical Framework(2012-07-16) Diep, CassandraChildhood overweight and obesity is a significant public health concern, especially among children of different racial and socioeconomic backgrounds. This dissertation provides insight into one such population: Asian youth in the U.S. Three studies - two literature reviews and one quantitative study - compose this dissertation, which aims to understand dietary behaviors of Asian-American youths using a theoretical framework. The first study is a systematic literature review of existing health education/promotion theories and models used to study eating/feeding practices for preschool-aged children. The main purpose of this study was to review and critique theories and constructs utilized in nutrition research on preschool-aged children, while also providing recommendations for strengthening theory utilization and diversifying nutrition research in the future. Forty articles were included, of which 43% had clear identification of theory/constructs and a strong theoretical framework. The most common finding was modeling's effect on children's dietary behaviors, followed by the relationship between parental restriction/control and children's dietary behaviors. The second study was a systematic literature review of dietary behaviors of children of Asian background in the U.S. The aims of this review were three-fold: (a) to review literature regarding Asian-American youths' dietary behaviors, (b) to critically evaluate the methodological quality of such research, and (c) provide recommendations for future nutrition-related research on Asian-American youths. Fifteen articles were included. Major findings included: (a) frequent consumption of milk, fruit, meat, unenriched white rice, vegetables, and high-fat and high-sugar items among Asian-American children and (b) acculturation's effect on Asian-American youths' dietary behaviors. The third study was an investigation of cognitive, behavioral, and environmental influences on dietary behaviors of Asian-American preschool-aged children on WIC using Social Cognitive Theory. Analyses included descriptive statistics and multiple linear regression on a sample of 68 Asian caregiver-child pairs in Texas. Results revealed consumption of 100% juices, fruits, vegetables, and white rice. In addition, adult fruit consumption frequency, adult potato consumption frequency, adult other vegetable consumption frequency, and outcome expectancies were statistically significant predictors of child's fruit and vegetable consumption. The findings from this dissertation will help nutrition education and health professionals culturally tailor obesity prevention programs for Asian Americans.Item Japan - the lasting effects of the Asian crisis(Texas Tech University, 2005-05) Fallin, Michael James; Rahnama, Masha; McComb, Robert P.In the 1980’s Japan was the second largest economy in the world that was experiencing growth and gains in assets that were greater than that of the U.S. However the recession that occurred in the late 1980s, along with the large impact felt by the Asian Crisis, Japan currently remains financially unstable. Monetary and fiscal policies that have been used to combat the problem remain unsuccessful as the economy continues to stagnate. Could this be due to inadequate policy, or is something else causing the economy to lag in the worlds longest recession? This thesis covers and explores the different factors that have effected this economy from a governmental, monetary, economic, and sociological standpoint in an effort to explain why Japan’s economy has still not recovered.Item Japan - the lasting effects of the Asian crisis(2005-08) Fallin, Michael James; Rahnama, Masha; McComb, Robert P.In the 1980’s Japan was the second largest economy in the world that was experiencing growth and gains in assets that were greater than that of the U.S. However the recession that occurred in the late 1980s, along with the large impact felt by the Asian Crisis, Japan currently remains financially unstable. Monetary and fiscal policies that have been used to combat the problem remain unsuccessful as the economy continues to stagnate. Could this be due to inadequate policy, or is something else causing the economy to lag in the worlds longest recession? This thesis covers and explores the different factors that have effected this economy from a governmental, monetary, economic, and sociological standpoint in an effort to explain why Japan’s economy has still not recovered.Item Malady of the "model minority": White racism's assault on the Asian American psyche(2009-05-15) Chou, Rosalind SueMy research is a qualitative study about the Asian American experience. Studies have shown that Asian Americans obtain high levels of educational attainment and household income, but these figures are misleading. Asian Americans are getting a lower financial return on their education compared to their white counterparts. They suffer higher rates of suicide and depression than all other racial groups. Little quantitative and no qualitative research exists addressing these issues. My research explores Asian American life experiences with a focus on what role systemic racism plays in their lives and how this connects to the health disparities. This analysis utilizes thirty-six in-depth interviews to discuss the types and frequency of racist events. Respondents revealed a plethora of discriminatory incidents and shared various coping strategies that they use to deal with the stress of discrimination and to combat future racism. The analysis concludes that the great efforts that Asian Americans go to in order to protect themselves from white racism are costly. Respondents have to combat feelings of isolation, inadequacy, and inferiority. The analysis also utilizes interview data to discuss the ways in which respondents attempt to conform to the white racial frame in hopes to find relief from discrimination. By conforming, some adopt negative racial stereotypes about themselves and other people of color. Even after going to great lengths to conform, interviewees still struggled with feeling excluded by whites. Eventually, some respondents became hopeless that they would ever be accepted. This work also explores alternative methods some Asian Americans are using to combat systemic racism. Some respondents revealed an alternate mindset to those who have chosen to conform to the white racial frame. This group of respondents challenged white racist ideologies, and some even discussed methods in which they actively resist in hopes to improve the racial situation for all Asian Americans. This work is an attempt to fill the large gaps in research about the unique Asian American experience. There has been no other similar analysis in the past. My data reveal the complexities of the Asian American experience and the need for further research.