DISSERTATION ABSTRACTS

Karen Kurotsuchi Inkelas
(2000)

Demystifying the model minority: The influences of identity and the college experience on Asian Pacific American undergraduates' racial attitudes.

Center for the Study of Higher and Postsecondary Education, School of Education, University of Michigan, Ann Arbor.

ABSTRACT: This study examines the background and college experiences that influence Asian Pacific American (APA) students' racial attitudes. Drawing upon research on racial attitudes, racial/ethnic identity, and college impact theory, this study explores the changing views of APA college students concerning contemporary and controversial racial issues: support for affirmative action principles and practices; beliefs in American societal discrimination and inequality; and gains in APA racial/ethnic commitment.

This study emphasizes the complex sources and implications of the racial attitudes of APA students, who, as one of the fastest growing demographics in college enrollment, play an increasingly significant role in campus race relations.

The data for the study are from a longitudinal study of multiculturalism and diversity at a public Midwestern university that follows a sample of 184 APA students during college. Block-entry ordinary least squares regression analyses were employed to identify the student background characteristics, personal beliefs and racial/ethnic identification, and college experiences that influenced Asian Pacific American students' racial attitudes, and limited path analyses were conducted to test the direct and indirect relationships among key constructs and the four outcome variables.

Findings show that Asian Pacific American students' dominant ideological beliefs and racial/ethnic identification significantly influence their racial attitudes. APA students' skepticism about the dominant, or "American dream," ideology and an increased extent of racial/ethnic identification were associated with support for affirmative action measures and the belief that American society remains discriminatory and unequal.

Several college environments were found to influence APA students' racial attitudes as well. Majoring in humanities or social science fields, participating in campus coordinated diversity activities, informally conversing with friends on diversity topics, and perceiving the campus climate for interracial interaction to be negative were either directly or indirectly associated with support for affirmative action measures. In addition, APA participation in diversity-related activities was positively related to stronger racial/ethnic identification, and involvement in Asian-ethnic clubs was strongly associated with greater racial/ethnic commitment.

The results of this study underscore the necessity of understanding the complex forces that influence different students' racial attitudes in order to create inclusive and effective diverse college environments.