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Date of Graduation
8-16-2025
Semester of Graduation
Summer
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
First Advisor
Tiffany Hornsby
Second Advisor
Tammy Gilligan
Third Advisor
Yu Bao
Abstract
Most research regarding Asian American adolescents’ high school experiences have been quantitative in nature, leaving out the nuances of their lived experiences. While quantitative data is important to gather measurable, objective data from a larger sample of people, qualitative data is also important to add depth and humanness to participant responses. Thirty-two Asian American young adults participated in a mixed methods study that consisted of a survey and optional focus group, aiming to explore the impact of the internalization of the model minority stereotype (MMS), ethnic identity, and representation of racially and ethnically minoritized teachers on their high school experiences. Participants were also asked about their hopes for supports for current and future Asian American high school students. The survey consisted of questions about participants’ perception of the MMS, ethnic identity in high school, academic expectations stress in high school, and sense of belonging in high school. The focus group took on a narrative approach in which participants shared their experiences through storytelling. The survey data were analyzed through a series of linear regressions, while the focus group data were analyzed using thematic analysis approach. No significant findings were found from linear regression analyses; however, six themes emerged from the focus group discussion: assumptions, internal conflict, social pressure, underrepresentation, family, and projected aspirations. These themes can provide information for schools and school psychologists to advocate for and develop appropriate supports for Asian American high school students.
Keywords: Asian American, high school, adolescents, experiences, model minority, ethnic identity, supports
