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"Museus, Samuel D"
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Understanding the Relationship between Culturally Engaging Campus Environments and College Students’ Academic Motivation
Low rates of college completion are a major national dilemma, and one way in which college campuses can increase degree attainment rates is by fostering higher levels of academic motivation among students. This study analyzed the relationship between culturally engaging campus environments and growth in college students’ academic motivation. The survey data from a sample of 704 undergraduates enrolled at a public four-year university on the East Coast were analyzed. Bivariate correlations indicate that all nine indicators of culturally engaging campus environments were correlated with stronger academic motivation. When controlling for demographic and high school variables, cultural validation and humanized environments were directly and positively associated with growth in academic motivation. However, post hoc analysis reveals that cultural familiarity, culturally relevant knowledge, cross-cultural engagement, and collectivist orientation were all indirectly associated with motivation gains through cultural validation. The implications of this study for research include the need for research that analyzes these relationships with larger samples from more diverse institutions and utilizes methods that support stronger causal claims. Implications for practice include the importance of maximizing students’ access to culturally engaging environments and ensuring that they are designed with anti-deficit approaches that validate students’ backgrounds and identities to enhance academic motivation.
Journal Article
The Impact of Culturally Engaging Campus Environments on Sense of Belonging
Low rates of student persistence and degree completion are a major concern of colleges and universities across the United States. It is therefore important for higher education researchers, policymakers, and practitioners to better understand how to maximize the success of higher education's increasingly diverse undergraduate populations. This article's investigation aims to increase knowledge of how campus environments shape students' sense of belonging in college. The article will briefly discuss the evolution of scholarly theory and discourse on college student success. Next, provide a synthesis of existing literature on the impact of campus environments on sense of belonging in college. Then, offer an overview of the Culturally Engaging Campus Environments (CECE) Model of college success, which seeks to explain the ways in which particular aspects of institutional environments influence sense of belonging and other important student outcomes in postsecondary education. In the remainder of the article, focus on the analyses of the relationship between culturally engaging campus environments and sense of belonging in college will be presented.
Journal Article
“We Really Have to Come Together”: Understanding the Role of Solidarity in Asian American College Students’ Social Justice Activism and Advocacy
Structural oppression continues to be one of the most pressing problems in U.S. society, and college students have always played a major role in addressing systemic inequities. Yet, much remains to be learned about the experiences of students advocating social justice in higher education, and there is a paucity of research on Asian American students involved in such efforts. This study sought to understand how Asian American undergraduates understand the role of solidarity in social justice work. The authors analyzed interviews with Asian American students engaged in social justice activism and advocacy in the Midwest. Findings show that participants recognized interconnected realities among oppressed communities, centered solidarity in social justice work because of this recognition, and utilized intersectional approaches to integrate solidarity into social justice activism and advocacy. Implications for future research and practice are discussed.
Journal Article
Relative Racialization and Asian American College Student Activism
In this qualitative study, Samuel D. Museus analyzes how relative racialization processes and their dynamics shape Asian American college students' racial justice activism. The findings from his qualitative interviews with activist Asian American undergraduates reveal how these students perceived relative racialization processes as raising barriers to their racial justice efforts. Specifically, they saw these forms of racialization as promoting racialized comparisons and competition among communities of color involved in racial justice activism and as leading to the marginalization of Asian Americans in racial justice agendas--which reinforced internalized racism that inhibited racial justice work within this population.
Journal Article
The Role of Ethnic Student Organizations in Fostering African American and Asian American Students' Cultural Adjustment and Membership at Predominantly White Institutions
Over half of all racial/ethnic minority students matriculating at 4-year colleges fail to graduate within 6 years. One explanation for those low graduation rates is minority students' inability to find membership in the cultures and subcultures of their respective campuses. This study was focused on understanding the role of ethnic student organizations in fostering minority students' adjustment to and membership in the cultures of a predominantly White institution. Data analyzed from individual interviews conducted with 12 African American and 12 Asian American students indicate that ethnic student organizations constituted critical venues of cultural familiarity, vehicles for cultural expression and advocacy, and sources of cultural validation for participants. Implications for future research and practice are discussed.
Journal Article
The Continuing Significance of Racism in the Lives of Asian American College Students
Asian Americans are one of the most misunderstood populations in higher education, and more research on this population is warranted. In this investigation, authors sought to understand the range of ways that Asian American students experience racism on a daily basis in college. They analyzed data from 46 individual, face-to-face qualitative interviews with Asian American undergraduates at 6 4-year postsecondary institutions around the nation, and 9 themes emerged from the data. Specifically, Asian American participants reported experiencing the following forms of racism in college: (a) racial harassment, (b) vicarious racism, (c) racial isolation, (d) pressure to racially segregate, (e) pressure to racially assimilate, (f) racial silencing, (g) the perpetual foreigner myth, (h) the model minority myth, and (i) the inferior minority myth. Implications for future research and practice related to Asian American students in higher education are discussed.
Journal Article
The Impact of Campus Environments on Sense of Belonging for First-Generation College Students
First-generation students (FGS) face significant disparities in persistence and degree completion (Ishitani, 2016). [...]the model assumes the four exogenous predictors are correlated with each other, and all five predictor and mediating variables directly influence students' sense of belonging. [...]our data did not include long-term persistence and completion variables, and the findings do not permit us to draw conclusions about the connections between students' perceptions of campus environments and their degree attainment. [...]the results highlight the value of utilizing statistical procedures that account for complex relationships among various elements of campus environments.
Journal Article
Toward an Anti-Imperialistic Critical Race Analysis of the Model Minority Myth
Over the past three decades, many higher education scholars have engaged in efforts to counter the stereotype that Asian Americans achieve universal and unparalleled academic success. While most of these scholars adopt an anti-oppression approach, some researchers have claimed that this literature reinforces oppressive deficit paradigms. To understand this conflict in existing literature, the current authors utilize an anti-imperialistic approach to analyze scholarship on the model minority myth. The current analysis reveals little evidence that research on the myth reinforced hegemonic deficit thinking. Instead, authors find that scholars largely utilized complex and multifaceted antideficit approaches, challenged dominant essentialist model minority frames, engaged in strategic (anti-)essentialism to navigate complex pan-racial contexts, and reframed the myth to achieve diverse purposes that speak to different audiences. Several implications for conducting critiques of literature reviews and future research on the myth are discussed.
Journal Article
Unpacking the Complex and Multifaceted Nature of Parental Influences on Southeast Asian American College Students' Educational Trajectories
This article reports on a study that examined the ways in which parents influence the educational trajectories of Southeast Asian American (SEAA) undergraduates at four-year institutions. Individual, face-to-face interviews with 34 SEAAs were conducted and analyzed. Findings illustrate the complex and multifaceted ways that parental influences shape SEAA educational trajectories.
Journal Article