This is an ethnic-, gender-, and generation-specific study, in which the psychosociocultural correlates of well-being for 129 second-generation Chinese American undergraduate females were examined. A 2 ϫ 2 multivariate analysis of variance indicated that first-generation college lower division students had higher model minority internalization and values adherence than their continuing-generation college lower division peers, whereas continuing-generation college upper division students had higher model minority internalization and values adherence than their first-generation college upper division peers, respectively. The psychosociocultural dimensions were interrelated with significant covariate roots per canonical correlations. Results of a hierarchical regression revealed that the psychological (perfectionism, self-esteem, coping), social (parental expectations, family support, model minority internalization), and cultural dimensions (values enculturation, values acculturation, environment, congruity) collectively accounted for well-being, with the psychological dimension accounting for the largest portion of the variance (self-esteem and problem-focused coping as the strongest positive predictors). Implications for student services personnel working with Chinese American female undergraduates are provided. What is the public significance of this article?This study directs scholars to take ethnic-, gender-, and generation-specific approaches to assess Asian American undergraduates' educational experiences. In particular, well-being for secondgeneration Chinese American undergraduate females involves beliefs about oneself, social support and expectations, and cultural values and context. The study also advances the idea that university administrators, advisors, and counselors who consider these elements along with generation to college and academic standing may be most attuned to students' educational experiences.
This is a culture-specific examination of Korean American undergraduates’ correlates of well-being that implemented a psychosociocultural approach (Gloria & Rodriguez, 2000) to assess the interrelated dimensions of self-beliefs (psychological), support and expectations of others (social), and personal and contextual values (cultural). Given the importance of intersectional- (i.e., self-identified gender, college generation, student standing) and values-informed explorations (Guan, Gloria, et al., 2020), the study assessed how Asian cultural values (emotional self-control, humility, collectivism, conformity to norms, and family recognition through achievement; Kim et al., 2005) informed the well-being of 221 Korean American undergraduates. Results revealed a 2 × 2 × 2 interaction of college generation, student standing, and self-identified gender (multivariate analysis of variance) and relationship patterns among the dimensions (canonical correlations) with cultural values emerging salient. The dimensions collectively accounted for 60.2% of variance for well-being with the psychological and social dimensions emerging as the strongest predictors. Implications for university personnel to support Korean American undergraduates’ well-being are discussed.
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