What it means to fail : exploring how the model minority makes sense of academic struggles in college

Abstract

This study examined how eight Asian American undergraduate students made sense of academic difficulties while pursuing a degree in the health professions at a highly selective, private, research university. Interpretative phenomenological analysis (IPA) was the research methodology used to qualitatively explore the problem. A psychosocial student development model geared towards Asian American college students was applied as the theoretical lens for designing the study. This study demonstrated that Asian American students are under tremendous pressure to achieve academically and are held to strict criteria for defining success due to family expectations and social stereotypes such as the model minority designation. The study confirmed that parents are highly influential in the academic affairs of their college-aged children, which is largely attributed to their own struggles as immigrants and their pursuit of the American dream. Encountering an academic setback and jeopardizing their chance to fulfill their familial duty was a deeply unsettling and disorienting experience for the participants. The study revealed that failing a course resulted in a phase of debilitating emotional distress, which was followed by a period of coping, reflection, identity development, and the reevaluation of future plans. An important finding from this study is that the participants felt unsupported within their home and college environments during times of academic difficulty, suggesting that universities should rethink their approach to working with Asian American students and making their services more tailored to the needs of this unique population. Encouraging reflection and engaging Asian American students in positive advising relationships with empathetic faculty and staff members are also recommended.