Organized after-school activities and Asian American high school students' Asian American identity and Asian American racial identity ideological values.

Abstract

The present study qualitatively examined how Asian American college students thought their participation in organized after-school activities during high school was related to their Asian American identity and Asian American racial identity ideological values. Semi-structured qualitative interviews were conducted with 25 Asian American-identifying undergraduate students (80% female, 96% U.S.-born) enrolled in a 4-year, public university in Southern California. Thematic analysis, employing both inductive and deductive approaches, identified two key mechanisms through which Asian American college students thought organized activities helped them understand their Asian American identity: (1) exposure to same and different ethnic-racial peers and activity staff, and (2) ethnic-racial socialization. Additionally, students identified that some activities supported their engagement with Asian American racial identity ideological values-Asian American unity, interracial solidarity, and transnational critical consciousness-through peer interactions and intentional activity content. Findings highlight how organized activities may serve as meaningful spaces for ethnic-racial identity development among Asian American college students, including their engagement with Asian American racial identity ideological values. The current findings not only contribute to theories on ethnic-racial socialization but also have practical implications for organized activities of all types to support and affirm Asian American college students' ethnic-racial identity and identity ideological values.