超越 "模范少数族裔 "的神话：学生与辅导员的互动以及亚裔美国学生的大学入学率

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-06-28 DOI:10.1002/pits.23271

Jungnam Kim, Hyunhee Kim, Hong Ryun Woo, Ching‐Chen Chen, Sangmin Park

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引用次数: 0

摘要

由于 "模范少数族裔 "的神话，人们很少关注亚裔美国人（AA）学生的大学准备情况。本研究利用 2009-2013 年高中纵向研究的全国样本，考察了亚裔美国人学生与辅导员互动、学校联系和大学入学率之间的关联。结构方程建模的结果表明，学校联系完全调解了学生与辅导员互动和大学入学率之间的关联。本研究的结果表明，当 AA 学生在 9 年级与学校辅导员互动时，他们往往会感觉自己与学校的联系更加紧密，这反过来又会导致他们在 12 年级做出更多的大学入学决定。本研究还讨论了对学校专业帮助人员的启示。

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Beyond the model minority myth: Student–counselor interactions and college enrollment of Asian American students

Due to the model minority myth, scant attention has been given to the college preparation of Asian American (AA) students. Using the national sample of High School Longitudinal Study of 2009–2013, this study examined associations among student–counselor interactions, school connectedness, and college enrollment of AA students. The results of the structural equation modeling indicated that school connectedness fully mediated the association between student–counselor interactions and college enrollment. The findings from the current study suggest that when AA students interact with school counselors in the 9th grade, they tend to feel more connected to their school, which, in turn, leads to increased college enrollment decisions in the 12th grade. Implications for helping professionals in schools are discussed.

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.