Preliminary Research and Summation #1

Blog #5

1. Parent-Child relationship in Vietnamese immigrant families

Research question: How does migrating to America affect Vietnamese immigrant’s parent-child relationship?

In this study, they tested five hypotheses:

• The parent-child relationship between Vietnamese-born students and their parents will be less favorable than American-born students.
• Vietnamese-born students will describe themselves in less favorable terms than will American-born students.
• The parents of Vietnamese-born students will report less social support and more stress-related symptoms than will the parents of American-born students.
• Vietnamese-born students will predict less favorable student views of the quality of parental relationships than will American-born students.
• Because Vietnamese parents have different expectations for their male and female children, a greater degree of parent-child conflict will be reported by the Vietnamese-born male student group than by any other student group.

Method: 49 Vietnamese-born and 124 American-born college students who attended Intro to Psychology course were asked to complete a set of questions in class to determine if they experience differences in their family relationships based on where they were born and how that affects their psychology and personality. They also mailed out questionnaire packets to 50 parents of Vietnamese-born students and 173 parents of American-born parents who agreed to do this research. Each package provides a consent form and an explanation of the study. All documents sent to Vietnamese parents were translated into Vietnamese to avoid confusion. The overall ethnic-racial mix of the student sample was generally like the mix at the university where the research took place. The study measured the parent-student relationship, generalized support perceptions, and considered other personal characteristics using the Quality of Relationship Inventory (QRI) scale, which includes Acceptance, Social Support, and Conflict and Parental Bonding Instrument (PBI) scale, which included Care and Overprotective. Students were asked to complete two QRIs for one of each parent.

Result: The study proved all their hypotheses; however, researchers recognized the limitation of this study, so their results would not be representative of the whole population. To summarize this research, there is an association between immigration experience and the quality of parent-child relationships. Future research on this topic is needed to investigate this topic further. Other results suggest that Vietnamese-born students feel more pressure to please their parents and are likelier to try harder in school. They are also described as marginal in terms of the cultural self-identity (Dinh et al., 1994).

Summary: I found this research fascinating, the psychology behind the conflicts between different generations trying to adapt to new lives in America, and how it affects their relationships. This study is a valuable source for my thesis research because knowing that their parent-child relationships are more likely to be less optimistic explains how the children would not want to communicate or take advice from their parents about their education. That would make it harder for them to decide on college opportunities because they don’t know whom they should go to for education and career advice.

2. Southeast Asian American Culture: Not the “Model Minority.”

Topic: Explain the misconception about Southeast Asians in America

Hypotheses: Southeast Asians are not the “Model Minority.”

Method: Using census data to determine the success rate of Southeast Asians in the academic setting compared to other ethnic groups in America.

Result: Compared to their peers from East Asian countries, Southeast Asian Americans face many difficulties in achieving formal education due to language barriers, discrimination, systematic miscommunication, and isolation from schools. The “model minority” myth about Asian American community should be addressed and dismissed so that students can get the support they need to be successful in their educational journey. The author also suggests four ways to improve this problem:

• “Disaggregate and disseminate more data” to better understand the needs and challenges Southeast Asian students have.
• “Promote Southeast Asian American studies, courses, and personnel” to motivate students to do better at school and reduce discrimination by exposing others to accurate information about Southeast Asians.
• “Support community organizations” to promote academic success.
• “Create new systems of financial and technical support” to motivate students to achieve their academic goals.

(Yang, 2004)

Summary: This article provides some objective reasons Vietnamese students face more challenges in school than their peers and suggests potential solutions for this problem. They are great suggestions, and I can incorporate them into my thesis project.

3. Know Family, Know Self: Exploring the influence of family on Vietnamese American college students’ experiences

Research question: How do family influence and impact the college experiences of Vietnamese Americans? (This research focuses on second-generation children of refugee parents and not the Vietnamese refugees identifying themselves as immigrants.)

Hypothesis: Students’ personal and psychosocial development are influenced directly by their family and culture

Method: This study used the qualitative method to “highlight the individual essence, experiences, perspectives, and unique stories of Vietnamese American college students (VACS).” Six male Vietnamese American first-time college students were involved in this study. Individual semi-structured interviews were conducted using “questions focusing on pre-college experiences, family dynamics, and college experiences” (Lê & Ramrakhiani, 2021). The researchers used an 8-step data analysis process via a three-cycle coding process.

Result: This study confirms a continued parent-child intergenerational conflict in younger Vietnamese Americans. However, it has been improved. Even though they are more likely to come to their siblings for emotional support, these students also report a higher degree of intellectual and emotional support from their parents. There are intergenerational gaps due to differences in degrees of acculturation and assimilation, but it is not significant. They all express the intention to financially support their family as part of the traditional Vietnamese family culture. Attending college is expected because their culture highly values academic and career success. Children understand the war’s negative impact on their parents, shaping their personalities and view of life. Participants also stress the importance of having an Asian community on campus to increase their sense of belonging in the providently White environment. Being the minority negatively impacts their academics, attendance, sense of worth, and overall well-being, which further marginalizes them from the rest. They express the desire to have more representation and the need to feel more supported within the school (Lê & Ramrakhiani, 2021).

Summary: This study concluded some findings, such as how high academic expectations create conflicts between parents and their children and how Vietnamese American students identify themselves culturally. Authorities might use this to better understand and support Vietnamese Americans for a more inclusive college experience. What I found interesting about this study was that these students have a more positive parent-child relationship than the previous research and that traditional values still hold to younger generations. Despite being the second generation, they still experience differences and disadvantages from their college peers. It shows the need to create a more inclusive and supportive environment for minority students in higher educational institutions.

4. Factors affecting academic performance of first-year university students:  A case of a Vietnamese University

Topic: Finding out the core factors affecting and motivating the academic performance of first-year college students

Hypothesis: Identifying the possible reasons first-year students find college challenging can help increase academic achievements

Method: This study used a literature review and focused group discussions with students and professors from various Vietnamese universities. Four hundred three first-year students from thirteen majors and seven departments were asked to choose from a list of challenges they faced, elaborate on the results, and add any missing factors to the list. The research also conducted demographic questions to learn about their background and influences.

Result: Among the seven factors proposed for this research, the result showed that professors’ teaching style, course structure, learning conditions, and professors’ knowledge of the subjects are the ones that most affect students’ academic achievement. Professors who provide an inspiring, positive, and well-structured learning environment will create more interest in students and produce a more favorable outcome in first-year students’ academic results. Knowing their course structure and sequence benefits students’ educational planning. Well-structured courses providing foundation knowledge and skills help students learn complex concepts later. The physical condition of the institutions can influence student achievement. Schools with better-equipped infrastructures provide students healthy learning environment, hence encouraging them to spend more time studying. Professor’s knowledge of their teaching subjects affects students’ academic achievement because first-year students need more support in learning the foundation knowledge they would need later. However, we need to be cautious with this factor because students might be unable to evaluate their professors’ credentials. All this information help universities improve their courses, curriculum, teaching, and learning practices to motivate students’ academic success. (Le et al., 2020)

Summary: This study was conducted 100% on Vietnamese students. Although they are Vietnamese immigrants, they can share similarities in their psychologies and thought processes in the higher education learning experience as Vietnamese immigrant college students. I believe this is information to factor into my projects.

5. Learning about Academic Ability and the College Dropout Decision

Topic: Reasons for the college dropout of students from low-income families

Hypothesis: The dropping out rate in first- and second-year college students relate to grade performance.

Method: This study surveyed 325 low-income college students at different time points of the school year. Questions focused on how much time they spend on certain college-related activities, such as hours spent studying and sleeping, their belief in their majors, and how much effort they thought they would need to versus how much they put in. They perform a series of equations for possible variables based on the data collected.

Result: The dropout decision depends on students’ GPA and belief in future GPA. On average, students are over-optimistic about their grades at the beginning of their first year. Students didn’t expect to spend as much time as they needed. As a result, their final phase suffered from it. Their finding shows that 40% of all college dropouts relate to students learning about their academic ability. This is due to a misunderstanding about college in high school. This study suggested focusing on the importance of pre-college preparation so students have a better perception of how much effort they should put into their schooling. (Stinebrickner & Stinebrickner, 2012)

Summary: The result of this research is exciting to me. However, it makes sense that being over-optimistic can be a solid reason to drop out of college. Suggesting giving students more information about the college is needed and would be very useful. This is something I can use as part of my problem-solving process.

6. Reproduction of educational disadvantage? Examining the Bachelor’s Degree attainment, college GPA, and graduate degree plan of non-native English-speaking (NNES) students

Research questions: Do NNES students differ from their peers in selected college experiences, bachelor’s degree attainment, college GPA, and graduate degree plan?

Hypothesis: NNES students have more disadvantages in achieving their goals through the educational system compared to their native speaker (NSP) peers.

Method: This study used data from the Wabash National Study of Liberal Arts Education, comprising 46 four-year colleges spreading around the U.S. Participants were incoming first-year full-time undergraduate students. Over 16,000 completed the first round of questionnaires regarding their language background, demographic information, high school experiences, pre-college academic performance, and other pre-college information. The same students were surveyed again in the spring semester of their fourth year with questions about their experiences, perceptions, educational aspiration, fourth-year GPA, and graduation status. Only 6,237 students responded to the follow-up data collection, which is 37.3% of the original number. Valuable data were collected from 4,364 participants, including 261 NNES students and 4,103 NES students.

Result: NNES students reported significantly lower levels of close relationships with faculty and satisfying relationships with peers than NES students. They experience more difficulties making friends and are likelier to work while attending college than NES. Regarding the three outcomes of bachelor’s degree attainment, college, GPA, and graduate plan, there is no significant difference between NNES and NES. However, NNES students were likelier to obtain higher GPAs than their NES peers. This study presented that NNES students tend to be less likely to be engaged academically and socially because of their language and cultural background, having more responsibilities to their families, and being obliged to work to support themselves and their families financially. College cost, lack of English skills, life stress, and unfamiliarity with financial aid and scholarship resources are other factors affecting their college experiences. However, because NNES students consider college and graduate degrees as their pathway to gain success, they try hard for their academic results. Studies show that immigrants have more academic resilience to get better grades and have a better life (Liu et al., 2022).

Summary: This research provides solid reasons and data to explain why NNES experience more difficulties in college than NES students. They also suggest ways to improve NNES students’ experience through school support and programs designed to support students’ networking, advising, and social and academic ventures since these students might not have family members to give them advice regarding educational subjects.

7. What Factors influence Vietnamese students’ choice of university?

Topic: Factors influencing Vietnamese students’ choice of the university under the effects of globalization and education reform.

Hypothesis:

• Marketing influences students’ choice on choosing a school
• Certain factors affect students differently based on their gender and level of study
• The results will have similarities and differences in the Vietnamese context compared to other contexts.

Method: A quantitative survey was completed by 1,124 recently graduated college students in Vietnam. Questions focus on relationships and social marketing that affect their college decision-making process and demographic background. Participants were asked to leave their names anonymous.

Result: There are nine factors influencing the students’ choices. Facilities and services such as libraries, computer labs, entertainment facilities, health services, online access to lectures, on-campus accommodation, and career guidance were the most critical factor. Next is the program the school offer, tuition cost, offline information (touring, handbook, contact with alums), other people’s opinions about the school, online information (websites, social networks, and forums), ways of communication (emails, phone calls, direct mails, etc.), program additions (size of class, diversity, class schedule, international student exchange opportunities), and finally, advertising. This study suggested considering all nine factors to attract potential students. Some factors play more important roles than others, depending on the student’s gender and study field level (Dao & Thorpe, 2015).

Summary: This research expands my knowledge about essential factors affecting Vietnamese students’ decision to choose a school. Even though it was conducted in a Vietnamese geographic context, it is still valuable to my project because it reflects Vietnamese students’ psychology. Applying this information to Vietnamese students in the U.S should not be too different.

8. Complicating the Image of Model Minority Success: A review of Southeast Asian Education

Topic: Discussing the misconception of the “Model Minority” among Southeast Asians in America

Method: Literature research on the education of Southeast Asian American students.

Result: Although this is not a research paper, it provides a literature review of why some Southeast Asian students may achieve high status in the educational category. In contrast, others might even drop out of school. The positive cultural values inherited from their families are the main factors that help Vietnamese students succeed. Education is highly valued and respected among the Vietnamese. Their success is also a result of their ability to adapt to their new lives while maintaining their cultural values. The older generation also constantly reminds their children about their sacrifice and that it is up to them to take advantage of school and better themselves. Despite all that, there is still evidence of struggle among the Vietnamese youth. Parents don’t spend time attending school functions, meeting with their teachers to discuss their children’s progress, or working on homework with their kids. This, combined with high expectations from the parents and intergenerational conflicts, puts much pressure on their children. Many of them cannot handle this pressure and decide to drop out of school. The language barrier also contributes to this. Since the parents cannot speak English well, their children are responsible for being translators, communicating with teachers, and dealing with authorities. The parents lose their power over their children, and children make decisions about their education independently instead of taking advice from them. This paper confirmed that many difficulties Vietnamese student face in school is related to family problems (Ngo & Lee, 2007).

Summary: Due to the purpose of my project, I only focus on the Vietnamese American student group mentioned in this paper. Like other research, this review confirms some factors that positively and negatively affect academic achievement among Vietnamese American students and suggests future research on this topic can better support Vietnamese American students in the school, which I can use for my project. They also mention how gender and systematic racism can affect their ability to be a success, and this can be something I can look more into.

9. Dancing, Google, and fish sauce: Vietnamese students coping with Australian universities

Topic: Examining the language, academic, and socio-cultural concerns of Vietnamese international students and how they overcome them

Method: Individual in-depth semi-structured interviews were conducted to provide students a chance to narrate and elaborate on their experiences. 24 students agreed to join this study. They were asked background information and open-ended questions about their challenges while studying abroad.

Result: The main challenges international students encounter are language, academic, cultural difficulties, and socio-cultural differences. Oral communication is a significant barrier for most undergraduate and master’s students, while reading, writing, and working with supervisors are the biggest challenges among Ph.D. students. Coming from a culture where students tend to depend on the teacher, they need to adapt to a context where they are expected to take the initiative to talk to their professor. Some students mentioned being “shocked” by their professors or supervisors’ responses, which can explain how they were unprepared for a new teaching and learning method. Students also stressed the importance of accommodating and coping mechanisms they developed. Racial abuse and discrimination were reported as one of the problems Vietnamese students faced. Students did not feel included in a dominantly White society. However, they find ways to feel less isolated by networking with other international students. Overall, this study reported that unmet expectations made the learning experience more difficult for Vietnamese students. This study acknowledges the limitation of only 24 participants studying in Sydney, Australia.  More than half of them have experience studying abroad in a different country, which is not common among international students (Nguyen & Pennycook, 2018).

Summary: While researching for this project, there is not much research on Vietnamese students in the U.S. specifically, so I turned to other studies from Western countries. Although international students are more prepared and have higher English levels, they still face many difficulties while studying abroad. The common challenges are the language barriers and social and cultural differences between the student’s home country and the host country. Something new I found from this study is how the different teaching and learning method affects Vietnamese students and their academic achievements.

10. Surfing the “model minority” wave of success: How the School context shapes distinct experiences among Vietnamese youth

Topic: Examine and challenge the model minority stereotype’s among Vietnamese-born high school students.

Hypothesis:

• Asian culture promotes education.
• Asians aim to achieve higher academic achievements to improve their social status and mobility.
• Asians do well in school because they see future growth opportunities.

Method: Twenty-seven Vietnamese students of Chinese descent agreed to join the study. Researchers spent two years observing their day-to-day student-student and student-teacher interactions, interviewing students and teachers, and collecting documents. These students went to a low-income and racially diverse student body high school, which represents the larger community.

Result: This study suggested that immigrant minorities react better toward school to achieve higher social status. Vietnamese people think they have better opportunities to be successful in the U.S. than in their home country, so they try to take advantage of that. Vietnamese students’ social and academic identity was shaped through their schooling experience. Students have different opinions about the model minority stereotype. Some use that to their advantage, while some see it as a pressure. Lack of cultural capital (“a form of value associated with culturally authorized tastes, consumption patterns, attributes, skills, and awards”) is also a repetitive reason mentioned in other research. (Conchas & Pérez, 2003). “Cultural reproduction posits that since people possess different levels of knowledge, skills, and resources, those with more cultural capital have the advantage of reproducing their privileged social positions. Specifically, the cultural capital explanation asserts that schools are organized to favor the norms, values, and knowledge of White, middle- class society” (Bourdieu & Passeron, 1977).

Summary: There are many similarities between this study and other studies about Vietnamese American students, such as how they feel pressure from their families to be successful and how family responsibilities become a burden to them. Not all Asians are high achievers, and many need additional educational assistance.

References:

Conchas, G. Q., & Pérez, C. C. (2003). Surfing the “model minority” wave of success: How the school context shapes distinct experiences among Vietnamese youth. New Directions for Youth Development, 2003(100), 41–57.

Dao, M. T. N., & Thorpe, A. (2015). What factors influence Vietnamese students’ choice of university? International Journal of Educational Management, 29(5), 666–681. https://doi.org/10.1108/IJEM-08-2014-0110

Dinh, K. T., Sarason, B. R., & Sarason, I. G. (1994). Parent-child relationships in Vietnamese immigrant families. Journal of Family Psychology, 8, 471–488. https://doi.org/10.1037/0893-3200.8.4.471

Lê, E. N. Y., & Ramrakhiani, S. H. (2021). Know Family, Know Self: Exploring the Influence of Family on Vietnamese American College Students’ Experiences. JCSCORE, 7(1), 83–116. https://doi.org/10.15763/issn.2642-2387.2021.7.1.83-116

Le, H. T. T., Nguyen, H. T. T., La, T. P., Le, T. T. T., Nguyen, N. T., Nguyen, T. P. T., & Tran, T. (2020). Factors Affecting Academic Performance of First-Year University Students: A Case of a Vietnamese University. International Journal of Education and Practice, 8(2), 221–232.

Liu, J., Pascarella, E. T., Wang, Q., Fu, J., & Wang, S. (2022). Reproduction of Educational Disadvantage? Examining the Bachelor’s Degree Attainment, College GPA, and Graduate Degree Plan of Non-Native English-Speaking Students. Journal of Language, Identity & Education, 0(0), 1–14. https://doi.org/10.1080/15348458.2022.2079512

Ngo, B., & Lee, S. J. (2007). Complicating the Image of Model Minority Success: A Review of Southeast Asian American Education. Review of Educational Research, 77(4), 415–453.

Nguyen, B. T. T., & Pennycook, A. (2018). Dancing, Google and fish sauce: Vietnamese students coping with Australian universities. Asia Pacific Journal of Education, 38(4), 457–472. https://doi.org/10.1080/02188791.2018.1493981

Stinebrickner, T., & Stinebrickner, R. (2012). Learning about Academic Ability and the College Dropout Decision. Journal of Labor Economics, 30(4), 707–748. https://doi.org/10.1086/666525

Yang, K. (2004). Southeast Asian American Children: Not the “Model Minority.” Future of Children, 14(2), 127–133.