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11 – 20 of over 62000There is a paucity of research on Asian American women's progress in higher education as faculty. This chapter contextualizes Asian American women as “Other” faculty who because…
Abstract
There is a paucity of research on Asian American women's progress in higher education as faculty. This chapter contextualizes Asian American women as “Other” faculty who because of their race, gender, and presumed “foreigner” background are not seen as normal faculty. In disrupting traditional student–faculty relations where White males are considered normal and hold positions of power, Asian American women as women faculty of color are subject to being contested in the classroom. I examine here their classroom experiences with attention to student resistance and faculty agency through critical feminist, race, and intersectionality frameworks.
The study is based on a secondary data analysis of qualitative studies on Asian American women's classroom experiences in predominantly White institutions. It finds that students of all racial/ethnic and gender backgrounds may resist their faculty role, oftentimes through uncivil behaviors. Students hold racial, gender, and ethnocentric stereotypes and biases of their teaching capabilities and course offerings. Teaching race–gender–class–nation courses can contribute to lower or mixed course evaluations. In claiming their rightful place, Asian American women faculty seek to make a difference through student-centered learning, innovative pedagogy, and new curricula that prepare students for a diverse and global society. They demonstrate their authenticity, authority, and agency in the ways they navigate challenging classroom situations and serve as role models for all students and faculty.
This study aims to explore Asian American students’ identities and their perceptions about who they are within the Midwestern American high school setting.
Abstract
Purpose
This study aims to explore Asian American students’ identities and their perceptions about who they are within the Midwestern American high school setting.
Design/methodology/approach
A naturalistic inquiry (Lincoln and Guba, 1985) is employed in this qualitative study. Naturalistic inquiry assumes that reality is constructed by individuals, and there exist multiple realities as diverse people experience teaching and learning (Glesne, 1999). It is characterized by natural settings (the schools), natural language (language actually used by students and teachers), responsiveness to concerns and issues of stakeholders (what is important to students and teachers) and collaborative checks on trustworthiness.
Findings
The study finds that the participants all identify themselves as students, while they perceive differently on their racial/ethnic and cultural identity. They have employed a variety of strategies to negotiate with their dynamic, multiple and sometimes contradictory identities when confronted with challenges and opportunities within different social contexts.
Research limitations/implications
The limitations of my study lie first in a small number of participants. Eight Asian American students do not represent the heterogeneous Asian American groups in the USA. More students would provide different perspectives and experiences in the study. The time for conducting this study is another limitation. Longer period on the research sites would provide thicker descriptions.
Practical implications
There are implications for educational practice and future research to help understand the diversity among Asian American students and to find ways to integrate accurate and comprehensive information related to Asian Americans into the curricular with critical reflection upon the issues of race, ethnicity, culture and identity.
Originality/value
This study will enrich the current literature on Asian American education because there is currently limited research in this area. It will give voices to Asian American students and contribute to a better understanding of how both students and teachers are responding to the challenges faced in many schools as demographics change. It will also have implications for teacher education and encourage awareness in this field that might affect future educational practices and policies.
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Since health behaviors of elderly Asian Americans are often underreported, the study, based on the health behavioral model (Andersen’s model), was to examine if there is a…
Abstract
Since health behaviors of elderly Asian Americans are often underreported, the study, based on the health behavioral model (Andersen’s model), was to examine if there is a reciprocal relationship between healthcare utilization and health outcomes, and how social characteristics play their role in this relationship between US-born and foreign-born elderly Asian Americans.
Using structural equation modeling, this research examined the proposed hypotheses which consisted of direct and indirect effects among health outcomes, healthcare utilization and social characteristics, as well as the disparities of the effects between US-born and foreign-born elderly Asian Americans (65 + ). A sample size of elderly Asian Americans was divided into a US-born group (N = 1,305) and a foreign-born group (N = 4,902) from the National Health Interview Survey (NHIS) 1998–2012. Health outcomes consisted of current health status and health change. Healthcare utilization included general doctor visit, ER, and mental health professional visit. Social characteristics of population included predisposing characteristics (such as age, sex, marital status, and region of residency) and enabling resources (such as education, family size, and family income).
Results from the study indicated that first, there was a reciprocal relationship between health outcomes and healthcare utilization for both groups. Second, predisposing characteristics had a direct effect on health outcomes, and enabling resources had an indirect effect on health outcomes via healthcare utilization. In addition, living in the West had both direct and indirect effects on health outcomes. Third, regarding disparities of the effects between both groups, the US-born elderly are more likely to attain health benefits from healthcare utilization and their social characteristics than the foreign-born. As a result, the interactive relationship between health outcomes, healthcare utilization, and social characteristics, as well as disparities of healthcare outcomes through health utilization and social characteristics for elderly Asian Americans is highlighted.
First, due to the design of NHIS, this research was limited to fully present the needs and more characteristics of elderly Asian Americans. This shows the great need for a large scale, representative study for health behaviors of elderly Asian Americans. Second, in the dataset, the study was limited to explore health behaviors of elderly Asian Americans into each Asian ethnic subgroup. Since the culture of Asian Americans is heterogeneous, it is recommended that future research can explore differences and commonalities of the health behaviors between Asian subgroups. Third, based on the health behavioral model and the design of the dataset, this study was limited to illustrate variations of life experiences between both groups. These differences regarding their needs and desires for healthcare services and health outcomes can become an important foundation for service providers and policy makers to provide appropriate services that improve the quality of the later lives of elderly Asian Americans.
First, the study applied the health behavioral model and proved that the effect of healthcare utilization and social characteristics on health outcomes is greater for the US-born elderly Asian Americans than for the foreign-born. Second, this study confirmed that the healthcare services in US society are still beneficial for the health outcomes of elderly Asian Americans. Third, the study found that when family is used to explain the social behaviors of elderly Asian Americans, researchers need to be more careful to identify various family factors in accordance to its dynamics, such as interpersonal relationship, material supply, and emotional support.
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Muhammad Jawad Haider, Maqsood Ahmad and Qiang Wu
This study examines the impact of debt maturity structure on stock price crash risk (SPCR) in Asian economies and the moderating effect of firm age on this relationship.
Abstract
Purpose
This study examines the impact of debt maturity structure on stock price crash risk (SPCR) in Asian economies and the moderating effect of firm age on this relationship.
Design/methodology/approach
The study utilized annual data from 432 nonfinancial firms publicly listed in six Asian countries: China, Hong Kong, Japan, Singapore, Pakistan and India. The observation period covers 14 years, from 2007 to 2020. The sample was categorized into three groups: the entire sample and one group each for developing and developed Asian economies. A generalized least squares panel regression method was employed to test the research hypotheses.
Findings
The results suggest that long-term debt has a significant negative influence on SPCR in Asian economies, indicating that firms with high long-term debt experience lower future SPCR. Moreover, firm age negatively moderates this relationship, implying that older firms may experience a more pronounced reduction in SPCR due to high long-term debt. Finally, firms in developed Asian economies with high long-term debt are more effective in mitigating the risk of a significant drop in their stock prices than firms in developing Asian economies.
Originality/value
This study contributes to the literature in several ways. To the best of the researcher’s knowledge, this is the first of such efforts to investigate the relationship between debt maturity structure and crash risk in Asia. Additionally, it reveals that long-term debt influences SPCR directly and indirectly in Asia through the moderating role of firm age. Lastly, it is likely one of the first studies by a research team in Asia to compare the nonfinancial markets of developed and developing Asian countries.
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