How Asian American students experience campus culture in their first year attending a rural, primarily White institution (PWI)

Abstract

Asian Americans are a diverse population and represent the fastest growing population in the United States with increasing demographic representation in the Southern United States. Additionally, they represent the highest percentage of college enrollees. However, there is a paucity of research documenting the experience of Asian American college students. Exploring how Asian American students experience college culture, eleven self-identified Asian American students were asked to reflect on their first-year experience at a rural, primarily White institution. Utilizing Kodama, McEwen, Liang, and Lee’s Asian American student development model along with Kuh and Love’s cultural framework of Tinto’s propositions from his model on institutional departure, findings reinforced prior theories on identity development and successful transitions to the college environment. Findings show, despite experiencing subtle and overt discrimination their first year, all students eventually developed a sense of belonging to the institution. Nine of eleven cited intersections of diversity activities as the reason for this progression, either through involvement in cultural clubs/student centers, diverse classroom settings, or perceived university commitment to inclusion. However, only four students were involved in ethnic affinity groups their first year with a few more joining their second year. A model is proposed that describes those developing their identity engage in social systems of the institutional experience, while those developing purpose focus on the academic systems of the institution. Multicultural services professionals should maintain outreach efforts across the studentship continuum and target not only first-year students but all students since engagement can occur at any time and is fundamental to feeling part of a community. Additionally, the university commitment to diversifying impacted the composition of the student body and provided some with a sense of belonging. This practice should continue as belonging enhanced the Asian American college student experience.