ORCID

https://orcid.org/0000-0002-6761-5523

Date of Award

Fall 2024

Language

English

Embargo Period

11-20-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational and Counseling Psychology

Program

Counseling Psychology

First Advisor

Hung-Bin Sheu

Committee Members

Myrna L. Friedlander, Susan D. Phillips

Keywords

STEM career development, Asian American students, social cognitive career theory, familial support, first-year college students, generation status

Subject Categories

Counseling Psychology | Educational Psychology | Higher Education | Race and Ethnicity

Abstract

This study, based on Social Cognitive Career Theory (SCCT; Lent et al., 1994, 2000), investigated the role of familial support in the STEM career development of Asian American college students. Participants included 446 first-year undergraduate students who identified as Asian or Asian American and had not declared an academic major. Due to multicollinearity, four initial familial support variables—instrumental assistance, career-related modeling, verbal encouragement, and emotional support—were regrouped into two: performance motivation (instrumental assistance and verbal encouragement) and career mentoring (career-related modeling and emotional support). Structural equation modeling showed acceptable fit for a modified model, and the results partially supported the hypothesized paths. Findings indicated that career mentoring, but not performance motivation, was directly and positively associated with STEM coping self-efficacy. No direct relation was found between the support variables and STEM outcome expectations, but career mentoring indirectly influenced outcome expectations through enhanced coping self-efficacy. Neither STEM coping self-efficacy nor outcome expectations had significant direct relations with STEM interest. Performance motivation, but not STEM interest, was directly related to STEM goals. Participants’ generation status was controlled for in all structural analyses. Gender could not be tested as a moderator due to anomalies in the gender analyses, which prevented a credible interpretation of findings related to gender differences. Due to the unique characteristics of the present sample recruited for this study, caution was implicated in interpreting the results and recommending future research. Despite the limitations, the results provided some suggestions about how mental health professionals and educators might develop more effective interventions to support Asian and Asian American students in their pursuit of STEM careers.

License

This work is licensed under the University at Albany Standard Author Agreement.

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