Graduation Year

Spring 2013

Document Type

Campus Only Senior Thesis

Degree Name

Bachelor of Arts

Department

Asian American Studies

Second Department

Psychology

Reader 1

Linus Yamane

Reader 2

Sheila Walker

Reader 3

Sharon Goto

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Terms of Use for work posted in Scholarship@Claremont.

Rights Information

© 2013 Catherine S. Wong

Abstract

The present study sought to examine Asian American college stress and school satisfaction for Claremont Colleges students. Participants completed a survey which will include four measures: Attitudes Toward Professional Help-Seeking (Halgin, Weaver, Edell & Spencer, 1987), modified Social Support Scale (Duran, Oetzel, Lucero, Jiang, Novins, Manson, & Beals, 2005), College Student Stress Scale (Feldt, 2008), the School Satisfaction Scale (Butler, 2007), and questions about the participant’s involvement in race-based, and non-race-based organizations and mentoring programs. Asian Americans are unsupported because of their academic performance and thus receive less institutional support (Kiang & Lee, 1993). The stigma of mental health problems is significantly and negatively related to attitudes toward professional help seeking in the Asian American community (Masuda & Boone, 2011). Race-based organizations and mentoring programs facilitate adjustment to college through providing a community and ways to explore one’s identity (Kim, Goto, Bai, Kim, & Wong, 2001; Museus, 2008). It was expected that attitudes toward help seeking and support would be significantly different between Asian Americans and Whites. It was expected that involvement in ethnic-/race-based organizations and mentor programs would mediate the relationship between demographics and satisfaction, support and stress. Results revealed significantly different attitudes toward help seeking between Asian Americans and Whites. Involvement in race-based organization and mentoring program predicted school satisfaction. Involvement in a race-based mentoring program predicted stress. Implications of this study are discussed in relation to literature, clinicians, and on-campus support services.

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