Peer and Parental Influence: The Impact on Filipino American College Students

• In Event: Roundtable Session 80
  In Roundtable Session: Using Multiple Lenses for Examining Asian Americans Navigating Bicultural Experiences in Higher Education Contexts

Abstract

Filipino Americans comprise the second largest Asian ethnic group in the United States with the majority being immigrants or children of immigrants. The “Americanization” and English proficiency of immigrant Filipinos due to U.S. colonization of the Philippines enhances their understanding of the American college system and allows them easier access to resources that can assist their children in navigating the college process. Of particular significance are the social networks of Filipino American parents and their children which serve as valuable resources for college-related information and support.

The educational experiences of college students are influenced considerably by parental practices and peer groups. For Filipino Americans and Asian Americans in general, parental influence and academic success go hand-in-hand. In many Asian American families, a child’s academic success becomes a family achievement rather than an individual achievement (Fuligni, Yip, & Tseng, 2002). Peer groups have proven to be a central influence on a student’s college experience and can also affect student retention, decision-making, and learning in college (Astin, 1993; Tinto, 1995).

This study examines the impact of peer group interactions and parental practices on Filipino American college students’ adjustment and success. I use Social Capital Theory to explore the influence of parents and peers throughout college (Coleman, 1988, 1990). The data were drawn from one-on-one interviews of current Filipino American college students throughout California. The use of Social Capital Theory illustrates the significance of information passed on to Filipino American college students regarding how to successfully navigate college. This knowledge from parents and peers assists many Filipino American college students as they face the academic and non-academic challenges of college life.

Parental influence and peer group interactions have a considerable impact on Filipino American students’ college adjustment and success. Parental support for their children's academic success is apparent in the opportunities that parents provide for their children as well as the verbal and nonverbal messages they convey about the importance of education. The students who were interviewed for this study often chose to befriend those who were like-minded in their academic motivation. This peer support and interaction proved to be central to the students’ academic and non-academic success.

This study adds to the limited information available about Filipino American students and their experiences in college. While there is great value in the networks and information parents and peers provide, Filipino American college students would further benefit from additional support and resources from college staff and faculty.

This paper has been reviewed for protection of human subjects and approved by the Claremont Graduate University Institutional Review Board.

Author

• Jennifer Jimenez Marana, Claremont Graduate University