The Diversity and College Readiness of Asian American and Pacific Islander Students

• In Event: Roundtable Session 4
  In Roundtable Session: Increasing Access for Asian Pacific Islander American Students: The Challenge of College Readiness

Abstract

Overgeneralizations of Asian American and Pacific Islander (AAPI) students as model minorities – or a monolithic group that achieves universal and unparalleled academic success – continue to permeate national discourse (Museus & Kiang, 2009; Suzuki, 2002). This stereotype has been debunked by a significant amount of research that examines the ethnic diversity and disparities in attainment that exist within the AAPI category. However, empirical inquiries that shed light on other types of diversity and disparities within the AAPI population and research that specifically examines disparities in other outcomes among AAPIs are difficult to find.

Given the aforementioned realities, more scholarship that advances knowledge about diversity and disparities in a variety of educational outcomes, such as college readiness, within the AAPI population is warranted. The purpose of this paper is to utilize nationally representative data to examine inequalities in college readiness among AAPI students in high school. Nationally representative data from the Educational Longitudinal Study (ELS: 02/06) is examined to test significant differences in math and reading readiness (i.e., preparedness in math and reading) across geographic, linguistic, generational, and socioeconomic subgroups within the AAPI high school senior population. Standardized test scores are used to measure math and reading readiness and descriptive statistics, t-test, and analyses of variance (ANOVAs) are utilized to examine differences in scores across the aforementioned subpopulations.

Findings illustrate several disparities in math and reading readiness. For example, AAPIs from urban and rural backgrounds exhibited significantly lower math and reading scores than their suburban counterparts. AAPIs with parents who did not attend and earn a degree in college had scores significantly lower math and reading scores than those who reported at least one parent with a college degree. Finally, those from low socioeconomic backgrounds had significantly lower math and reading scores than their more affluent peers.

The findings have several implications for research and policy, a couple of which are outlined herein. Regarding research, although scholars have analyzed ethnic disparities in attainment among AAPIs, this analysis demonstrates the importance of scholars examining other types of disparities (e.g., socioeconomic, geographic) in a variety of outcomes. Future research, therefore, could examine such disparities in educational aspirations and expectations, academic performance, academic motivation, and other outcomes. Regarding policy, this examination underscores the need for policymakers to invest in constructing programs and practices that help foster greater readiness among AAPIs who are on the pathway to college.

Authors

• Samuel D. Museus, University of Denver

• Nida Rinthapol, University of California, Los Angeles