Examining the Ethnic Identity and Academic Performance of Fourth-Generation Japanese 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

Research shows that with each generation and the more “American” Asians in the United States become, the less successful they are in school (Bankston & Zhou, 2002). More specifically, research indicates that Japanese Americans are less academically successful with each ensuing generation as they assimilate into the dominant culture (Hirshman & Wong, 2001). On the contrary, a strong ethnic identity can positively affect academic performance despite the generation (Wakefield & Hudley, 2007). While Japanese Americans have a small established community comprised of third, fourth, and fifth generation descendants, ethnic identity remains strong for some as they balance mainstream culture and that of their national heritage. The strength of their ethnic identity may be influenced by the ethnic ties they have with the community, family, and institutions in addition to the historical relationship with the dominant society and location in the United States (Lee, 2006).

Research on generational studies of Asian-Americans and the impact of ethnic identity on schooling experiences/academic achievement is limited. Furthermore, current research on generational studies of the ethnic identity of Japanese Americans is limited to the third generation. Separately, very few studies have focused on the academic achievement of Japanese Americans.

Ethnic identity is a salient feature of emerging adults, impacted by the ties to community, family, and societal forces. In addition, history adds a significant dimension to ethnic identity formation. Strong ethnic identity promotes self-esteem and positive social adjustment in school which is linked to academic achievement (Wakefield & Hudley, 2007). Conversely, a weak ethnic identity is correlated to low self-esteem, low social adjustment, and low academic motivation and therefore linked to low achievement.

The theoretical framework for this pilot study is largely based on Phinney’s (1990) work on the role of ethnic identity in adolescents and adults; Matsuo (1992) who maintains ethnic identity is both primordial and circumstantial in the identificational assimilation of Japanese Americans; and Wakefield & Hudley (2007), who support the notion that “a strong, positive ethnic identity benefits adolescent mental health and academic success” (p. 147). By bridging these three ideas, a more detailed ethnic group specific model is created, reflecting the unique and multi-layered dimensions of ethnic identity formation.

Knowing the importance of ethnic identity development and its impact of academic achievement among minority college age students, this research paper will examine the ethnic identity and academic performance of fourth generation Japanese American college students. Findings suggest that ethnic identity remains strong despite generational status and the academic achievement of Japanese Americans continues to persist despite the difference in parental expectations.

Qualitative data was acquired and analyzed for themes that support or impact academic achievement. This paper has been reviewed for the protection of human subjects and approved by IRB.

Author

• Lorine Erika Saito, Claremont Graduate University