Park, JulieDr. Julie Park - Assistant Professor, Department of Educational Leadershiphttp://hdl.handle.net/2374.MIA/51432024-03-29T11:37:44Z2024-03-29T11:37:44ZRace and the Greek system in the 21st Century: Centering the voices of Asian American women.Park, Juliehttp://hdl.handle.net/2374.MIA/43792014-09-02T19:28:22Z2009-11-13T15:15:47ZRace and the Greek system in the 21st Century: Centering the voices of Asian American women.
Park, Julie
This study examines both the presence and absence of Asian Americans in a
sorority system at a predominantly White institution in the Southeastern U.S.
Using critical race theory to analyze interviews with eighteen Asian American
college women, half of whom belonged to sororities and half who did not, the
study asks the following questions: How do Asian American women both inside
and outside Greek life view sororities? Are sororities a site where race still
matters? How do Asian American women recognize the role of race or downplay
its significance in their perceptions of sororities?
2009-11-13T15:15:47ZTaking Race into Account: Charting Student Attitudes towards Affirmative ActionPark, Juliehttp://hdl.handle.net/2374.MIA/43782014-09-02T19:28:30Z2009-11-13T15:01:56ZTaking Race into Account: Charting Student Attitudes towards Affirmative Action
Park, Julie
This paper examines student attitudes towards affirmative action over 4 years of college. Asian American and Latino/a students were more likely than White students to disagree strongly or somewhat with abolishing affirmative action after 4 years of college. A studentà ¢ s attitude towards the policy as a first-year student, peer group influence, and political orientation were significant predictors of student attitudes of affirmative action during the fourth year of college. The findings suggest that while college plays some role in shaping affirmative action attitudes, its influence is somewhat limited in comparison to the background traits and attitudes that students bring to college.
2009-11-13T15:01:56ZAsian American College Students and Civic EngagementPark, Julie J.Lin, Monica H.Poon, Oiyan A.Chang, Mitchell J.http://hdl.handle.net/2374.MIA/43772014-09-02T19:28:44Z2009-11-13T14:58:03ZAsian American College Students and Civic Engagement
Park, Julie J.; Lin, Monica H.; Poon, Oiyan A.; Chang, Mitchell J.
This chapter centers Asian American young adults within a discussion
about civic engagement by highlighting findings from 35
years of data on Asian American college freshmen. It will also address
future directions for Asian American undergraduate student
civic engagement, taking immigration and population trends into account.
Calling attention to Asian American civic engagement within
the college context achieves at least two main goals. First, it will help
scholars, practitioners, and policy makers move beyond racial stereotypes
of this group and consider their complete college experiences, including their involvement outside the classroom. Doing so will
help facilitate efforts to develop curricular and co-curricular practices
that can better serve the learning and development of this fast-growing
population in higher education. Second, examining these patterns
of civic engagement will shed light on how Asian American
students, as part of the future of our nation, are positioned for greater
participation in a democratic U.S. society.
2009-11-13T14:58:03ZAttitudes and Advocacy: Understanding Faculty Views on Racial/Ethnic DiversityPark, Julie J.Denson, Nidahttp://hdl.handle.net/2374.MIA/43762014-09-02T19:28:53Z2009-10-08T18:04:16ZAttitudes and Advocacy: Understanding Faculty Views on Racial/Ethnic Diversity
Park, Julie J.; Denson, Nida
Diversity has been a hot-button issue in higher education
for the past several decades (Chang, Witt, Jones & Hakuta,
2003). A significant portion of research has been dedicated to how students
experience the campus racial climate (Hurtado, Milem, Clayton-
Pederson, & Allen, 1998; Rankin & Reason, 2005), their views on policies
such as affirmative action (Sax & Arredondo, 1999), and how they
participate in diversity-related activism (Rhoads, 1998). However, less is
known about how faculty feel about diversity policies on their campuses,
how important they think diversity is to undergraduates, and their
own commitments to fostering a diverse environment (Flores & Rodriguez,
2006; American Council on Education, 2000).
Faculty play a critical role in the life of the university. They design
and teach the curriculum, conduct research that advances the existing
knowledge base, and set guidelines that determine many of the standards
for their campuses. They make up the body from which department
heads, deans, and college presidents come from. Trustees may serveterms, students cycle in and out, but once tenured, faculty are there to
stay. Because faculty play such a sustaining role in the life of the university,
it is essential to better understand their attitudes towards diversity,
especially in a time period where policies geared towards increasing access
to higher education for students of color continue to be challenged
(Chang, et al., 2003).
In order to better understand faculty attitudes towards diversity,
specifically racial/ethnic diversity, we created a composite variable that
taps into a variety of faculty attitudes towards diversity including their
commitments to promoting racial understanding and their views on the
role of diversity in undergraduate education. We refer to this variable
throughout the study as à à à ¢ Diversity Advocacy.à à à ¢ The purpose of the study
is to examine how Diversity Advocacy varies within subsets of faculty,
as well as to identify predictors of faculty attitudes regarding diversity.
2009-10-08T18:04:16Z