Eunyoung Kim

Predictors of Academic Procrastination in Asian International College Students

This study examined the relationships among acculturative stress, coping styles, self-efficacy, English language proficiency, and various demographic characteristics as predictors of procrastination behavior in Asian International students (N = 255) studying in the United States. Results of multiple logistic regression indicated that a collective coping style, avoidant coping style, academic self-efficacy, and English language proficiency were the significant predictors of academic procrastination in non-Indian Asian international students. Implications for college student affairs professionals and researchers are addressed.

When Social Class Meets Ethnicity: College-Going Experiences of Chinese and Korean Immigrant Students

Successful educational outcomes among Asian American college students often obscure the challenges and nuanced educational experiences of Asian immigrant ethnic groups. Therefore, the aim of this study was to better understand the college‑going experiences of Chinese and Korean immigrant students by examining the relationship between these students’ college decisions and their parents’ expectations and involvement. Results indicate that parental expectations and involvement are deeply related to college enrollment decisions and extend influence well into the academic careers of these students after entry into college. The study reveals both differences and commonalities in parental involvement across ethnicity and social class.

Korean Students’ Acculturation Experiences in the U.S.

This chapter aims to explore the adjustment experiences of Korean undergraduates at an American university and to look at how the negotiation between homeland culture and host culture influences adjustment experiences. By challenging ideas of one-sided assimilation that assume international students simply accept the language, cultural norms, and practices of their host country, this chapter is grounded in the theoretical perspective that students and institutions interact with one another and therefore influence each other in a variety of ways. This chapter suggests that possessing a sense of self in cultural, social, and historical contexts and negotiating a positive sense of self in the host culture are critical aspects of Korean students’ adjustment experiences when studying abroad. Korean students often struggle to navigate the academic systems of their host university, and these experiences are intensified by their perceptions of “not belonging” to the institution. Therefore, additional attention should be paid to providing adequate support services and programming to promote these students’ acculturation experiences and college success.