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Of Chinatowns and Ethnoburbs: A Quantitative Ethnographic and GIS Approach to Asian American Students' and Families' Perceptions on Race-Conscious Admissions
Of Chinatowns and Ethnoburbs: A Quantitative Ethnographic and GIS Approach to Asian American Students' and Families' Perceptions on Race-Conscious Admissions
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104809
- ISBN
- 9798293802616
- DDC
- 378
- 저자명
- Sun, Jonathon.
- 서명/저자
- Of Chinatowns and Ethnoburbs: A Quantitative Ethnographic and GIS Approach to Asian American Students and Families Perceptions on Race-Conscious Admissions
- 발행사항
- [Sl] : University of Pennsylvania, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 184 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-03, Section: A.
- 주기사항
- Advisor: Dache, Amalia Z.
- 학위논문주기
- Thesis (Ph.D.)--University of Pennsylvania, 2025.
- 초록/해제
- 요약Debates on race-conscious admissions in higher education often portray Asian Americans as aligning with white students' interests; however, many Asian Americans support race-conscious policies (Ramakrishnan, 2014). While past studies have examined Asian Americans' perspectives on race-based admissions through various frameworks (Museus et al., 2019; E. Park et al., 2022; O. Poon, 2024; O. Poon et al., 2016), no study has yet analyzed these positions through a geographic lens. This study addresses this gap by comparing Philadelphia, a traditional urban ethnic enclave, and West Windsor-Plainsboro, a growing ethnoburb, using 32 participant interviews (16 from each community). First, this study explores how school racial demographics, educational experiences, and community engagement shape students' views on affirmative action, employing GIS methods such as Local Indices of Spatial Analysis (LISA) combined with qualitative GIS approaches. Next, it utilizes Epistemic Network Analysis (ENA) to examine how school district culture influences Asian American perceptions of race-conscious policies. Findings indicate that Philadelphia participants emphasize racial equity despite some participants in South Philadelphia focusing on merit, while West Windsor-Plainsboro students focus on individual achievement and meritocratic ideals. Finally, ENA with K-means clustering identifies four distinct groups among participants: (1) those who prioritize individual merit, (2) those who cautiously engage with race-conscious policies, (3) racial equity advocates, and (4) suburban participants concerned about merit-based fairness. This dissertation introduces new quantitative ethnographic and spatial methodologies to deepen our understanding of Asian American perspectives on race-conscious admissions. Examining geographic context highlights the role of local boundaries, community engagement, and lived experiences in shaping racial and educational discourse. These findings underscore the need to move beyond simplistic narratives, emphasizing the importance of regional diversity and policy environments in shaping Asian American perspectives on race-conscious admissions.
- 일반주제명
- Higher education
- 일반주제명
- Education policy
- 일반주제명
- Asian American studies
- 일반주제명
- Ethnic studies
- 키워드
- Asian Americans
- 기타저자
- University of Pennsylvania Education
- 기본자료저록
- Dissertations Abstracts International. 87-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
■007cr#unu||||||||
■020 ▼a9798293802616
■035 ▼a(MiAaPQ)AAI32166754
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378
■1001 ▼aSun, Jonathon.
■24510▼aOf Chinatowns and Ethnoburbs: A Quantitative Ethnographic and GIS Approach to Asian American Students' and Families' Perceptions on Race-Conscious Admissions
■260 ▼a[Sl]▼bUniversity of Pennsylvania▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a184 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-03, Section: A.
■500 ▼aAdvisor: Dache, Amalia Z.
■5021 ▼aThesis (Ph.D.)--University of Pennsylvania, 2025.
■520 ▼aDebates on race-conscious admissions in higher education often portray Asian Americans as aligning with white students' interests; however, many Asian Americans support race-conscious policies (Ramakrishnan, 2014). While past studies have examined Asian Americans' perspectives on race-based admissions through various frameworks (Museus et al., 2019; E. Park et al., 2022; O. Poon, 2024; O. Poon et al., 2016), no study has yet analyzed these positions through a geographic lens. This study addresses this gap by comparing Philadelphia, a traditional urban ethnic enclave, and West Windsor-Plainsboro, a growing ethnoburb, using 32 participant interviews (16 from each community). First, this study explores how school racial demographics, educational experiences, and community engagement shape students' views on affirmative action, employing GIS methods such as Local Indices of Spatial Analysis (LISA) combined with qualitative GIS approaches. Next, it utilizes Epistemic Network Analysis (ENA) to examine how school district culture influences Asian American perceptions of race-conscious policies. Findings indicate that Philadelphia participants emphasize racial equity despite some participants in South Philadelphia focusing on merit, while West Windsor-Plainsboro students focus on individual achievement and meritocratic ideals. Finally, ENA with K-means clustering identifies four distinct groups among participants: (1) those who prioritize individual merit, (2) those who cautiously engage with race-conscious policies, (3) racial equity advocates, and (4) suburban participants concerned about merit-based fairness. This dissertation introduces new quantitative ethnographic and spatial methodologies to deepen our understanding of Asian American perspectives on race-conscious admissions. Examining geographic context highlights the role of local boundaries, community engagement, and lived experiences in shaping racial and educational discourse. These findings underscore the need to move beyond simplistic narratives, emphasizing the importance of regional diversity and policy environments in shaping Asian American perspectives on race-conscious admissions.
■590 ▼aSchool code: 0175.
■650 4▼aHigher education
■650 4▼aEducation policy
■650 4▼aAsian American studies
■650 4▼aEthnic studies
■653 ▼aAffirmative action
■653 ▼aAsian Americans
■653 ▼aEpistemic Network Analysis
■653 ▼aGeographic information systems
■653 ▼aMeritocratic ideals
■690 ▼a0745
■690 ▼a0458
■690 ▼a0343
■690 ▼a0631
■71020▼aUniversity of Pennsylvania▼bEducation.
■7730 ▼tDissertations Abstracts International▼g87-03A.
■790 ▼a0175
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358919▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
