Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Joyce Barry, Ed.D.

Second Advisor

Shaireen Rasheed, Ed.D.

Third Advisor

Paula Lester, Ph.D.

Abstract

This quantitative retrospective study examined predictors of resilience among East Asian American adults reflecting on their K-12 educational experiences of stereotype-related stress. Guided by Asian Critical Theory (AsianCrit), Ethnic Identity Theory, Resilience Theory, and Quantitative Critical Race Theory (QuantCrit), the study investigated whether ethnic identity and parental maintenance of heritage culture during K-12 schooling predicted adult resilience. Participants (N = 207) completed validated measures of ethnic identity (MEIM; Phinney, 1992; Roberts et al., 1999), parental maintenance of heritage culture subscale (AAPRES; Juang et al., 2016), stereotype-related stress (MMM Scale, Thompson & Kiang, 2010; Perpetual Foreigner subscale, Liang et al., 2004), and resilience (RS-14; Wagnild, 2009). Hierarchical multiple regression tested compensatory and protective models. Ethnic identity significantly predicted resilience (β = .183, p = .010), supporting H1a. H1b, H2a, and H2b were not supported. MMM stress positively predicted resilience in both models (β = .184 and β = .215), interpreted through Zimmerman's (2013) premise that risk is the default context in which resilience develops. Findings underscore the importance of supporting ethnic identity development during K-12 as a foundation for long-term resilience outcomes for East Asian American students.

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