Examining a higher education racial project in Arizona: The associations of racial identity on Asian American academic outcomes

A secondary data analysis of survey data from 206 Asian American students at a university in Arizona was completed to examine the correlates between racial identity and academic outcomes. Research literature shows a positive correlation between racial identity and academic outcomes, but studies on Asian Americans in higher education primarily focus on their psychological well-being and utilization of mental health services, rather than academics. Because reports on educational outcomes typically reference national aggregate mean scores, studies on racial identity and educational outcomes for Asian Americans are limited, focus on their relative success and do not address the diversity of the group across numerous factors. As a result, the myth of Asian Americans as the model minority persists. In the past few years, several national organizations have sought to debunk these myths to ensure that stakeholders better understand this diversity and provide necessary support services. Despite relatively high levels of achievement, the study of racial identity in Asian American students is critical to understanding how it impacts their success and identifying those at risk.;Racial identity was measured by Luhtanen and Crocker and their four measures of Collective Self Esteem. Utilizing Omi and Winant's Racial Formation Theory to frame the study, results suggest that variance in academic outcomes was attributed to the student's nativity status (if they are a U.S. citizen) and that U.S. born students are more likely to perceive choices in their future educational and occupational goals.