Narrative Study of Vietnamese American Male Students: Equity, Access, and Retention on the Campus of San Francisco State University

Critical race theory applies to all ethnic groups and creates a social hierarchy. Asian Americans are an extremely diverse group of the American population comprising over 40 various sub groups. The Vietnamese American sub group population, which has grown in numbers since the 1970s, has still been met with the stereotype of the "model minority." The purpose of this study was to use the narrative experience of recent Vietnamese American male San Francisco State University alumni to examine how the underserved population is able to gain equity, access, and retention.;Using the narrative voices of six men from the Vietnamese American population on topics of equity, access, and retention rates will give insight into the path many Vietnamese American males must navigate within higher education system. The reflective voices and stories of recent male alumni of San Francisco State University who self-identified as Vietnamese Americans will allow enrollment management professionals insight into this underrepresented minority group.;Each of the personal narratives is from a participant who lives within the local service area of San Francisco State University and is a student who enrolled as a first- time freshman and an upper division transfer student. Participants for the study shared a saturated narrative of experiences pertaining to family support, pre-higher education preparation, and educational goals.;Areas of family support include family expectations, obligation, culture, and assimilation of each participant in how they interpreted who they are as individuals. In conjunction with family support, pre-higher education preparation influenced participant perceptions and motivations. Pre-higher education influences were explained via peers, family, and professional counseling in each participant's life. Once enrolled and working toward a bachelor's degree, the participants were challenged with regard to self- confidence and by internal and external pressures while working toward educational and career goals.;Conclusions found via the participant narratives were centered on the lived experiences regarding cultural obligation and expectations of being the first in the family to attend college. Motivation to navigate internal and external obstacles was a fundamental quality in having success in higher education. Much family support and many family influences involved expectations relating to a college-going culture within the home, which gave participants a feeling of needing to attend college. Retention and ix college success would be built, not just on individual motivation, but in conjunction with building a support network of peers, staff, and faculty.