UCLA

This mixed-methods dissertation examined Filipino American adolescents’ experiences in high school. Study 1 examined Filipino American adolescents’ experiences of model minority stereotypes (MMS), including their internalization of MMS, the extent to which they believe that others stereotype them as model minorities, and how their experiences of the MMS relate to their racial-ethnic identity and quality of relationships at home and school. Study 2 examined how experiences of the MMS were associated with Filipino American adolescents’ academic achievement (i.e., GPA and educational expectations) and psychological maladjustment, and what individual (e.g., attributions for success/failure), family (e.g., parent-child relationship quality, family cohesion and conflict) and school-level (e.g., teacher and peer relationship quality) factors moderated this relationship. Finally, Study 3 focused on describing the experiences of students exhibiting the achievement-adjustment paradox (i.e., high academic achievement and psychological maladjustment) to shed light on the consequences of pervasive MMS. Guided by the integrated conceptual framework for understanding the development of Asian American children and youth (J. Mistry et al., 2016), overall results from this dissertation suggested that Filipino American adolescents’ developmental outcomes are influenced by their experiences of the MMS and social relationships within home and school contexts. To support the positive development of Filipino American adolescents, efforts should be aimed at combatting pervasive MMS and fostering positive family, peer, and school-based relationships.