This study investigated the relationship between racial identity, using the constructs of collective racial esteem (CRE), and resilience on LSE for a diverse sample of 2,223 Asian American college students, using data from the Multi-Institutional Study of Leadership, a national survey of college outcomes. Structural equation modeling was used to explore the relationship between CRE and Resilience, as well as Non-Discriminatory Climate and Identity-based Experiences, on LSE. The model was tested for invariance for gender as well as for five Asian American ethnic groups (Chinese, Indian/Pakistani, Korean, Filipino, and Vietnamese).
Confirmatory factor analyses demonstrated that the 4-item CRE subscales were not a good fit for the sample, and thus were modified for use in the structural model. Results of the structural model showed the positive influence of Private CRE and Public CRE on Resilience, the negative influence of Identity Salience and Nondiscriminatory Climate on Resilience, and the strong positive influence of Resilience on LSE. No exogenous variables had a significant, direct effect on the outcome of LSE, though it was demonstrated that Resilience served as a mediator.
The structural model was a good fit for both men and women, as well as the five ethnic groups tested. The model was invariant by gender. However, the five separate ethnic group models looked different from each other in the strength and significance of model paths, suggesting different influences on the development of Resilience and LSE by ethnic group.
Implications for research include: (a) the need to use CFA to thoroughly test the psychometrics of scales when used with Asian American populations; (b) the importance of disaggregating Asian American data by ethnic group to more appropriately understand college experiences and outcomes. Implications for practice include the importance of: (a) fostering Resilience to help develop LSE; (b) attending to the development of racial (and possibly ethnic) identity in leadership development; and (c) understanding differences among Asian American ethnic groups.
","abstract_html":"<p>This study investigated the relationship between racial identity, using the constructs of collective racial esteem (CRE), and resilience on LSE for a diverse sample of 2,223 Asian American college students, using data from the Multi-Institutional Study of Leadership, a national survey of college outcomes. Structural equation modeling was used to explore the relationship between CRE and Resilience, as well as Non-Discriminatory Climate and Identity-based Experiences, on LSE. The model was tested for invariance for gender as well as for five Asian American ethnic groups (Chinese, Indian/Pakistani, Korean, Filipino, and Vietnamese).</p><p>Confirmatory factor analyses demonstrated that the 4-item CRE subscales were not a good fit for the sample, and thus were modified for use in the structural model. Results of the structural model showed the positive influence of Private CRE and Public CRE on Resilience, the negative influence of Identity Salience and Nondiscriminatory Climate on Resilience, and the strong positive influence of Resilience on LSE. No exogenous variables had a significant, direct effect on the outcome of LSE, though it was demonstrated that Resilience served as a mediator.</p><p>The structural model was a good fit for both men and women, as well as the five ethnic groups tested. The model was invariant by gender. However, the five separate ethnic group models looked different from each other in the strength and significance of model paths, suggesting different influences on the development of Resilience and LSE by ethnic group.</p><p>Implications for research include: (a) the need to use CFA to thoroughly test the psychometrics of scales when used with Asian American populations; (b) the importance of disaggregating Asian American data by ethnic group to more appropriately understand college experiences and outcomes. Implications for practice include the importance of: (a) fostering Resilience to help develop LSE; (b) attending to the development of racial (and possibly ethnic) identity in leadership development; and (c) understanding differences among Asian American ethnic groups.</p>","abstract_has_math":false,"creators":["Kodama, Corinne Maekawa"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Higher Education Administration","Copyright © 2014 Corinne Maekawa Kodama","Doctor of Philosophy (PhD)"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T02:56:07Z","subjects":["Asian American","Collective Self Esteem","Identity","Leadership","Resilience","Self-Efficacy","Higher Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://ecommons.luc.edu/luc_diss/1095","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Higher Education Administration","Copyright © 2014 Corinne Maekawa Kodama","Doctor of Philosophy (PhD)"]},{"key":"dc:creator","label":"Author","values":["Kodama, Corinne Maekawa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T17:18:46Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Asian American","Collective Self Esteem","Identity","Leadership","Resilience","Self-Efficacy","Higher Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://ecommons.luc.edu/luc_diss/1095"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated the relationship between racial identity, using the constructs of collective racial esteem (CRE), and resilience on LSE for a diverse sample of 2,223 Asian American college students, using data from the Multi-Institutional Study of Leadership, a national survey of college outcomes. Structural equation modeling was used to explore the relationship between CRE and Resilience, as well as Non-Discriminatory Climate and Identity-based Experiences, on LSE. The model was tested for invariance for gender as well as for five Asian American ethnic groups (Chinese, Indian/Pakistani, Korean, Filipino, and Vietnamese).
Confirmatory factor analyses demonstrated that the 4-item CRE subscales were not a good fit for the sample, and thus were modified for use in the structural model. Results of the structural model showed the positive influence of Private CRE and Public CRE on Resilience, the negative influence of Identity Salience and Nondiscriminatory Climate on Resilience, and the strong positive influence of Resilience on LSE. No exogenous variables had a significant, direct effect on the outcome of LSE, though it was demonstrated that Resilience served as a mediator.
The structural model was a good fit for both men and women, as well as the five ethnic groups tested. The model was invariant by gender. However, the five separate ethnic group models looked different from each other in the strength and significance of model paths, suggesting different influences on the development of Resilience and LSE by ethnic group.
Implications for research include: (a) the need to use CFA to thoroughly test the psychometrics of scales when used with Asian American populations; (b) the importance of disaggregating Asian American data by ethnic group to more appropriately understand college experiences and outcomes. Implications for practice include the importance of: (a) fostering Resilience to help develop LSE; (b) attending to the development of racial (and possibly ethnic) identity in leadership development; and (c) understanding differences among Asian American ethnic groups.
"]},{"key":"dc:title","label":"Title","values":["A Structural Model of Leadership Self-Efficacy for Asian American Students: Examining Influences of Collective Racial Esteem and Resilience"]}]}],"canonical_facts":{"dc:contributor":["Higher Education Administration","Copyright © 2014 Corinne Maekawa Kodama","Doctor of Philosophy (PhD)"],"dc:creator":["Kodama, Corinne Maekawa"],"dc:date.available":["2016-03-31T17:18:46Z"],"dc:description.abstract":["This study investigated the relationship between racial identity, using the constructs of collective racial esteem (CRE), and resilience on LSE for a diverse sample of 2,223 Asian American college students, using data from the Multi-Institutional Study of Leadership, a national survey of college outcomes. Structural equation modeling was used to explore the relationship between CRE and Resilience, as well as Non-Discriminatory Climate and Identity-based Experiences, on LSE. The model was tested for invariance for gender as well as for five Asian American ethnic groups (Chinese, Indian/Pakistani, Korean, Filipino, and Vietnamese).
Confirmatory factor analyses demonstrated that the 4-item CRE subscales were not a good fit for the sample, and thus were modified for use in the structural model. Results of the structural model showed the positive influence of Private CRE and Public CRE on Resilience, the negative influence of Identity Salience and Nondiscriminatory Climate on Resilience, and the strong positive influence of Resilience on LSE. No exogenous variables had a significant, direct effect on the outcome of LSE, though it was demonstrated that Resilience served as a mediator.
The structural model was a good fit for both men and women, as well as the five ethnic groups tested. The model was invariant by gender. However, the five separate ethnic group models looked different from each other in the strength and significance of model paths, suggesting different influences on the development of Resilience and LSE by ethnic group.
Implications for research include: (a) the need to use CFA to thoroughly test the psychometrics of scales when used with Asian American populations; (b) the importance of disaggregating Asian American data by ethnic group to more appropriately understand college experiences and outcomes. Implications for practice include the importance of: (a) fostering Resilience to help develop LSE; (b) attending to the development of racial (and possibly ethnic) identity in leadership development; and (c) understanding differences among Asian American ethnic groups.
"],"dc:identifier":["https://ecommons.luc.edu/luc_diss/1095"],"dc:subject":["Asian American","Collective Self Esteem","Identity","Leadership","Resilience","Self-Efficacy","Higher Education Administration"],"dc:title":["A Structural Model of Leadership Self-Efficacy for Asian American Students: Examining Influences of Collective Racial Esteem and Resilience"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T02:56:07Z"}