ABSTRACT
The quantitative analyses presented in Chapter Four outlined the direct and discrete contributions of Asian Pacific American students’ a) background characteristics; b) personal beliefs; c) racial/ethnic identification; and d) college experiences on their attitudes toward four racial/ethnic diversity issues. The results presented in this chapter combine all of the direct predictors uncovered in Chapter Four into one comprehensive conceptual model. The measures in the model are arranged according to the parameters set by both an Astin (1993) inputs-environments-outcome model and the Weidman (1989) undergraduate socialization model. One additional construct, which had only marginal significance in the individual analyses, is included in the comprehensive model in order to adhere to the constructs Weidman specifies as crucial in his undergraduate socialization model: socioeconomic status (represented by APA students’ fathers’ and mothers’ highest educational attainments).
