This study examined whether culturally-valued or non-culturally-valued majors moderated the relation between educational channeling (or guiding and directing individuals) towards math and science and major satisfaction through internalized stereotyping and parental expectation fulfillment among 226 Asian American college students. Culturally-valued majors are defined as those in science, technology, engineering and math (STEM) or business which tend to have a large Asian American presence. Moderated mediation models demonstrated that parental expectation fulfillment mediated a positive relation between educational channeling and major satisfaction for Asian Americans with culturally-valued majors but not for those with non-culturally-valued majors. In contrast, internalized stereotyping mediated a negative relation between educational channeling and major satisfaction for Asian Americans with non-culturally-valued majors but not for those with culturally-valued majors. Findings suggest educational channeling towards math and science may be associated with major satisfaction via different cultural mediators across Asian American college students of culturally-valued versus non-culturally-valued majors.

Public significance statement

When Asian Americans are steered towards math and science or culturally-valued majors, factors including their major choice, perceptions of whether they are fulfilling parental expectations, and whether their major aligns with Asian stereotypes are associated with their major satisfaction. The study's results stress the importance of considering culturally-specific factors in the context of Asian Americans' career development and encourage practitioners to consider these factors in career counseling with these students.

中文翻译：

---

亚裔美国人主要满意度的教育渠道、内化刻板印象、期望实现和主要选择：一个有调节的中介模型

本研究调查了文化价值或非文化价值的专业是否通过内化刻板印象和父母期望满足在 226 名亚裔美国大学生中调节了教育渠道（或指导和指导个人）对数学和科学与专业满意度之间的关系。具有文化价值的专业被定义为科学、技术、工程和数学 (STEM) 或商业领域的专业，这些专业往往拥有大量亚裔美国人。有调节的中介模型表明，父母的期望满足在文化价值专业的亚裔美国人的教育渠道和专业满意度之间起中介作用，但对非文化价值专业的亚裔美国人则没有。相比之下，内化刻板印象介导了非文化价值专业的亚裔美国人的教育渠道和专业满意度之间的负相关关系，但对于那些具有文化价值专业的亚裔美国人则没有。研究结果表明，对数学和科学的教育渠道可能通过不同文化中介的亚裔美国大学生的文化价值和非文化价值的专业与专业满意度相关联。

公共意义声明

当亚裔美国人转向数学和科学或具有文化价值的专业时，包括他们的专业选择、他们是否满足父母期望的看法以及他们的专业是否符合亚洲人的刻板印象等因素与他们的专业满意度有关。该研究的结果强调了在亚裔美国人的职业发展背景下考虑特定文化因素的重要性，并鼓励从业者在为这些学生提供职业咨询时考虑这些因素。