- Deconstructing the Model Minority Myth and how it contributes to the invisibility minority reality in higher education research
- Disaggregating qualitative data from Asian American college students in campus racial climate research and assessment
- Administering and assessing culture–specific interventions to address culture–bound issues among Asian American college students
- Challenging the Model Minority Myth: engaging Asian American students in research on Asian American college student experiences
- Critical race theory and research on Asian Americans and Pacific Islanders in Higher Education
- Contextualizing Asian American education through critical race theory: an example of U.S. Filipino college student experiences
- Using culturally sensitive frameworks to study Asian American leaders in Higher Education
- Rising to the challenge of conducting research on Asian Americans in higher education
In addition to deconstructing common misconceptions that lead to the invisibility of Asian Americans in higher education research, they discuss methodological issues related to disaggregating data, assessing programmatic interventions, conducting campus climate research, engaging Asian American undergraduates in the research process, and using critical perspectives related to Asian Americans. They also discuss key challenges and future directions in research on this population.
This is the 142nd volume of the Jossey–Bass higher education report series New Directions for Institutional Research. Always timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
EDITOR′S NOTES 1
Samuel D. Museus
1. Deconstructing the Model Minority Myth and How It Contributes to the Invisible Minority Reality in Higher Education Research 5
Samuel D. Museus, Peter N. Kiang
This chapter frames the volume by deconstructing the model minority stereotype, which has historically driven thoughts about and treatment of Asian Americans in higher education. The authors present five key misconceptions that perpetuate that myth. They then argue that all of these misconceptions must be understood and dispelled to continue to move beyond the invisible status of Asian Americans in higher education research.
2. Disaggregating Qualitative Data from Asian American College Students in Campus Racial Climate Research and Assessment 17
Samuel D. Museus, Kimberly A. Truong
The authors discuss methodological issues in conducting qualitative campus climate research and assessment with Asian American students and present results from a study of Asian American students experiences with campus racial climates. The discussion highlights the importance of disaggregating qualitative data on Asian Americans in researching and assessing campus climates.
3. Administering and Assessing Culture–Specific Interventions to Address Culture–Bound Issues Among Asian American College Students 27
Josephine M. Kim
Understanding how Asian American students cultural heritages can inform the development and assessment of programmatic interventions is critical to effectively understanding and serving those students. The author describes the process of designing and assessing a culturespecific programmatic intervention for Korean Americans. She also offers implications for developing and assessing culturally sensitive programs.
4. Challenging the Model Minority Myth: Engaging Asian American Students in Research on Asian American College Student Experiences 41
Karen L. Suyemoto, Grace S. Kim, Miwa Tanabe, John Tawa, Stephanie C. Day
The authors discuss the many benefits of including Asian American students as researchers to understand their challenges and experiences in college. They offer examples of how Asian American student researchers have contributed to better understandings of Asian American students experiences and the impact of Asian American studies on those experiences.
5. Critical Race Theory and Research on Asian Americans and Pacific Islanders in Higher Education 57
Robert T. Teranishi, Laurie B. Behringer, Emily A. Grey, Tara L. Parker
The authors find that traditional frameworks for studying race–related issues in American higher education misrepresent or exclude the marginalized voices of Asian Americans and Pacific Islanders. They see critical race theory as an alternative framework for studying Asian Americans in postsecondary education.
6. Contextualizing Asian American Education Through Critical Race Theory: An Example of U.S. Pilipino College Student Experiences 69
Tracy Lachica Buenavista, Uma M. Jayakumar, Kimberly Misa–Escalante
The authors provide a concrete example of how critical race theory can be applied to better comprehend the experiences of Asian American college students. Using Pilipino Americans as an example, they discuss how such critical perspectives can illuminate critical sociohistorical contexts and offer a deeper understanding of the experiences of Asian American students in higher education.
7. Using Culturally Sensitive Frameworks to Study Asian American Leaders in Higher Education 83
Patricia A. Neilson, Karen L. Suyemoto
Higher education research is constrained by dominant conceptual frameworks. The authors explore how using nontraditional and culturally sensitive frameworks can help generate a rich understanding of the experiences and trajectories of Asian American leaders in higher education.
8. Rising to the Challenge of Conducting Research on Asian Americans in Higher Education 95
Samuel D. Museus, Mitchell J. Chang
Fueled by racial stereotypes, faulty assumptions that Asian Americans do not need the attention of researchers, policymakers, and practitioners in higher education pose challenges for those hoping to pursue research on this population. The authors discuss the challenges facing researchers pursuing the study of Asian Americans in higher education and offer methods to address these challenges.