The Misrepresented Minority: New Insights on Asian Americans and Pacific Islanders, and the Implications for Higher Education

ISBN-13: 9781579223519 / Angielski / Twarda / 2013 / 370 str.

Samuel D. Museus; Dina C. Maramba; Robert T. Teranishi

Opis

While Asian Americans and Pacific Islanders (AAPIs) are growing faster than any other racial group in the U.S., they are all but invisible in higher education, and generally ignored in the research literature, and thus greatly misrepresented and misunderstood.

This book presents disaggregated data to unmask important academic achievement and other disparities within the population, and offers new insights that promote more authentic understandings of the realities masked by the designation of AAPI. In offering new perspectives, conceptual frameworks, and empirical research by seasoned and emerging scholars, this book both makes a significant contribution to the emerging knowledge base on AAPIs, and identifies new directions for future scholarship on this population.

Its overarching purpose is to provide policymakers, practitioners, and researchers in higher education with the information they need to serve an increasingly important segment of their student populations.

In dispelling such misconceptions as that Asian Americans are not really racial minorities, the book opens up the complexity of the racial and ethnic minorities within this group, and identifies the unique challenges that require the attention of anyone in higher education concerned with student access and success, as well as the pipeline to the professoriate.

Recenzje

I am highly impressed with the diversity of perspectives and issues on AAPIs addressed by this volume. It is an outstanding effort to overcome the disregard and invisibility of AAPIs in higher education and provides a more authentic and nuanced view that strongly challenges many pervasive stereotypes about this widely misunderstood but increasingly significant group.

Dr. Bob H. Suzuki, President Emeritus, California State Polytechnic University, Pomona

This book assembles an extensive array of extraordinarily authentic accounts of Asian American and Pacific Islander experiences. Each chapter uniquely synthesizes theory, research, and practice to inform efforts to effectuate positive campus environments for AAPIs. A must-read for policymakers, educators, and students who seek new insights and approaches to help AAPI college students succeed.

Doris Ching, Emeritus Vice President for Student Affairs, University of Hawaii System

Covering topics from identity to activism and admissions to the glass ceiling, this ground-breaking volume fills a gaping hole in higher educational research on Asian Americans and Pacific Islanders. Using critical theories, national data sets, and case studies, scholars provide campuses with new findings and approaches to address the unequal treatment of AAPI students and faculty.

Shirley Hune, Professor of Educational Leadership and Policy Studies, University of Washington

Spis treści

An Introduction--Samuel D. Museus, Dina C. Maramba, & Robert T. Teranishi 1. Asian Americans and Pacific Islanders. A National Portrait of Growth, Diversity, and Inequality—Samuel D. Museus SECTION I. Asian American and Pacific Islander Identity Section Introduction—Mitchell J. Chang 2. A Southeast Asian American Identity Model. Implications for Higher Education Research and Practice—Samuel D. Museus, Rican Vue, Tu-Lien Kim Nguyen, & Fanny Yeung 3. To be Mice or Men. Gender Identity and the Development of Masculinity through Participation in Asian American Interest Fraternities—Minh Tran & Mitchell J. Chang 4. Racial Identity Construction among Chinese American and Filipino American Undergraduates—Alina Wong 5. Engaging Asian American and Pacific Islander Culture and Identity in Graduate Education—Samuel D. Museus, M. Kalehua Mueller, & Kamakana Aquino 6. Naming Our Identity. Diverse Understandings of Asian American-ness and Student Development Research—Jane E. Pizzolato, Tu-Lien K. Nguyen, Marc Johnston, & Prema Chaudhari 7. The Role of Context, Critical Theory, and Counternarratives in Understanding Indigenous Pacific Islander Identities and Experiences—Erin Kahunawaika‘ala Wright and Brandi Jean Nalani Balutski SECTION II. The Diverse Voices among Asian American and Pacific Islanders Section Introduction—Karen K. Inkelas 8. Hybrid Faith, Hybrid Identities. Asian American Evangelical Christians on College Campuses—Julie J. Park, Jonathan Lew, & Warren Chiang 9. Searching for Self, Discovering Community. An Examination of the Experiences of Hmong American College Students—Rican Vue 10. Intersections and Crossroads. A Counter-Story of an Undocumented Asian American College Student—Tracy L. Buenavista & Angela Chuan-Ru Chen 11. The Perspectives and Experiences of Asian American Student Activists—Jean J. Ryoo & Rob Ho 12. Negotiating the Complexities of Being Asian American and Lesbian, Gay, or Bisexual—Sean Pepin & Donna Talbot SECTION III. Asian American and Pacific Islander Leaders in Higher Education Section Introductio—Patricia A. Neilson & Peter N. Kiang 13. Asian American and Pacific Islander Faculty and the Glass Ceiling in Higher Education—Wenfan Yan & Samuel D. Museus 14. From Revolving Doors and Chilly Climates to Creating Inclusive Environments for Pre-Tenure Asian American Faculty—Belinda Lee Huang 15. Struggles for Professional and Intellectual Legitimacy. Experiences of Asian and Asian American Female Faculty Members—Fanny P.F. Yeung 16. “Think About it as Decolonizing Our Minds”. Spaces for Critical Race Pedagogy and Transformative Leadership Development—OiYan A. Poon 17. The Impact of Leadership Development on Asian Americans in Higher Education—Daniello Balón & Yen Ling Shek 18. Selecting and Supporting Asian American and Pacific Islander Students in Higher Education—William Sedlacek & Hung-Bin Sheu

O autorze

Samuel D. Museus is Assistant Professor of Educational Administration at the University of Hawaii at Manoa. His scholarship is focused on college success among underserved student populations. Specifically, his current research is aimed at understanding the role of institutional environments in minority college student adjustment, engagement, and persistence. He has produced over 100 journal articles, book chapters, and national conference presentations focused on understanding the institutional factors that shape the experiences and outcomes of racial/ethnic minority students. These include peer-reviewed articles accepted in The Review of Higher Education, Teachers College Record, the Journal of College Student Development, and the Journal of College Student Retention. His books include Using Qualitative Methods in Institutional Assessment (2007 with Shaun R. Harper) Conducting Research on Asian Americans in Higher Education (2009), Racial and Ethnic Minority Students' Success in STEM Education (2011 with Robert T. Palmer, Ryan J. Davis, and Dina C. Maramba), Using Mixed Methods to Study Intersectionality in Higher Education (Forthcoming, 2011 with Kimberly A. Griffin), and Creating Campus Cultures: Fostering Success among Racially Diverse Student Populations (Forthcoming, 2012 with Uma M. Jayakumar).

Dina C. Maramba is an associate professor of higher education at Claremont Graduate University’s School of Educational Studies. She was previously an assistant and associate professor of student affairs administration and affiliate faculty of Asian and Asian American studies at the State University of New York (SUNY), Binghamton.Maramba’s research interests include access and success of underserved college student populations; Asian Americans/Pacific Islanders and Filipina/o Americans in higher education; equity, diversity, and social justice issues in higher education; the impact of college environments on students; and minority serving institutions. Her teaching areas have included foundations of student affairs in higher education, university diversity, access and retention in higher education, and Asian Pacific Americans in higher education.Maramba has worked more than 10 years as a practitioner and administrator in programs designed to increase the number of underrepresented students in higher education. Previously, she served as director of the Student Support Services TRIO program at the University of California, San Diego; as a resident director at both Colorado State University and the University of California, Santa Barbara; and as a coordinator of Upward Bound at Colorado State University.

Robert T. Teranishi is Associate Professor of Higher Education at New York University, co-director for the Institute for Globalization and Education in Metropolitan Settings, and a faculty affiliate with The Steinhardt Institute for Higher Education Policy. Teranishi's research is broadly focused on race, ethnicity, and the stratification of college opportunity. He has provided congressional testimony regarding the Higher Education Reauthorization Act and No Child Left Behind, informed state policy decisions related to selective college admissions, and his research has been solicited to inform U.S. Supreme Court decisions on affirmative action and school desegregation. Teranishi was recently appointed by Secretary of Education, Arne Duncan to the U.S. Department of Education’s Equity and Excellence Commission, and was named one of the nation's top "up-and-coming" leaders by Diverse Issues in Higher Education. Teranishi is also the recipient of the Daniel E. Griffiths Research Award and the Martin Luther King, Jr. Faculty Award from NYU. His work has been supported by the Ford Foundation, Mellon Foundation, Kresge Foundation, Walmart Foundation, WT Grant, USA Funds, ETS, and the College Board. Prior to his position at New York University, Teranishi was a National Institute for Mental Health postdoctoral fellow at the University of Pennsylvania’s W.E.B. Du Bois Research Institute. He received his B.A. from the University of California Santa Cruz in Sociology and his M.A. and Ph.D. from the University of California Los Angeles in Higher Education and Organizational Change.