Transformative Practices for Minority Student Success: Accomplishments of Asian American and Native American Pacific Islander-Serving Institutions

ISBN-13: 9781642670172 / Angielski / Miękka / 2020 / 288 str.

Dina C. Maramba; Timothy P. Fong

Opis

This book, the first to focus wholly on Asian American and Native American Pacific Islander Institutions (AANAPISIs) and their students, offers a corrective to misconceptions about these populations and documents student services and leadership programs, innovative pedagogies and collaborations across academic and student affairs.

Recenzje

“For far too long the Asian American and Pacific Islander (AAPI) student population has been left out of conversations about student success, forgotten due to the model minority myth. Maramba and Fong have brought to the surface key issues for all in higher education to discuss and learn from. The group of authors they have assembled have both the scholarly background and practice-based knowledge to help the field move forward in its understanding of AAPI students and Asian American and Native American Pacific Islander Serving Institutions.”

Marybeth Gasman, Judy & Howard Berkowitz Professor of Education

University of Pennsylvania

“A first of its kind, this book will become an essential read for colleges and universities that educate Asian American, Native American and Pacific Islander students. The chapter authors offer asset-based practices that can and should be used by practitioners striving to undo the historical remnants of whiteness that continue to hinder the success of those who are racially minoritized.”

Gina Ann Garcia, Associate Professor, Administrative and Policy Studies

University of Pittsburgh

“This book is critical for realizing that campus settings are mutable points of intervention—sites of possibilities for responding to the impediments encountered by low-income AAPI students. Through a deeper understanding of AANAPISIs, we learn more about the unique needs and challenges of low-income AAPI college students, as well as the institutions that serve them, and how this information is relevant to the growing body of knowledge regarding MSIs overall. And, with a comprehensive review of student services and programs, culturally responsive pedagogy, cultivation of student leadership and development, and cross campus collaboration within AANAPISIs, this book offers glimpse into their potential and why AANAPISIs are important to the future of higher education.”

Robert T. Teranishi, Morgan and Helen Chu Endowed Chair in Asian American Studies

University of California, Los Angeles

Spis treści

Foreword—Robert T. Teranishi Preface—Dina C. Maramba and Timothy P. Fong Introduction—Dina C. Maramba and Timothy P. Fong Part One. Student Service Programs 1. The Student Service Operation for Success Program for Asian American and American Pacific Islander Students—Meiling Hayama Wu-Winiarski, Kim Geron, Scott Miyake Geron, and Annie Hoang 2. Promising Outcomes in an Intervention Program in Higher Education. Academic and Social Shifts With Students in the Full Circle Project—Joshua Haro, Zachary T. Goodman, and Greg M. Kim-Ju 3. Transfer and Transform. Using Learning Communities to Support the Transition of Asian American and Pacific Islander Transfer Students—Jason Sumi 4. Career Development to Engage and Empower Asian American Students. The Evolution of Effective Programming—Jennifer Barone and Patricia Akemi Neilson Part Two. Critical and Culturally Responsive Pedagogy 5. Exploring the Nexus of Student Development and Ethnic Studies Research. Conceptualizing Course Content and Practice for a First-Year Learning Community—James O. Fabionar 6. “Even though I am speaking Chinglish, I can still write a good essay”. Building a Learning Community Through Critical Pedagogy and Translingual Practice—Charitianne Williams 7. Asian American Studies and AANAPISI Writing Initiatives—Pratna Kem, Sara Boxell, and Peter Nien-chu Kiang 8. AANAPISI Knowledge Coproduction. Digital Storytelling in Asian American Studies—Shirley Suet-ling Tang Part Three. Student Leadership Development 9. “Now I’m Able to Make a Difference”. Teaching and Learning Critical Leadership Praxis for Asian American Students—Melissa Ann Canlas 10. Cultivating Leadership for Asian American Pacific Islander Students—Rikka Venturanza and Mai Nguyen 11. From Student to Scholar Perspective. Cultivating Asian American and Pacific Islander Student Leaders Through Cross-Campus and Community Collaborations—Chao Vang Part Four. Assessment and Cross-Campus Community Collaborations 12. Power in Partnerships. Racial Politics in Reciprocity and Transformation at an AANAPISI—Mae Lee and Rowena M. Tomaneng 13. Assessing Student Success. Rethinking the Role of Program Evaluation and Assessment Through Integrative, Multipronged Approaches—Su Jin Gatlin Jez, Connie Tan, andColleen Moore 14. Developing Leadership Skills Through University Cohort Programs—Sierra K. Dimberg, Rosalyn Sandoval, and Greg M. Kim-Ju Conclusion. The Future of AANAPISI. Challenges and Implications for Higher Education Institutions—Timothy P. Fong and Dina C. Maramba Appendix Editors and Contributors Index

O autorze

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.

Timothy P. Fong is Professor of Ethnic Studies at California State University, Sacramento. His research specialty areas include comparative race and ethnic relations, contemporary immigration, politics and public policy, community studies, higher education equity and student engagement, and qualitative methodology (ethnography and oral history).Dr. Fong is also the Project Director and Principal Investigator for the Full Circle Project (FCP) a project funded by the U.S. Department of Education. FCP is a comprehensive approach to implement a strategically focused, campus-wide effort to improve retention and graduation rates of underrepresented Asian American and Pacific Islander (AAPI) students. FCP aims to assist AAPI students throughout his or her entire college careers, and provide ample opportunities to engage in service both on and off campus to enhance their university experience.

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.