Asian Americans in Higher Education E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B ASHE-ERIC Report Series (AEHE)
• Sprache: Englisch

Seitenzahl: 238

Veröffentlichungsjahr: 2014

Beschreibung

The Asian American and Pacific Islander (AAPI) populationcontinues to obfuscate the discourse on diversity and highereducation institutions. The historical and contemporary experiencesof AAPIs in higher education clearly indicate that their presencehas influenced and reinforced the importance of diversity ineducational environments. To contextualize AAPIs'participation in postsecondary education, this monographprovides: * A historical overview of the "model minority"stereotype * The affirmative action debate and AAPIs * Their involvement in the education pipeline * A discussion of their experiences in college. Implications for future research, practice, and policy arefurther discussed. Educators, administrators, faculty, policymakers, and researchers who are concerned with diversity issues andthe AAPI population will find this monograph an engaging andvaluable resource.

Leseprobe

ASHE Higher Education Report: Volume 40, Number 1

Kelly Ward, Lisa E. Wolf-Wendel, Series Editors

Asian Americans in Higher Education: Charting New Realities

Yoon K. Pak

Dina C. Maramba

Xavier J. Hernandez

Asian Americans in Higher Education: Charting New RealitiesYoon K. Pak, Dina C. Maramba, Xavier J. Hernandez ASHE Higher Education Report: Volume 40, Number 1 Kelly Ward, Lisa E. Wolf-Wendel, Series Editors

Copyright © 2014 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. Reproduction or translation of any part of this work beyond that permitted by Section 107 or 108 of the 1976 United States Copyright Act without permission of the copyright owner is unlawful. Requests for permission or further information should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River St., Hoboken, NJ 07030; [phone], fax [phone], www.wiley.com/go/permissions.

Cover image by © Kirsty Pargeter/iStockphoto.

ISSN 1551-6970 electronic   ISSN 1554-6306   ISBN 978-1-118-88490-4

The ASHE Higher Education Report is part of the Jossey-Bass Higher and Adult Education Series and is published six times a year by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, California 94104-4594.

Individual subscription rate (in USD): $174 per year US/Can/Mex, $210 rest of world; institutional subscription rate: $327 US, $387 Can/Mex, $438 rest of world. Single copy rate: $29. Electronic only–all regions: $174 individual, $327 institutional; Print & Electronic–US: $192 individual, $376 institutional; Print & Electronic–Canada/Mexico: $192 individual, $436 institutional; Print & Electronic–Rest of World: $228 individual, $487 institutional. See the Back Issue/Subscription Order Form in the back of this volume.

CALL FOR PROPOSALS: Prospective authors are strongly encouraged to contact Kelly Ward ([email protected]) or Lisa E. Wolf-Wendel ([email protected]). See “About the ASHE Higher Education Report Series” in the back of this volume.

Visit the Jossey-Bass Web site at www.josseybass.com.

The ASHE Higher Education Report is indexed in CIJE: Current Index to Journals in Education (ERIC), Education Index/Abstracts (H.W. Wilson), ERIC Database (Education Resources Information Center), Higher Education Abstracts (Claremont Graduate University), IBR & IBZ: International Bibliographies of Periodical Literature (K.G. Saur), and Resources in Education (ERIC).

Advisory Board

The ASHE Higher Education Report Series is sponsored by the Association for the Study of Higher Education (ASHE), which provides an editorial advisory board of ASHE members.

Ben Baez

Florida International University

Amy Bergerson

University of Utah

Edna Chun

University of North Carolina Greensboro

Susan K. Gardner

University of Maine

MaryBeth Gasman

University of Pennsylvania

Karri Holley

University of Alabama

Adrianna Kezar

University of Southern California

Kevin Kinser

SUNY – Albany

Dina Maramba

Binghamton University

Robert Palmer

Binghamton University

Barbara Tobolowsky

University of Texas at Arlington

Susan Twombly

University of Kansas

Marybeth Walpole

Rowan University

Rachelle Winkle-Wagner

University of Nebraska – Lincoln

CONTENTS

Executive Summary

Foreword

Acknowledgments

Introduction

Chapter Summaries and Outline

Defining “Asian American”

Research Literature on Race and Asian America

Limitations of the Review and Analysis

Historical Overview of the Model Minority Concept

Are Asian Americans Considered Racial Minorities in Higher Education?

The Various Shades of the Yellow Peril

The Modern “Model Minority” Emerges

The Model Minority Goes to School

Asian Americans and the Educational Pipeline: Tenuous Citizenship

Asian American Access to the Educational Pipeline

Higher Education and Segregation

Asian American Demands for Equal Representation in Higher Education

Affirmative Action and Asian American Admissions

Affirmative Action Defined

Affirmative Action Toward the Turn of the Century: (Re)Defining Merit

Negative Action Versus Affirmative Action

The Model Minority Goes to Court: The Impact of

Bakke, Gratz, Grutter

, and

Fisher

Affirmative Action in Contemporary Asian America

Potential Implications of the

Fisher

Ruling

Influential Factors in the Asian American and Pacific Islander College Student Experience

Campus Climate

Identity Development

Family and Intergenerational Concerns

Mental Health

Leadership and Involvement

College Choice

Community College

The Emergence of Asian American and Native American Pacific Islander–Serving Institutions (AANAPISIs)

Conclusions and Recommendations

Recommendations for Future Research: Purposeful Disaggregation of Data

Multiracial AAPIs

Research Beyond the Model Minority

Implications for Policy

Implications for Practice

Challenges Looming on the Horizon: Conflation of AAPI College Students and Asian International Undergraduates

Concluding Thoughts

References

Advert

Name Index

Subject Index

About the Authors

About the ASHE Higher Education Report Series

Call for Proposals

End User License Agreement

List of Tables

Table 1

Table 2

Table 3

Table 4

List of Illustrations

Figure 1 Actual and Projected Proportional Representation of White and Non-White Populations in the United States (1950–2050)

Figure 2 Asian American and Pacific Islander Population in the Millions in the United States (1860–2050)

Figure 3 Educational Attainment for Asian American and Pacific Islander College Attendees, by Ethnic Sub-Group (Age 25 or Older, 2006–2008)

Figure 4 Proportion of AAPI Adults Without a High School Diploma Equivalent by Ethnicity (2000)

Figure 5 Total Enrollment in U.S. Higher Education for Blacks, Latinos, and AAPIs (1976–2005)

Figure 6 AAPI Undergraduate Enrollment (Actual and Projected; in Thousands)>

Figure 7 Percent of AAPI Total Enrollment in Public Two-Year and Public Four-Year Institutions (1985–2005)

Figure 8 Number of Risk Factors for Asian American and Pacific Islander Students by Institutional Type (2003–2004)

Guide

Cover

Table of Contents

Foreword

Introduction

Chapter

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Executive Summary

Diversity is an increasingly important consideration in contemporary American higher education, capturing the attention not only of educators and educational researchers but also legal scholars, politicians, and others. Central to what has resulted broadly as a “diversity rationale” is the belief that educational benefits result from the interaction of heterogeneous student bodies and advance the civic missions of higher education (Gurin, Nagda, & Lopez, 2004; Hurtado, 2007). And although the discourse on diversity includes institutionally transformative potential, it relates significantly still to the preservation of race‐conscious policies in admissions to improve the proportional representation of under‐represented racial minority students (Chang, 2002; Gurin, Dey, Hurtado, & Gurin, 2002; Museus & Chang, 2009).

The historical and contemporary experiences of Asian Americans in higher education are interesting to consider within this diversity movement. Subject to the persistent stereotype of being “model” minorities whose academic achievement levels have reached parity with or sometimes even surpassed those of Whites and whose presence is characterized as “over‐represented” especially in science, technology, engineering, and mathematics (STEM) fields and elite universities, critical scholars have begun to raise the question: Are Asian Americans minorities? To the extent that Asian Americans as a group have been selectively included in measures of campus diversity but also have been deemed ineligible to receive scholarships and other supports designated for minority students, how have institutional policies and practices contributed to the process of “de‐minoritizing” Asian Americans? (Lee, 2010; Teranishi, 2010).

In the monograph we engage these queries to challenge the assumed simplicity of “majority” and “minority” racial status and experience, and we underscore the need for focusing attention to equity in discussions of diversity. We consider such matters in light of studies that indicate Asian American students do sometimes face racially hostile campus climates (Cress & Ikeda, 2003) and report lower rates of satisfaction with the college experience than their fellow students (Ancis, Sedlacek, & Mohr, 2000). We explore the growing scholarship in education and other social sciences to better understand the complex nature of Asian American students’ experiences. Drawing from quantitative as well as qualitative research, we address how colleges and universities can respond to the immense diversity that can confound approaches to effective delivery of policy and practice.

This monograph will provide educators, administrators, and policymakers who influence all levels of higher education with deeper understanding of how the varied experiences and histories of Asian American students defy facile categorizations. Immigrant and refugee settlement patterns, geographic and regional diversity, language and identity, among others, all serve as critical points to see the contexts for how varied groups of Asian Americans have traversed the K–12 to higher education pipeline. The ways in which Asian American students have access to, or limitations in counseling, financial aid, and other social service needs stem in large part from misunderstandings of the range of Asian American students’ experiences. How perceptions of Asian American students have served to mold current practices and policies will be of benefit to both practitioners and researchers in higher education. We aim in this monograph to restructure campus policies related to racial diversity to thoroughly and consistently incorporate Asian Americans as a matter of equity.

Foreword

Asian Americans are often left out of the diversity discussion and agenda in higher education because of assumptions made about their status as “model minorities” and because of assumptions that Asian Americans are not experiencing the same access and climate concerns in higher education experienced by other minoritized individuals. As a result, programs, campus support groups, and policies often either explicitly or implicitly exclude Asian Americans, which can have problematic repercussions for higher education. Part of the problem, as highlighted in this monograph, stems from a failure to disaggregate Asian American students into meaningful groupings. There are a myriad of important differences between and among Asian Americans, some of which are a function of country of origin, reason for immigration, generational status in the United States, and English language proficiency, to name a few. These differences are rarely accounted for individually or as a whole and therefore lead to Asian Americans being overlooked, misunderstood, and narrowly represented in most higher education research and most institutional strategies.