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Research on the educational achievement of racialized minorities and immigrants have largely discussed culture as either a deficit or an advantage for academic success. This paper explores gender differences in educational achievement and how the educational choices of second-generation Hmong American girls are impacted by racially constructed gender norms. In response to hegemonic and subordinated femininities, second-generation Hmong American girls pursue education to enter mainstream America and reject Asian ethnic culture and femininity. Gender equality is normalized and equated with White femininity and American mainstream culture while Asian femininity and ethnic culture is constructed and subordinated as "other." This research complicates the salience of culture in scholarship on minority student achievement and considers how the educational choices of second-generation Hmong American girls draw ideologically on a racial discourse that reinforces White dominance.

Anti-Asian violence during the pandemic has been largely framed by mainstream media as an individual response to the pandemic and reduces anti-Asian violence to "hate" toward Asians, therefore justifying increased use of law enforcement and carceral punishment of individuals committing hate incidents. Additionally, some members of the Asian American community advocate for policy changes and collection of hate crimes statistics that rely more on carceral punishment. Other members of the Asian American community argue that hate crime statistics and legislation do not provide systemic changes necessary to address anti-Asian violence. Specifically, Asian American abolition feminists are challenging mainstream narratives that isolate violence to conversations of racism alone and calling for the abolition of the carceral system that is historically and inherently responsible for violence against Black, Indigenous, people of color (BIPOC) communities and women. This paper addresses carceral solutions to anti-Asian violence and the opportunities of abolition feminism as an Asian American feminist praxis to challenge violence against Asian Americans. Focusing on survivor-led movements and responses to violence in its multiple forms, I discuss how abolition feminism may be necessary for redressing anti-Asian violence. I also consider how Asian American abolition feminism can achieve truly liberating, transformative solutions and healing to violence through an abolitionist and decolonial feminist praxis that centers and engages with Indigenous Pacific Islander communities.

This article extends critical discussions on decolonization and settler colonialism specifically as it relates to Asian American Studies. The author argues for a centering of settler colonialism in Asian Americans Studies as epistemic decolonization of the imperial practices of the university. Focusing on the curriculum and pedagogy in courses she teaches in Asian American Studies, the author offers meaningful suggestions for engaging settler colonialism in the implementation of Asian American Studies and Ethnic Studies in higher education.

A discussion facilitated by Jason Magabo Perez, Assistant Professor of Ethnic Studies at California State University (CSU), San Marcos. Featuring commentary and analysis of the statements of solidarity curated by Natchee Blu Barnd included in this issue.