Additional complexities: social class, ethnicity, generation, and gender in Asian American student experiences

Lee, Stacey J.

doi:10.1080/13613320500490630

Cited by 131 publications

(62 citation statements)

References 5 publications

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“…The model minority designation also keeps Asian Americans at a distance from other racial minority groups and can cause interracial tensions (Qin, Way, & Rana, 2008). Other stereotypes of Asian Americans, such as the perpetual foreigner perception, are likely to exacerbate school victimization as well (Lee, 2006;Ng, Lee, & Pak, 2007). Thus, in this study, we expected Asian American adolescents to experience higher rates of race-related hate words than other racial groups but similar or lower rates for bullying (Qin, Way, & Mukherjee, 2008;Rosenbloom & Way, 2004).…”

Section: Current Studymentioning

confidence: 99%

National trends in school victimization among Asian American adolescents

Cooc

Gee

2014

Journal of Adolescence

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The model minority perception of Asian American students often ignores the academic and social challenges that many face in schools. One area that has received less attention is the school victimization experiences of Asian American adolescents. While some qualitative researchers have explored factors contributing to school victimization in recent years, missing in the literature is the scope of these incidents among Asian Americans. This paper contributes to this literature by (1) examining national trends in the victimization of Asian American adolescents in schools over the last decade and (2) investigating how victimization varies according to their gender, socioeconomic status, and achievement levels. The results show that although Asian American adolescents are consistently less likely to be bullied relative to other students, they are more likely to report experiences of racial discrimination. Victimization incidents for Asian Americans also differ by gender and academic achievement levels.

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Section: Current Studymentioning

confidence: 99%

National trends in school victimization among Asian American adolescents

Cooc

Gee

2014

Journal of Adolescence

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“…Asian-Americans as a whole, do have higher incomes and more education than whites. Asian-Americans, while more likely to have incomes of $75,000 or above, incomes considered more than financially stable, are also significantly more likely than whites to have incomes of $25,000, the threshold for being considered in poverty for a family of four (Lee, 2006). What is problematic about this positive stereotype is that it puts Asian-Americans at odds with struggling working-class whites and minorities struggling to assimilate (Lee, 2009).…”

Section: Model Minority Statusmentioning

confidence: 99%

“…This act lasted from , but with passage of the 1965 Immigration Act, immigration started to increase again (Lee, 2006). This act marked the start of Second Wave or New Wave immigration.…”

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confidence: 99%

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Diversity within Asian Americans: Barriers to the Public Discussion of Discrimination

Ing

2015

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This purpose of this thesis is to discuss barriers to the public discussion of discrimination against Asian-Americans. The literature addresses three major barriers: model minority status, portrayal in media, and cultural desire to assimilate. This thesis discusses how Asian-Americans contain generational, ethnic, and immigration-based diversity that complicates these barriers, while also positing that diversity itself presents a barrier. This project concludes with a brief discussion of "intra-ethnic othering," the discrimination that occurs between Asian subgroups, as another barrier to public discussion of Asian-American discrimination. DIVERSITY WITHIN 3 Diversity within Asian Americans: Barriers to the Public Discussion of DiscriminationIn the 1980's, there was a significant increase in the number of racial harassment cases on college and university campuses. Delucchi et al (1996) published a study on the repercussions of one such case in the College Student Journal. In a University of California dorm room, a white student physically assaulted a Vietnamese-American student. The assault was so aggressive that the victim required extensive medical attention. His attacker was booked by the police but released the next day. As for the student, both the incident and outcome upset him so much that he went to the Asian Student Coalition (ASC) for support. With the support of the ASC, the student approached the Dean of Students stating that the attack was racially charged, and that he had been the victim of a racial attack. The Dean, however, would only go as far as characterizing this incident as an "unfortunate act of violence," and was clear that the administration would not be investigating the matter further. Meanwhile, the attacker continued to harass the victim using threatening language that intimidated the student to the point that he had to employ a buddysystem for safety. The editorial section of the school newspaper after this incident became public, was filled with staunch political statements that the harassment of Asian-Americans was justified by their economic success as a minority group. One segment went as far as stating that Asian-Americans should not be perceived as disadvantaged because they were economically equivalent to whites. The consensus among editorials was that Asian-Americans should accept the treatment they faced because they did not qualify as a minority group.

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“…Unfortunately, given the heterogeneity of Asian American communities, the "Asian American" label has deemphasized the distinctive experiences of specific groups and masked key differences including but not limited to educational attainment, socioeconomic status, language ability, regional residency, and gender (Lee, 2006). It is important to acknowledge the complex ways in which these factors may distinguish the educational and later career experiences of specific Asian populations such as Filipino Americans (Museus & Maramba, 2011).…”

Section: Resumen ____________________________________________________mentioning

confidence: 99%

Filipinos in the U.S.: Historical, Social, and Educational Experiences

Paik

Choe

Witenstein

2016

HSE

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_________________________________________________________________The purpose of this article is to better understand current Filipino American communities and their educational experiences by examining the historical and social context of their immigration to the United States. Filipinos are the second largest Asian American group with a distinct immigration history that has been complicated by centuries of colonization by Spain and later the United States. Based on an adapted model of incorporation and literature review, the article examines government policies, societal reception, co-ethnic communities, as well as other barriers and opportunities, which influenced their acculturation both before and after the Immigration Act of 1965. Government and societal reception of Filipinos have ranged from hostile to mostly neutral positions through four waves of immigration. Earlier Filipino communities were stronger often serving their economic, cultural and social needs, but have become more dispersed over time as Filipinos have become less reliant on their co-ethnic networks. Despite their overall success, there is research showing mixed educational achievement levels across later generations. The Filipino community is steadily growing and more research and support are needed for Filipino American students. Historical contexts can provide a comprehensive lens to understand current educational issues. Resumen _________________________________________________________________El propósito de este artículo es conocer mejor las actuales comunidades filipino-estadounidenses y sus experiencias educativas a través del análisis del contexto histórico y social de su inmigración a los Estados Unidos. Los filipinos son el segundo grupo cultural asiático-estadounidense más grande, con una historia inmigratoria distinta que se ha complicado debido a siglos de colonización por parte de España y más tarde Estados Unidos. Basado en un modelo adaptado de incorporación y revisión de la literatura, el artículo examina las políticas gubernamentales, la recepción social, las comunidades co-étnicas, así como otras barreras y oportunidades que influyeron en su aculturación, tanto antes como después de la Ley de Inmigración de 1965. Las posturas gubernamentales y la recepción social de las personas filipinas han oscilado desde posiciones hostiles a actitudes más neutrales a lo largo de cuatro olas de inmigración. Las primeras comunidades filipinas se mantuvieron fuertes cubriendo sus necesidades económicas, culturales y sociales pero con el tiempo se han vuelto más dispersas ya que los filipinos y filipinas se muestran menos dependientes de sus redes co-étnicas. A pesar de su éxito global, hay investigaciones que muestran que han alcanzado niveles educativos mixtos a lo largo de las generaciones posteriores. La comunidad filipina está creciendo de manera constante y es necesario realizar más investigaciones y aportar apoyo a los y las estudiantes filipino-estadounidenses. Estos contextos históricos pueden proporcionar instrumentos ...

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Additional complexities: social class, ethnicity, generation, and gender in Asian American student experiences

Cited by 131 publications

References 5 publications

National trends in school victimization among Asian American adolescents

National trends in school victimization among Asian American adolescents

Diversity within Asian Americans: Barriers to the Public Discussion of Discrimination

Filipinos in the U.S.: Historical, Social, and Educational Experiences

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