“Are We Real Americans?”: Cultural Production of Forever Foreigners at a Diversity Event

Abstract

Although the history of Asian immigrants dates back to the 17th century, their status as authentic Americans is still questioned today. With this in mind, this article looks at how a diversity event at a racially diverse inner-city high school produces the image of Asian Americans as “forever foreigners.” Using qualitative tools like observation and interviews, the article argues that mere celebration of cultural differences at a diversity event with a focus on teaching about the differences and improving human relations narrowly defines “real” Americans to mean cultureless Whites. Korean students are consequently portrayed as unauthentic Americans. The findings add to the ongoing discussions on Asian American school experiences, the construction of whiteness in schools, and schools’ approaches to diversity.

Transcultural Digital Literacies: Cross-Border Connections and Self-Representations in an Online Forum

“…Well‐intentioned multicultural education efforts often set up an expectation for minority students to stand in as representatives of their assumed group (Park, ). Conversely, social expectations can preclude students from joining groups focused on learning related to an ethnic ancestry that is not their own or create self‐consciousness for students who deviate from social and academic expectations associated with their racial appearance (Bang, ; Noguera, ).…”

Taboo 18:1 - Full Issue

“…Because within the vastness of Colorblanco's whiteness, exists an academy whose stereotypical characterizations of me sadly defines them more so than it does me. Refusing to feel like a forever foreigner (Park, 2011) inside my own academic home and refusing to withstand their vitriol, rage, and vehemence when I don't perform submissiveness, docility, and servility I stand. Appalled and, at the same time, threatened that I am bold enough to assert my humanity and expertise-while they attempt to control my body, mind, and spirit with their racialization and sexualization of me-I again stand.…”

Addressing the Sociocultural Determinants of African American Students’ Academic Achievement: The Four Themes of the American School Counselor Association’s National Model and the Role of School Counselors

“…Schools in the United States are socializing agents that reflect, use, and teach the cultural norms, roles, and values of U.S. society (Gay, 2014; Greenfield & Quiroz, 2013; King et al, 2014; Nganga, 2012; Park, 2011; Yasin, 2014). Thus, part of the academic disparity between African American and European American students arises from the cultural dissonance between African American students’ understanding of their own cultural roles, norms, and values and that of the mainstream U.S. society espoused in schools (Gay, 2014).…”