Critical race theory and research on Asian Americans and Pacific Islanders in higher education

Teranishi, Robert T.; Behringer, Laurie; Grey, Emily A.; Parker, Tara L.

doi:10.1002/ir.296

Cited by 60 publications

(47 citation statements)

References 21 publications

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“…(For comprehensive syntheses of these published studies, see Rousseau, 2005, andLynn andParker, 2006. ) Specifically in the higher education context, CRT has proven useful in examining the marginalization, stereotyping, and racial stress routinely experienced by students and faculty of color (Delgado Bernal & Villalpando, 2002;Harper, 2009;Mitchell, Wood, & Witherspoon, 2010;Patton & Catching, 2009;Patton, McEwen, Rendón, & Howard-Hamilton, 2007;Smith, Yosso, & Solórzano, 2006;Solórzano, Ceja, & Yosso, 2000;Solór-zano, Villalpando, & Oseguera, 2005;Teranishi, Behringer, Grey, & Parker, 2011;Villalpando, 2003;Yosso et al, 2009). In addition to these and several dozen other peer-reviewed journal articles, books have also been recently published on CRT in education (e.g., Cole, 2009;Dixson & Rousseau, 2006;Parker, Deyhle, & Villenas, 1999;Taylor, Gillborn, & Ladson-Billings, 2009;Yosso, 2006).…”

Section: [Un]critical Race Theory In Higher Education Journalsmentioning

confidence: 45%

Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms

Harper¹

2012

rhe

425

298

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This article analyzes 255 articles published in seven peer-reviewed journals over a 10-year period and presents examples of how higher education researchers undertake the study of campus racial climates; racial differences in access, outcomes, and attainment; and the experiences of students, faculty, and administrators of color on predominantly White campuses without explicitly considering racism or attributing quantified racial inequities to racist institutional practices. The analysis found three consistent trends: (a) racial disparities are overwhelmingly attributed to factors other than racism, (b) scholars use semantic substitutes for "racism" and "racist," and (c) critical race theory is rarely used for conceptual sense-making.

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Section: [Un]critical Race Theory In Higher Education Journalsmentioning

confidence: 45%

Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms

Harper¹

2012

rhe

425

298

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“…It is not enough. We must look beyond the normative frameworks for success (Morfin et al, 2006;Teranishi et al, 2009) and examine the college experience for underrepresented students. As CRT…”

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confidence: 46%

Racism, College, and the Power of Words

Minikel-Lacocque

2013

American Educational Research Journal

123

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Based on interview data from a collective case study, this article uses current notions of racial microaggressions to explore this “subtle” racism through the voices of six Latino/a students as they transition to a predominantly White university. Using critical race theory as a framework, I argue for greater understanding and increased use of the term racial microaggressions within education generally and specifically with regard to higher education. I also, however, argue for specific changes in the existing framework of racial microaggressions, contending that the term microaggression is at times misused within academia and that this misuse has potentially negative consequences. Implications for discussions of racism writ large as well as for specific changes on college campuses are discussed.

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“…first, our analysis expands cRt as a framework for addressing the unique challenges facing asian americans in higher education. Just as critical race theorists moved beyond a legal framework and adapted cRt for the context of education, our work here pushes the current boundaries of the nascent subfield of AsianCrit in legal studies and develops its relevance as a lens for greater racial understanding and justice in higher education (Park, 2008;Buenavista, Jayakumar, & Misa-Escalante, 2009;Chang, 1993, Chon, 1995Liu, 2009;Teranishi, 2002;Teranishi, Behringer, Grey, & Parker, 2009). Second, we showcase how the CRT constructs of interest convergence and divergence are applicable to the affirmative action debate in novel ways, showcasing and critiquing the agendas of the different stakeholders.…”

Section: Resultsmentioning

confidence: 42%

Interest Convergence or Divergence?: A Critical Race Analysis of Asian Americans, Meritocracy, and Critical Mass in the Affirmative Action Debate

Park

Liu²

2014

The Journal of Higher Education

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We use the Critical Race Theory frameworks of interest convergence and divergence to critique the anti-affirmative action movement's co-option of Asian Americans. Past discussions of affirmative action and Asian Americans mainly concentrate on how Asian Americans are affected by affirmative action, whether positively or negatively. We demonstrate how Asian American collegiate experiences ought to affect public understanding of affirmative action itself by demonstrating the need for broader conceptualizations of meritocracy and critical mass.academically successful white students rejected for admission by highly selective institutions have challenged the fairness of affirmative action in the courts. landmark cases such as Regents of the University of California v. Bakke (1978, and Fisher v. University of Texas (2013) were all initiated by white plaintiffs. 1 however, the most appealing poster children for the anti-affirmative action movement are not Whites but Asian Americans-specifically, Asian americans with stellar academic records and perfect or near perfect test scores who have been rejected by the institution of their choice. arguing that affirmative action hurts Asian Americans allows challengers to frame their opposition to the policy with colorblind language that seemingly reflects a concern for fairness and even thoughtful concern for a

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Critical race theory and research on Asian Americans and Pacific Islanders in higher education

Abstract: Critical race theory can be a useful alternative framework for understanding Asian American and Pacific Islander populations in higher education.

Cited by 60 publications

References 21 publications

Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms

Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms

Racism, College, and the Power of Words

Interest Convergence or Divergence?: A Critical Race Analysis of Asian Americans, Meritocracy, and Critical Mass in the Affirmative Action Debate

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