Deconstructing the model minority myth and how it contributes to the invisible minority reality in higher education research

Museus, Samuel D.; Kiang, Peter Nien‐chu

doi:10.1002/ir.292

Cited by 190 publications

(189 citation statements)

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“…When researchers rely on one-dimensional categories, even their efforts to address inequities in higher education can function to perpetuate assumptions that actually contribute to other inequalities (Museus, 2009). Several scholars, for example, have highlighted the fact that discourse around addressing racial disparities in college access and success have historically functioned, whether intentionally or inadvertently, to racially exclude Asian Americans because of their high college entrance, persistence, and graduation rates relative to other racial groups (Museus, 2009;Museus and Kiang, 2009;Museus, 2011; National Commission on Asian American and Pacifi c Islander Research in Education [CARE], 2008[CARE], , 2010Teranishi, 2010). Those scholars have noted that most discussions of such disparities ignore that several ethnic subgroups within the Asian American population (e.g., Southeast Asian American and Pacifi c Islander subpopulations) suffer from drastic racial and ethnic disparities in educational attainment.…”

Section: One-dimensional Analyses and The Role Of Intersectionality Imentioning

confidence: 43%

“…Overreliance on one-dimensional categories, even though giving space to the voices of racial minorities and women in higher education, fails to establish adequate space for individuals who are situated at the margins of multiple groups. A few scholars have begun to explore the identities and experiences of those who occupy these spaces (e.g., Cooper, Ortiz, Benham, and Sherr, 2002;Cho, 2003;Harper, 2005Harper, , 2007Museus and Kiang, 2009;Teranishi, 2010). Cho (2003), for example, demonstrates how racialized and gendered stereotypes converge to shape the unique experiences of Asian American female faculty who experience sexual harassment in the academy.…”

Section: One-dimensional Analyses and The Role Of Intersectionality Imentioning

confidence: 47%

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Mapping the margins in higher education: On the promise of intersectionality frameworks in research and discourse

Museus

Griffin

2011

New Drctns for Instit Rsrch

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Both qualitative and quantitative research that categorizes students along singular dimensions of identity provide limited information, which can restrict the ability of higher education scholars and institutional researchers to fully-and sometimes accurately-understand and respond to problems that exist in postsecondary education. Consider these two scenarios:A faculty member is troubled by the disproportionately high number of Asian American students leaving and failing his classes, so he requests data on this group from his campus' s institutional research office. The following week, the office sends him a statistical report, which indicates that Asian Americans have grade point averages, a persistence rate, and a graduation rate higher than all other racial groups on campus. The faculty member concludes that his observations must not be representative of the population from which his students come and ceases his investigation.During a qualitative climate assessment at an institution at which black students constitute more than 50 percent of the student body, a researcher interviews a first-year black male college student. The student tells the researcher that he cannot find other people like him on campus and is thinking about dropping out. The researcher probes with questions about why the interviewee feels this way but is unable to uncover the reasons behind those feelings. Given that the other black participants in the climate In this chapter, the authors discuss how understandings of individuals and groups in higher education research are limited by overreliance on one-dimensional analyses. They also underscore the importance of intersectionality research as one method to address such limitations. 5

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Section: One-dimensional Analyses and The Role Of Intersectionality Imentioning

confidence: 43%

Section: One-dimensional Analyses and The Role Of Intersectionality Imentioning

confidence: 47%

Mapping the margins in higher education: On the promise of intersectionality frameworks in research and discourse

Museus

Griffin

2011

New Drctns for Instit Rsrch

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132

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“…Despite the growth, there remains little research illuminating their college experiences and implications for student affairs practice. Without such research, student services practitioners and institutional leaders can be unconsciously guided by stereotypes in how they work with this socioeconomically diverse population (McEwen, Kodama, Alvarez, Lee, & Liang, 2002;Museus & Kiang, 2009). Prevailing images of Asian Americans as monolithically successful may lead to assumptions that these students require less support than others, even though many are first-generation college students from lowincome and immigrant or refugee families (Chang et al, 2007;Suzuki, 2002;Yeh, 2002).…”

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confidence: 42%

“The Land of Opportunity Doesn’t Apply to Everyone”: The Immigrant Experience, Race, and Asian American Career Choices

Poon¹

2014

csd

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Despite their popular portrayal as high achieving and structurally incorporated, race continues to shape the career choices of Asian American college students. As second-generation Americans, Asian Americans negotiate a constellation of factors when deciding their career choices, most notably, pressures from immigrant parents, awareness of labor market discrimination, fear of being tokenized in particular occupational fields, and influences from peer networks. These findings help elucidate how race and the social context of immigrant adaptation can affect the occupational trajectories of Asian Americans and other children of immigrants in the United States, regardless of their educational achievement and socioeconomic status.

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“…Related to category comparison, researchers can disaggregate quantitative data to analyze subgroups within a particular category to generate a more complex picture of reality than is presented when the entire racial category is examined (e.g. see Museus, 2009;Museus and Kiang, 2009;Teranishi, 2010).…”

Section: Mono-methods and Intersectionality Researchmentioning

confidence: 46%

Application of mixed‐methods approaches to higher education and intersectional analyses

Griffin

Museus

2011

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As scholars argue that intersectionality-the examination of individuals and their positionality at the intersection of multiple social identities or groupings-in higher education is a research paradigm rather than just a topic of study (e.g., Dhamoon, 2011;Hancock, 2007), there has been a great deal of discussion over the modes of analysis best suited to address how multiple identities shape the lived experience. Hancock calls attention to the need for appropriate methodology for intersectional inquiry, stating that "to move beyond testing time-worn theories, to examine the as-yet unanswered questions intersectionality generates, intersectional empiricists cannot rely on the same old data, or more precisely, data collected in the same old unitary way" (p. 66). Hancock and others suggest that mixed methods, which integrate qualitative and quantitative modes of analysis, may be best suited for this for intersectional inquiry. For example, Trahan (2011) notes that the basic principles of intersectionality align well with a mixed-methods analytical strategy. Intersectionality suggests that there are multiple, overlapping systems of oppression that shape our lives and experiences in complex ways. Consequently, this complexity requires truly understanding multiple forms of data and analysis.It has been approximately a decade since Borland (2001) and his colleagues highlighted the utility of mixed-method approaches in scholarly and institutional research. Yet mixed-methods research is still not widely adopted or used in the fi eld of higher education. This chapter is based on In this chapter, the authors discuss the utility of mixed-methods research in conducting intersectional analyses in higher education. They also discuss challenges to conducting mixed-methods intersectionality research and offer suggestions for overcoming them. 15

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Deconstructing the model minority myth and how it contributes to the invisible minority reality in higher education research

Abstract: A better understanding of the model minority myth of Asian American and Pacific Islanders can help move toward generating an authentic understanding of these students.

Cited by 190 publications

References 18 publications

Mapping the margins in higher education: On the promise of intersectionality frameworks in research and discourse

Mapping the margins in higher education: On the promise of intersectionality frameworks in research and discourse

“The Land of Opportunity Doesn’t Apply to Everyone”: The Immigrant Experience, Race, and Asian American Career Choices

Application of mixed‐methods approaches to higher education and intersectional analyses

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