Model Minority and Learning Disabilities: Double Jeopardy for Asian Immigrant Children in the USA

Poon-McBrayer, Kim Fong

doi:10.2304/gsch.2011.1.2.152

Cited by 5 publications

(4 citation statements)

References 18 publications

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“…For students in the present study, this reinforced not only a racial hierarchy, but also an ability hegemony in which intellectual and other ability differences were perceived as being less than. Whereas Black and biracial students recounted being perceived as less smart or capable, Asian Pacific Islander and Desi-American (APIDA) students were positioned as hyperintelligent and hypercapable through the model minority myth, which minimized and erased their lived experiences with dis/ability (Lee, 1994; Poon-McBrayer, 2011). Students’ counternarratives revealed how racist ableist discourses shaped their experiences forming study groups, registering with DRCs, and navigating faculty–student interactions.…”

Section: Resultsmentioning

confidence: 99%

“…Rather than encountering perceptions that they were academically incapable, however, they were positioned as hyperintelligent and hypercapable , which minimized and erased their lived realities navigating dis/ability. As Poon-McBrayer (2011) explains, “as a group, Asian immigrants and Asian Americans have been quickly idealized as a hardworking, successful, and law-abiding ethnic minority which has overcome discrimination, adversity, and oppression to achieve great success” (p. 152). All four APIDA students in the study discussed the model minority myth in the context of Asian racialization and the challenges it presented for them.…”

Section: Resultsmentioning

confidence: 99%

“…Unlike Latinx students, however, APIDA students contended with high rather than low expectations, which erased their lived experiences with dis/ability. As Poon-McBrayer (2011) argues in relation to double jeopardy experienced among Asian students with dis/abilities in the United States, "the model minority stereotype has further jeopardized their opportunities for equitable education when learning difficulties are present" (p. 155). Rodrigo's experience with the model minority myth was echoed by Micah, an Indian student with chronic food allergies/illness and Tourette's syndrome, as well.…”

Section: Black and Brown Dis/abled Students Navigated Racialized Perc...mentioning

confidence: 99%

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Theorizing Racist Ableism in Higher Education

Mireles

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Although research on the experiences of multiply-marginalized Black and Brown students with dis/abilities in higher education is limited, this growing body of work indicates that these students navigate racialized perceptions of ability, which impact their experiences on college and university campuses. This research highlights the need for intersectional frameworks that consider students’ multiple identities and the limitations of single-identity–focused frameworks. Purpose/Objective/Research Question/Focus of Study: Centering the counternarratives of 10 Black and Brown undergraduate students with dis/abilities across five college and university campuses, this article uses critical race theory (CRT), disability critical race theory (DisCrit), and racist nativism to develop a conceptual framework of racist ableism. Racist ableism bridges CRT, DisCrit, and racist nativism to describe how particular forms of ableism, informed by racist attitudes and beliefs, oppress and dehumanize Black and Brown people based on actual or perceived (or, inversely, lack of perceived) dis/ability, thereby reinforcing the relationship between whiteness and ability. Research Design: I examined the counternarratives of 10 Black and Brown undergraduate students who identified or have the lived experience of dis/ability. Counternarratives allowed me to center the stories of students. I identify three overarching findings: (1) Black and Brown dis/abled students navigated racialized perceptions of intelligence, productivity, and academic capability; (2) Black and Brown dis/abled students were pathologized as lazy and/or deviant, which minimized or erased their access needs; and (3) Black and Brown dis/abled students resisted racist ableist discourses. Conclusions/Recommendations: The counternarratives of students reveal how racialized perceptions of ability shaped their experiences interacting with staff and their ability to access institutional supports such as accommodations. They also reveal the critical raced-disabled epistemologies of Black and Brown students who identify or have been labeled as dis/abled. Their counternarratives highlight the need for: (1) intersectional frameworks that account for the ways in which racism and ableism are interconnected, and (2) race-conscious policies and practices that consider their multidimensional identities.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Black and Brown Dis/abled Students Navigated Racialized Perc...mentioning

confidence: 99%

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Theorizing Racist Ableism in Higher Education

Mireles

2022

Teachers College Record: The Voice of Scholarship in Education

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“…Appropriate support also appears to be an issue in terms of Asian American special needs students. Similar to many Latina/o and Black students, mislabeling of Asian American students as "special needs" can occur when the issues are more related to language, poverty, racism, parent involvement, inappropriate support, and other factors (J. M. Chang & Liu, 1998;Poon-McBrayer, 2011). As with the two larger communities of color in the United States, Asian American males are much more likely to be placed in special education (over 70%), than females.…”

Section: Status Data Do Not Distinguish Between Asians and Pacific Ismentioning

confidence: 99%

Asian Americans and Education

Chang¹

2017

Oxford Research Encyclopedia of Education

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The communities that constitute the racialized category of Asian Americans consist of approximately 20 million people in the United States, or about 5% of the total population. About 20% or 4 million are of primary or secondary school age, and over 1.1 million are in higher education. Both in popular and academic discourse, “Asian American” generally refers to people who have ethnic backgrounds in South Asia (e.g., Bangladesh, India, Pakistan, Sri Lanka), Southeast Asia (e.g., Cambodia, the Philippines, Thailand, Vietnam), and East Asia (e.g., China, Japan, Korea, Taiwan). As “Asian American” is an umbrella term used to categorize a very diverse, heterogeneous, and transnational set of populations, Asian Americans as a group present various challenges to education and research in and about the United States. These challenges can concern paradigms of achievement, citizenship, family involvement, access (e.g., higher education, bilingual education), language and culture, race and ethnicity, and school community. In order to address these paradigmatic challenges, a great deal of scholarship has called for a disaggregation of the data on populations that fall under the pan-ethnic “Asian America” umbrella term, to gain a more nuanced and dynamic understanding of the many diverse populations and their historical, cultural, economic, and political experiences. To further address the problematic framing of Asian Americans in education and related fields, scholars have applied critical lenses to key tensions within conceptualization, policy, curriculum, and pedagogy. More recently, the notions of intersectionality and transnationalism have been generative in the study of Asian Americans, within not only educational research but also Asian American studies, which generally falls under the field of ethnic studies in the U.S. context, but has also been categorized under American studies, cultural studies, or Asian studies. While characterizations of Asian Americans as “the Model Minority” or “the Oppressed Minority” persist, the relevance of such static binaries has increasingly been challenged as the Asian American populations and migrations continue to diversify and increase.

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Academic Challenges of Pupils with Disabilities and Effective Inclusive Practices

Miller¹,

Kass²

2023

Self-Efficacy and Success: Narratives of Adults With Disabilities

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Model Minority and Learning Disabilities: Double Jeopardy for Asian Immigrant Children in the USA

Cited by 5 publications

References 18 publications

Theorizing Racist Ableism in Higher Education

Theorizing Racist Ableism in Higher Education

Asian Americans and Education

Academic Challenges of Pupils with Disabilities and Effective Inclusive Practices

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