‘We dominate the basement!’: how Asian American girls construct a borderland community

Tokunaga, Tomoko

doi:10.1080/09518398.2016.1201162

Cited by 15 publications

(6 citation statements)

References 22 publications

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“…Rather, explicitly or implicitly, they are constantly hearing information about what role they should play in their family, among their peers, and society (e.g., submissive, passive, quiet). Asian American women live in a world of multiple and often contradictory messages about themselves and how to navigate their world (Tokunaga, 2016). Consequently, these women may struggle with navigating displacement and with their sense of belonging (Anzaldúa, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…In addition, given that Americans on average spend half the day consuming media (Watson, 2020), we posit that the media may be a critical source of influence on Asian American women. Growing up, Asian American girls/women may receive various messages from their parents, peers, mass media, and popular culture (Tokunaga, 2016). Thus, investigating gendered racial socialization messages from multiple sources is instrumental to gain a more holistic understanding of Asian American women’s experiences.…”

Section: Racial and Gender Socializationmentioning

confidence: 99%

See 1 more Smart Citation

Second-generation Asian American women’s gendered racial socialization.

Ahn¹,

Keum²,

Meizys³

et al. 2022

Journal of Counseling Psychology

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Utilizing an intersectional framework (Crenshaw, 1989) and socioecological theory (Bronfenbrenner, 1979), we investigated the gendered racialized messages Asian American women receive growing up, otherwise known as gendered racial socialization, from their family, peers, and mass media. Consensual Qualitative Research was used to analyze interview data from 12 second-generation Asian American women. The results demonstrated that (a) family socialization messages included gendered racial discrimination, body image and physical appearance, marital/dating attitudes, role responsibilities and expectations, and academic/work expectations, (b) peer socialization included oppressive messages (e.g., physical objectification, denial of identity, lack of presence) and affirming messages (e.g., positive selfconcept messages), and (c) mass media socialization included oppressive messages (e.g., lack of representation, stereotypical depictions), and affirming messages (e.g., messages about empowerment). These messages impacted Asian American women's views on their body image and physical appearance, selfesteem, career/work, mental health, and critical consciousness. Implications and findings of the need to dismantle interlocking oppressive forces are discussed. Public Significance StatementAsian American women receive multiple gendered racial socialization messages from their parents, peers, and mass media that are rooted in interlocking systems of oppression surrounding racism and sexism. The present study provides implications for future prevention and intervention efforts to mitigate these negative effects on Asian American women.

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Section: Discussionmentioning

confidence: 99%

Section: Racial and Gender Socializationmentioning

confidence: 99%

Second-generation Asian American women’s gendered racial socialization.

Ahn¹,

Keum²,

Meizys³

et al. 2022

Journal of Counseling Psychology

View full text Add to dashboard Cite

show abstract

“…Stitching identities together also happens in physical spaces as well. Tokunaga (2016) describes the activities of Asian American girls who congregated together in the "basement" of their high school. This informal affinity group critically engaged with popular media images ascribed to their cultural identities as Asian American women.…”

Section: Belonging and Community: Spaces Of Healingmentioning

confidence: 99%

“…Dar, along with other popular culture scholars (e.g., hooks 2006;Jenkins 2007;Dyson 2019), illustrate the importance of ethnographic work to voice the practices and concerns young people communicate within their cultural spaces in their pursuit to claim wellness and spaces for being. Together, these ethnographic studies of young people performing identities call for us to look deeper at multiple spaces of childhood practice, "such as community-based organizations, schools, homes, street corners, and online" (Tokunaga 2016(Tokunaga , p. 1097. As bell hooks (2006) argues, it is "our right and responsibility as academics to study and write about popular culture seriously" (p. 4).…”

Section: Politics and Pleasure: Public Identities And Social Changementioning

confidence: 99%

Popular Culture as Sites of Belonging and Healing

Yoon

Vasudevan

2021

The Palgrave Encyclopedia of Critical Perspectives on Mental Health

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“…Policy can strongly support pedagogies of care, critical inquiry, and community-building (Chang and Lee, 2012) (Pang, 2006). But when such pedagogies are impeded, alienation and desperation can emerge (Tokunaga, 2016; Wang et al., 2011), and in Hong Kong a tragic statistic comes to mind. Last year, some 22 students committed suicide over eight months (Cheung and Chiu, 2016).…”

Section: Confronting Issues Of Neoliberalism and Schoolingmentioning

confidence: 99%

Emerging issues of teaching and social justice in Greater China: Neoliberalism and critical pedagogy in Hong Kong

Chang

McLaren

2018

Policy Futures in Education

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From the Americas to Asia, neoliberal policy restructuring continues to present major challenges to educational equity. In Hong Kong, teacher educators grapple with training students in pedagogy they believe in, versus the daily status quo of high-stakes exam prep, privatized “shadow education,” and a system seemingly pushed to the brink of neoliberal social efficiency. Indeed, in recent years, Hong Kong has recorded top rankings on the Trends in International Mathematics and Science Study and the Programme for International Student Assessment, along with record-setting protests and student suicides. Like in the USA, neoliberalization of teacher education in Hong Kong has proffered dilemmas of standardized curricula, evaluation, and licensure, often under the guise of “21st century skills and technology.” Both regions also face perpetual threats of being under- or de-funded, based on “data-driven” decision-making and leadership that are supposedly more accountable and efficient. Unsurprisingly, neoliberal policies and practices have often exacerbated inequities in teaching and learning, especially for communities labelled as minority or working-class. Within traditions of critical pedagogy, this article’s authors engage in a discussion on how educators and students are navigating the neoliberal behemoth and developing more inclusive spaces across local contexts of language, class, and culture. Based on the authors’ research in the Americas and Greater China, this article interrogates some of the junctures and ruptures of neoliberal education in Hong Kong, long-held as bridge between “East” and “West.” The article draws from the first author Benji Chang’s action research projects with pre-and in-service teachers in the region, which examines how they are critiquing and challenging dominant discourses of neoliberalism (e.g., positivism, standardization, and market-economy), and what brings hope. Given Hong Kong’s history of colonization with Europe and the USA, and the ever-expanding dominance of mainland China, this article makes a contribution to international scholarship concerned with teacher education and social justice.

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‘We dominate the basement!’: how Asian American girls construct a borderland community

Cited by 15 publications

References 22 publications

Second-generation Asian American women’s gendered racial socialization.

Second-generation Asian American women’s gendered racial socialization.

Popular Culture as Sites of Belonging and Healing

Emerging issues of teaching and social justice in Greater China: Neoliberalism and critical pedagogy in Hong Kong

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