When You Name a Problem, You Become the Problem(En)Countering Whiteness at a Small, Liberal Arts College as a South Asian American Tenured Professor 1

Breaking the Bamboo Ceiling: Practical Strategies for Asian American and Pacific Islander Counselor Educators

“…Indeed, Love (2016Love ( , 2019 reinforced this construct by asserting that the educational system is built on White supremacy. Many scholars (e.g., Casado Pérez & Carney, 2018;Chikkatur, 2020;Hartlep, 2015;Hayes, 2020;Sato, 2020) have elaborated on the problematic racial structures of academia for numerous faculty of color, as the culture of spirit murdering forces faculty to conform to White academic ideals, bear the burden of creating long-term anti-racism changes, or face discrediting of their accolades. The presence of systemic racism in higher education, and educational systems as a whole, may lead to lower rates of retention in AAPI counselor educators.…”

“…The model minority myth thus represents the weaponization of one racial group to invalidate the experi-ences of oppression undergone by other racially and ethnically diverse groups. Instigating conflicts and hierarchies among racially minoritized groups, the model minority myth maintains anti-Black racism and White supremacy (Chikkatur, 2020;Poon et al, 2016). Obtaining a deeper understanding of the model minority myth's history of derisive use is important to continue challenging the deleterious effects of systemic racism historically entrenched in American society and within academe.…”

“…Nguyen et al (2019) posited that Asian Americans who are seen as competitive in employment settings are perceived as threats among other racial groups because of the model minority stereotype and responses toward racial hierarchy. Endorsement of the model minority myth in counselor education may contribute to biased expectations for AAPI faculty to achieve higher rates of scholarship, facilitate solely quantitative studies, serve on numerous diversity committees, address instances of racial inequity, and respond benevolently when interpersonal conflict arises (Chikkatur, 2020;Sato, 2020). Although the model minority myth has dominated research paradigms of AAPI in educational research, policy, and practice (Hune, 2011;Suzuki, 2002), the effects of this construct on AAPI faculty remain absent from the counselor education literature.…”

“…White leaders, chairs, and counselor educators must also consider how well-intended institutional policies developed for faculty affairs can perpetuate further harm through microaggressions and the creation of an unsafe racial climate (Chikkatur, 2020;F. Lee, 2019;Liang et al, 2018).…”

“…Once AAPI counselor educators recognize how their experiences of discrimination lie in external forces of oppression, they can begin cultivating coping responses that align with cultural notions while engaging in selfadvocacy and effecting institutional change (Casado Pérez, 2019;Chikkatur, 2020;Sato, 2020). Examples of self-advocacy may include limiting additional service roles, asking for clarification when needed, and setting boundaries when feeling overextended.…”