This article presents a critical review of 112 works of research on Asian Americans and Pacific Islanders (AAPIs) in higher education. It focuses on ways previous scholarship framed AAPIs in higher education, and specifically on how those works engaged in a sustained project of countering the model minority myth (MMM). Many publications on AAPIs in higher education mentioned the MMM and neglected to account for the original purpose of the MMM—to maintain anti-Black racism and White supremacy. We identified four key and interconnected limitations implicit in the counter-MMM framework that result from a lack of a critical recognition of the model minority as an instrument to maintain White dominance. Our analysis suggests that the well-established counter-MMM scholarly project is fundamentally flawed in its ability to humanistically reframe and advance research on AAPIs. Therefore, we call for a reframing of research on AAPIs in higher education.

The purpose of this research was to contribute to the college student leadership literature through a more complex examination of the influences of race on socially responsible leadership development. Data represented 8,510 participants from 101 colleges and universities in the United States. Results provided evidence of the additive value of including measures of collective racial esteem (CRE) above and beyond simple indicators of racial group membership. CRE examines an individual's self-concept related to membership in a broader racial group and may be used as a correlate of racial identity in assessing the impact of race in quantitative research. Analyses also revealed different predictors of leadership development by racial group, as well as unique influences from subdimensions of CRE, demonstrating the importance of disaggregating data to provide a more complex picture of the influences of race on leadership development. Results offer implications informing educators' abilities to better target leadership interventions to meet a diverse range of developmental needs.

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Using an ethnically diverse, national sample, this study used structural equation modeling to investigate the development of leadership self-efficacy (LSE) among 2,223 Asian American college students by focusing on the influences of racial identity (using the construct of collective racial esteem; CRE) and resilience. Results demonstrated a strong influence of resilience on LSE, and of CRE on resilience. This study's findings highlight the importance of attending to the influence of racial identity on leadership development for Asian Americans, a group for which college educators often overlook the impact of race on college experiences and outcomes. Implications for practice include: (a) understanding the role of psychological constructs on leadership development; (b) the importance of racial identity in developing resilience; and (c) the need to integrate racial identity and resilience in leadership education to provide a holistic approach for Asian American students' development.

❖ The purpose of this study was twofold: (1) to examine the construct of marginality in transfer commuter students, and (2) to discover possible demographic (e.g., race, gender) and situational (e.g., on-campus support, employment) characteristics that might contribute to this sense of marginality. In the first analysis, no significant differences were found between transfer and native commuter students on marginality. However, results showed that these students have few sources of on-campus support, and that this lack of support contributed to feelings of marginality. Also, women and Asian American participants experienced higher levels of marginality. Finally, different variables were contributors to marginality for transfer students as compared with an overall sample of commuter students. Marginality of Transfer Commuter StudentsTransfer students make up nearly half of the student body at some