Over the past three decades, many higher education scholars have engaged in efforts to counter the stereotype that Asian Americans achieve universal and unparalleled academic success. While most of these scholars adopt an anti-oppression approach, some researchers have claimed that this literature reinforces oppressive deficit paradigms. To understand this conflict in existing literature, the current authors utilize an anti-imperialistic approach to analyze scholarship on the model minority myth. The current analysis reveals little evidence that research on the myth reinforced hegemonic deficit thinking. Instead, authors find that scholars largely utilized complex and multifaceted antideficit approaches, challenged dominant essentialist model minority frames, engaged in strategic (anti-)essentialism to navigate complex pan-racial contexts, and reframed the myth to achieve diverse purposes that speak to different audiences. Several implications for conducting critiques of literature reviews and future research on the myth are discussed.

Leadership education within postsecondary institutions has often failed to consider the ways in which Asian Americans and Pacific Islanders (AAPIs) make sense of their leadership identity. This article explores the role that Asian American and Native American Pacific Islander-Serving Institutions have in fostering AAPI leaders through culturally relevant practices and services that recognize and embrace students' racial and ethnic backgrounds.

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