Asian Americans and Campus Climate: Investigating Group Differences Around a Racial Incident

Johnston, Marc P.; Yeung, Fanny

doi:10.1515/jsarp-2014-0015

Cited by 16 publications

(14 citation statements)

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“…However, this study shows that the U.S. classroom is not a safe place for JIS to thrive. The hostility shown to those whose membership is illegitimatized, such as the JIS, is consistent with other reports of interracial unrests that continue to plague predominantly White institutions in the U.S. [35,60,69].…”

Section: Discussionsupporting

confidence: 87%

“…After all, works that promote diversity are not necessarily those that focus on dismantling the White-centered social system [10]. In fact, current teacher training in the U.S., pioneered and designed by predominantly White elites, remains largely White-washed [62,69,70] despite recent demographic shifts.…”

Section: Discussionmentioning

confidence: 99%

“…In other words, the discourse on dismantling White privilege and its associated ills (e.g., racism) should not be restricted to an assumed safe space inhabited by a few idealists, be they in academia (instructors, administrators, or students) or civil rights organizations. After all, some claimed safe spaces, such as university classrooms, have been shown to be hostile to anything (people or ideas) that exhibits differences from the norm [35,69,70]. Hence, public discourse that can liberate society from unconscious biases and uninformed racial practices should be ongoing and not occasional or ad hoc [83]; it should be a movement that considers and supports, but also cross-checks any critical cultural knowledge produced in academia.…”

Section: Discussionmentioning

confidence: 99%

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The Segregation of Foreigners in U.S. Mainstream Classrooms

Lee

2019

Sustainability

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1) This study investigates the norms of speaking in the classroom by examining the speaking practices of Japanese international students (JIS)-a nonnative English speaking group-in classroom conversations with native English speakers (NES). (2) Semi-structured interviews in Japanese were conducted with 12 JIS in undergraduate programs at a predominantly White university in the United States.(3) The use of speech codes theory and Hymes's SPEAKING framework, coupled with the grounded theory, reveal that all the interviewees dealt with conflicting feelings of eagerness and dread when deciding whether or not to participate in classroom conversations. The JIS revealed threatening classroom dynamics that made them feel inadequate, isolated, and intimidated. The norms for speaking in the classroom subjugate the JIS into silent observers and subalterns who lack colloquial English skills or local cultural knowledge. Unforgiving sanctions, including discrimination, exclusion, ignorance, and silent treatment, are used by the NES to illegitimize JIS membership in the classroom community. (4) These micro-level nuances of classroom culture are discussed in relation to the macro-level institutionalized structures of U.S. higher education that are, in turn, embedded in the socio-historical dynamics of the nation.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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The Segregation of Foreigners in U.S. Mainstream Classrooms

Lee

2019

Sustainability

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“…Central to this strand is the notion that Asian American culture is intimately linked with identity for Asian American college students and is exerted through parenting practices and evidenced in value adherence. The final strand of literature examines the environmental, relational, and emotional aspects of the college experience for Asian American students, along with an overview of what faculty and staff members can do to shape an inviting and nurturing campus climate (Ancis et al, 2000;Eimers & Pike, 1997;Harper & Hurtado, 2007;Hurtado, Milem, Clayton-Pedersen, & Allen, 2003;Johnston & Yeung, 2014;Kim, Chang, & Park, 2009;Kuh, 2005;Liang & Sedlacek, 2003;Liu, 2009;Maramba & Velasquez, 2012;Museus & Neville, 2012;Museus & Ravello, 2010;Museus & Truong, 2009;Nora & Cabrera, 1996;Rankin & Reason, 2005;Suyemoto, Kim, Tanabe, Tawa, & Day, 2009;Suzuki, 2002;Teranishi, Behringer, Grey, & Parker, 2009;Wei et al, 2011). The review concludes with a summary of the literature and proposes opportunities for further inquiry.…”

Section: Chapter Two: Literature Reviewmentioning

confidence: 99%

“…Several studies have demonstrated that dissatisfaction with campus racial climate can negatively influence a range of outcomes such as persistence, sense of belonging, and overall satisfaction (Ancis et al, 2000;Eimers & Pike, 1997;Gloria & Ho, 2003;Maramba & Velasquez, 2012;Nora & Cabrera, 1996;Rankin & Reason, 2005;Wells & Horn, 2015). Other research that includes Asian Americans has been inconclusive, with some studies indicating relative satisfaction (Harper & Hurtado, 2007) and others reporting lower levels of adjustment and wellbeing (Cress & Ikeda, 2003;Johnston & Yeung, 2014;Kuh, 2005;Rankin & Reason, 2005).…”

Section: Campus Racial Climate and Diversitymentioning

confidence: 99%

What it means to fail : exploring how the model minority makes sense of academic struggles in college

Olia¹

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This study examined how eight Asian American undergraduate students made sense of academic difficulties while pursuing a degree in the health professions at a highly selective, private, research university. Interpretative phenomenological analysis (IPA) was the research methodology used to qualitatively explore the problem. A psychosocial student development model geared towards Asian American college students was applied as the theoretical lens for designing the study. This study demonstrated that Asian American students are under tremendous pressure to achieve academically and are held to strict criteria for defining success due to family expectations and social stereotypes such as the model minority designation. The study confirmed that parents are highly influential in the academic affairs of their college-aged children, which is largely attributed to their own struggles as immigrants and their pursuit of the American dream. Encountering an academic setback and jeopardizing their chance to fulfill their familial duty was a deeply unsettling and disorienting experience for the participants. The study revealed that failing a course resulted in a phase of debilitating emotional distress, which was followed by a period of coping, reflection, identity development, and the reevaluation of future plans. An important finding from this study is that the participants felt unsupported within their home and college environments during times of academic difficulty, suggesting that universities should rethink their approach to working with Asian American students and making their services more tailored to the needs of this unique population. Encouraging reflection and engaging Asian American students in positive advising relationships with empathetic faculty and staff members are also recommended.

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Pedagogical Strategies for Challenging Students’ World Views

Harven

Soodjinda

2016

Social Justice Instruction

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Asian Americans and Campus Climate: Investigating Group Differences Around a Racial Incident

Cited by 16 publications

References 0 publications

The Segregation of Foreigners in U.S. Mainstream Classrooms

The Segregation of Foreigners in U.S. Mainstream Classrooms

What it means to fail : exploring how the model minority makes sense of academic struggles in college

Pedagogical Strategies for Challenging Students’ World Views

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