Challenging the model minority myth: Engaging Asian American students in research on Asian American college student experiences

Abstract

Using students as researchers can yield useful empirical data and result in a plethora of benefits for students, researchers, and institutions.

Interest Convergence or Divergence?: A Critical Race Analysis of Asian Americans, Meritocracy, and Critical Mass in the Affirmative Action Debate

“…Similar processes often occur in asian american studies courses. as documented by researchers, opportunities to connect with other asian american students both intellectually and cognitively, as well as socially and affectively, help students become critically aware of their identities (Suyemoto, Kim, Tanabe, Tawa, & Day, 2009). Improved mental health services, culturally-conscious academic and career counseling, and recognition of the unique needs of asian american students are needed to support the holistic development of asian american college students.…”

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

“…With Asian Americans continuing to occupy more seats at institutions of higher education in the United States, they are a population that requires and deserves heightened attention (Kim at al., 2009;Pak, Maramba, & Hernandez, 2014). Not only will research on the experiences of Asian American students who have academic difficulties equip faculty, staff, and administrators with evidence to improve practice, it will also begin to shift societal attention away from the model minority stereotype towards a more comprehensive understanding of individuals who identify as Asian American (Suyemoto, Kim, Tanabe, Tawa, & Day, 2009;Suzuki, 2002;Tran & Birman, 2010).…”

“…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.…”

“…He asserted that these efforts should be continuous and ongoing to encourage changes in attitudes and behaviors to take hold among participants. For instance, Suyemoto, Kim, Tanabe, Tawa, and Day (2009) explained that cultural barriers may prevent faculty and staff from adequately addressing students' concerns, in turn discouraging Asian American students from taking full advantage of resources and support. Faculty and staff may unintentionally misinterpret Asian American students' reliance on their parents when making decisions related to their academic plans or draw false conclusions about Asian American students' language abilities.…”

“…Much of this scholarship focuses on the model minority stereotype, which typecasts Asian Americans as hardworking and high achieving, especially in comparison to other racial groups. Despite the persistence of model minority imagery in the popular media, many researchers have attempted to dismantle the stereotype by offering evidence to demonstrate that not all Asian Americans are achieving high levels of success and in fact, some subgroups are lagging far behind (Li, 2005;Museus & Kiang, 2009;Suyemoto et al, 2009;Suzuki, 2002;Tran & Birman, 2010;Trytten et al, 2012). Furthermore, the damaging effects of the model minority stereotype are well documented, leaving Asian American students without the support and recognition they need to persist through times of academic difficulty (Kim & Lee, 2013;Li, 2005;Yeh, 2002).…”