The Inclusion and Representation of Asian Americans and Pacific Islanders in America’s Equity Agenda in Higher Education

Teranishi, Robert T.; Pazich, Loni Bordoloi

doi:10.4324/9780203155721.ch15

Cited by 6 publications

(7 citation statements)

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“…We should also note that as we discuss historical context, we understand that Asians are not a monolithic group. Some Asiangroups, such as Native Hawaiians, Pacific Islanders, and Southeast Asians, and those groups with darker skin, like many Filipinos, have experienced significant cultural, economic, and political challenges that have also limited their access and opportunity to higher education and exposed them to racial and ethnic discrimination (Kim, 2007;Teranishi & Bordoloi Pazich, 2013). Therefore, when we describe "elite Asian families," we are acknowledging the diverse experiences, cultures, and history of different Asian groups.…”

Section: Discussion: Recent Affirmative Action Cases and Causation Fallacy 20mentioning

confidence: 99%

Causation Fallacy 2.0

2015

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Justice Goodwin Liu reexamined seminal affirmative action in higher education legal cases beginning with the landmark 1978 case, Regents of the University of California v. Bakke and leading up to the U.S. Supreme Court’s 2003 decision in Gratz v. Bollinger. Liu argued that the Bakke and Gratz lawsuits were grounded in an underlying causation fallacy, largely because neither case involved enough applicants of color to change the likelihood of Bakke’s and Gratz’s admittance. Recent lawsuits from self-identified White and Asian, rejected applicants have emerged against top-ranked universities. This article revisits Liu’s assertions by applying his critical approach to those cases. Data indicate too few applicants of color to change the likelihood of recent plaintiffs’ admittance. Concluding arguments name Causation Fallacy 2.0 as a useful tool for explaining the cultural politics of race surrounding affirmative action admissions cases.

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Section: Discussion: Recent Affirmative Action Cases and Causation Fallacy 20mentioning

confidence: 99%

Causation Fallacy 2.0

2015

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“…Pell grant eligibility was used as a proxy for low-income status (Rosinger and Ford 2019). Underrepresented minority was defined as belonging to one of the following race/ethnicity categories: Black and African American, Hispanic or Latino, American Indian or Alaska Native, Native Hawaiian, Other Pacific Islander, Cambodian, Hmong, or Laotian (NSF 2019;Teranishi, Lok, and Nguyen 2013).…”

Section: Table 3 Demographic Composition Of Build and Non-build Match...mentioning

confidence: 99%

Impact of Undergraduate Research Training Programs: An Illustrative Example of Finding a Comparison Group and Evaluating Academic and Graduate School Outcomes

Stormes¹,

Streicker²,

Bowers³

et al. 2022

SPUR

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In this study, researchers at a large, urban, comprehensive minority-serving institution used propensity score matching to identify a unique comparison group to study academic and graduate school outcomes in students served by the National Institutes of Health–funded Building Infrastructure Leading to Diversity (BUILD) Initiative. Acknowledging that students’ self-selection biases may confound findings, the use of propensity methods to match students served with those who were not (but were otherwise eligible) provides a valuable tool for evaluators and practitioners to combat this challenge and better evaluate their effectiveness and impact on students’ success. This study’s findings indicate that BUILD participants had higher academic and graduate school success with regard to cumulative GPA, units attempted and completed, graduation status, and application and admission to graduate programs.

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“…This can also lead to overcompensation, whereby Asian American men subscribe to White patriarchal norms (Eng, 2001;Shek, 2012). This is further exacerbated by the myth of the model minority 8 whereby Asian Americans are socially passive and work ethic explains their upward social mobility (Teranishi & Pazich, 2014). Sue (2005), however, sees possibility to the extent that Asian American men are not fully vested in White patriarchal norms, because he argues it is easier to push them toward healthier forms of their masculine selves.…”

Section: Underexplored Racial Identities: Asian American Indigenous M...mentioning

confidence: 99%

Race Without Gender? Trends and Limitations in the Higher Education Scholarship Regarding Men of Color

Cabrera¹,

Karaman

Ballysingh

et al. 2021

Review of Educational Research

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The underrepresentation and underperformance of men of color relative to women of color within institutions of higher education have been extensively studied the past 20 years. The purpose of this study is to understand trends in how this research has been conducted rather than understand “best practices” to support this student population. To achieve this, we reviewed 153 pieces of scholarship from 1999 to 2019 using an intersectional and critical content analysis approach. Findings revealed that the bulk of scholarship involved onetime interviews for its empirical foundations, and the overwhelming majority centered the racial experiences of Black and Latinx men. In contrast, few analyses critically explored gender, sexual orientation, or social class. Additionally, scholarship that centered Asian American, Indigenous, multiracial, and trans* men of color was scant or nonexistent. Given these large gaps in the knowledge base, we offer guidance for the next generation of men of color in higher education scholarship in terms of analytical foci, theoretical frameworks, and methodologies.

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The Inclusion and Representation of Asian Americans and Pacific Islanders in America’s Equity Agenda in Higher Education

Cited by 6 publications

References 0 publications

Causation Fallacy 2.0

Causation Fallacy 2.0

Impact of Undergraduate Research Training Programs: An Illustrative Example of Finding a Comparison Group and Evaluating Academic and Graduate School Outcomes

Race Without Gender? Trends and Limitations in the Higher Education Scholarship Regarding Men of Color

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