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

2009 ◽  
Vol 2009 (142) ◽  
pp. 41-55 ◽  
Author(s):  
Karen L. Suyemoto ◽  
Grace S. Kim ◽  
Miwa Tanabe ◽  
John Tawa ◽  
Stephanie C. Day
Keyword(s):  
College Student ◽  
Asian American ◽  
Model Minority ◽  
Student Experiences ◽  
Model Minority Myth ◽  
American College Student ◽  
Asian American Students ◽  
American Students

Civic Responsibility Development Among College Students

2017 ◽  
pp. 92-110
Author(s):  
Young K. Kim ◽  
Jennifer L. Carter ◽  
Cameron L. Armstrong
Keyword(s):  
African American ◽  
College Student ◽  
Asian American ◽  
Racial Group ◽  
Civic Responsibility ◽  
Self Assessment ◽  
College Entry ◽  
Asian American Students ◽  
Racial Background ◽  
American Students

Using a statewide college student dataset, this chapter examines how the patterns in and predictors of civic responsibility development differ by students' racial background. Findings reveal that the level of civic responsibility does vary by student race. Results showed that Asian American students reported the lowest self-assessment of civic responsibility both at the point of college entry and in their junior or senior years, whereas African American students indicated the highest levels of civic responsibility both points of time. Findings also identify unique predictors of civic responsibility development for each racial group.

Model Minority, Model for Whom? An Investigation of Asian American Students in Science/Engineering

2010 ◽  
Vol 8 (1) ◽  
pp. 43-73
Author(s):  
Yingyi Ma
Keyword(s):  
Cultural Capital ◽  
Asian American ◽  
Model Minority ◽  
Immigrant Parents ◽  
Racial Groups ◽  
Science And Engineering ◽  
National Education ◽  
Asian American Students ◽  
American Students ◽  
Using Data

This study examines the attainment of the bachelor’s degrees in science and engineering among Asian American students, including those who are immigrant children and children with immigrant parents. Using data from National Education Longitudinal Studies: 1988-2000, this study finds that Asian Americans have the highest rate of expectation for majoring in natural science and engineering. After they attend college, they have the highest rate of persistence. Drawing from Bourdieu’s theory of cultural capital and habitus, this article finds that Asian American students are disadvantaged in cultural capital compared with other racial groups from the similar socioeconomic backgrounds, and they tend to formulate certain negative self-perceptions associated with their inclination towards science, technology, engineering, and mathematics (STEM) fields. These findings provide further evidence to challenge the model minority thesis, which suggests the choice and the attainment of STEM degrees by Asian American youth is entirely a success story.

scholarly journals Academically Achieving Hmong American Students in Higher Education

2020 ◽  
Vol 3 (4) ◽  
pp. p58
Author(s):  
Mai S. Lee ◽  
Nichole Walsh
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Critical Race Theory ◽  
Asian American ◽  
Model Minority ◽  
Public Institution ◽  
Model Minority Myth ◽  
American Students ◽  
Hmong American ◽  
Hmong Students

As the largest Asian-American ethnicity at one large public Institution of Higher Education in California, undergraduate Hmong students as a whole are falling behind other sub-groups in graduation rates. Fortunately, a handful of Hmong students do find their way through the challenges of their collegiate experiences to attain academic success. This study identified and connected with four high achieving undergraduate female Hmong American students at the IHE to explore the factors for a successful academic experience counter-narrative. This qualitative asset-based in-depth, semi-structured virtual interview approach allowed discovery into unique and shared narratives regarding their academic achievements. Verbatim transcript analyses in relation to the current literature on Hmong American college students and the frameworks of the Model Minority Myth, Critical Race Theory, and Microaggressions, illuminated important themes as considerations to cultivate increased undergraduate Hmong American student academic achievement. These included aspects of recognizing the mismatch of traditional Hmong cultural norms and the individualistic values of the U.S. IHE, supporting student self-advocacy, and increasing awareness of the Hmong ethnicity as distinct from other Asian groups to dismantle the harmful consequences of the Model Minority Myth on Hmong student success.

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