Profiles of Ethnic-Racial Identity, Socialization, and Model Minority Experiences: Associations with Well-Being Among Asian American Adolescents

2021 ◽  
Author(s):  
Mingjun Xie ◽  
Jillianne Fowle ◽  
Pak See Ip ◽  
Milou Haskin ◽  
Tiffany Yip
Keyword(s):  
Racial Identity ◽  
Asian American ◽  
Model Minority ◽  
Well Being ◽  
Asian American Adolescents

Narratives of Asian/American Educators

2015 ◽  
pp. 291-322 ◽  
Author(s):  
Trish Morita-Mullaney ◽  
Michelle C. S. Greene
Keyword(s):  
United States ◽  
Public Schools ◽  
Racial Identity ◽  
Identity Development ◽  
Asian American ◽  
Model Minority ◽  
Racial Identity Development ◽  
Midwestern United States ◽  
Cultural Formation ◽  
Asian American Teachers

Asian/American educators are often reified as the model minority and are regarded as smart, quiet, and reserved, and willing to conform to the dominant discourse and culture (Fairclough, 2001; Ramanathan, 2006). When they do not mold to this ascribed role, they can be avoided, found peculiar, and isolated (Delgado & Stefancic, 2001). This chapter examines the narratives of three Asian/American teachers in the Midwestern United States. These narratives are instructive in individual and collective racial identity development, as well as the cultural formation of emerging definitions of what it means to be an Asian/American professional in U.S. public schools.

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