Discussions of white supremacy focus on patterns of whites’ stature over people of color across institutions. When a minority group achieves more than whites, it is not studied through the lens of white supremacy. For example, arguments of white supremacy in K-12 schools focus on the disfranchisement of African Americans and Latinxs. Discussions of high-achieving Asian American students have not been framed as such and, in fact, can be used to argue against the existence of white privilege. This article explains why this conception is false. White supremacy can be active even when people of color achieve more than whites. Drawing from interviews and observations of mostly white educators in Boston suburbs that have a significant presence of Asian American students, I demonstrate that even when Asian Americans outcompete whites in schools, white supremacy is active through two means. First, Asian Americans are applauded in ways that fit a model minority stereotype and frame other groups as not working hard enough. Second and more significantly, Asian Americans encounter anti-Asian stereotypes and are told to assimilate into the model of white educators. This treatment is institutionalized within the school system through educators’ practices and attitudes. These findings somewhat support but mostly contrast the notion of “honorary whiteness,” for they show that high-achieving minorities are not just tools of white supremacy toward other people of color but also targets of it themselves. Understanding how high-achieving minorities experience institutionalized racism demonstrates the far reach of white supremacy.
South Asian Americans’ Microaggression Experiences in School: Retrospective Reflections on Interactions with K-12 Teachers