Cyborgian Model Minorities for Environmental Justice: East Asian American Stories from the 1991 National People of Color Environmental Leadership Summit

2021 ◽  
Author(s):  
Lisa Yong Chiu Ng
Keyword(s):  
Environmental Justice ◽  
Asian American ◽  
East Asian ◽  
People Of Color ◽  
Environmental Leadership ◽  
Model Minorities ◽  
National People

Cultivating Environmental Justice

2018 ◽  
pp. 110-143
Keyword(s):  
African American ◽  
Civil Rights ◽  
Environmental Justice ◽  
Civil Rights Movement ◽  
Hazardous Waste ◽  
Environmental Leadership ◽  
Case Examples ◽  
Waste Dumps ◽  
Lead Paint ◽  
National People

The environmental justice movement grew out of the civil rights movement, and its aim was to provide all people with equal environmental protection. In the 1970s it became clear that African American and Hispanic children had much greater exposure to lead paint than did other children, and that hazardous waste dumps were disproportionately placed in communities of color. In 1991, the First National People of Color Environmental Leadership Summit in Washington, D.C., laid out the 17 principles of environmental justice. One of the Summit leaders was Hazel Johnson, an African American mother from Chicago who formed a nonprofit organization to clean up toxins in her neighborhood, which had the highest concentration of hazardous waste dumps in the nation. Mrs. Johnston's long battle with big industrial polluters is the focus of one of this chapter's case examples of how communities can empower their residents to fight for and achieve environmental justice.

Model Minorities and Overcoming the Dominance of Whiteness

2021 ◽  
Author(s):  
Nicholas D. Hartlep
Keyword(s):  
Asian Americans ◽  
Asian American ◽  
White Supremacy ◽  
Model Minority ◽  
The United States ◽  
People Of Color ◽  
Curriculum Studies ◽  
Model Minority Stereotype ◽  
Model Minorities

Stereotyping Asian Americans as successful or model minorities is not positive. Instead, it is a form of racist love that reinforces White supremacy. How can a positive stereotype reinforce White supremacy? Because the process of revering Asian Americans as model minorities leads to other groups of people, such as people of color and Indigenous people, being reviled. But if the model minority characterization of Asian Americans is inaccurate, what should curriculum studies scholars do? Disproving a “stereotype” is impossible. Curriculum studies scholars and theorists should not attempt to disconfirm something that is untrue, or something that is racist, but instead should narrate the reality of being Asian American. The model minority stereotype of Asian Americans has been studied and contested over 50 years within the context of the United States. Over these 50 plus years, the model minority stereotype has taken on a transcendent meaning. Overcoming the dominance of Whiteness requires Asian Americans to transcend “positive” stereotypes via critical storytelling. This will require curriculum studies as a field to continue to interrogate: What are the realities of living in racist Amerika for Asian Americans?

Call for Papers: 30th Anniversary of the First National People of Color Environmental Leadership Summit

2021 ◽  
Vol 14 (3) ◽  
pp. 233-234
Author(s):  
Peggy M. Shepard ◽  
Crystal Romeo Upperman
Keyword(s):  
People Of Color ◽  
Environmental Leadership ◽  
30Th Anniversary ◽  
National People

Call for Special Issue Papers: 30th Anniversary of the First National People of Color Environmental Leadership Summit

2021 ◽  
Vol 14 (6) ◽  
pp. 441-442
Author(s):  
Peggy M. Shepard ◽  
Crystal Romeo Upperman
Keyword(s):  
People Of Color ◽  
Special Issue ◽  
Environmental Leadership ◽  
30Th Anniversary ◽  
National People

Count Me In!: Ethnic Data Disaggregation Advocacy, Racial Mattering, and Lessons for Racial Justice Coalitions

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 91-124
Author(s):  
OiYan A. Poon ◽  
Jude Paul Matias Dizon ◽  
Dian Squire
Keyword(s):  
Asian American ◽  
People Of Color ◽  
Racial Justice ◽  
Racial Equity ◽  
Equity In Education ◽  
Case Study Analysis ◽  
Data Disaggregation ◽  
Racial Solidarity ◽  
The University

This article presents a case study of the 2006-2007 Asian American and Pacific Islander (AAPI) student-led Count Me In! (CMI) campaign. This successful campaign convinced the University of California (UC) to account for 23 AAPI ethnic identities in its data system. Celebrated as a victory for AAPI interests in discourses over racial equity in education, which are often defined by a Black- white racial paradigm, CMI should also be remembered as originating out of efforts to demonstrate AAPI solidarity with Black students and to counter racial wedge politics. In the evolution of the CMI campaign, efforts for cross-racial solidarity soon faded as the desire for institutional validation of AAPI educational struggles was centered. Our case study analysis, guided by sociological frameworks of racism, revealed key limitations in the CMI campaign related to the intricate relations between people of color advocating for racial justice. We conclude with cautions for research and campaigns for ethnically disaggregated AAPI data, and encourage advocates and scholars to address AAPI concerns over educational disparities while simultaneously and intentionally building coalitions for racial equity in higher education.

“Over-zealous Parents, Over-programmed Families”: Asian Americans, Academic Achievement, and White Supremacy

2021 ◽  
pp. 233264922110184
Author(s):  
Pawan Dhingra
Keyword(s):  
Asian Americans ◽  
Asian American ◽  
White Supremacy ◽  
Minority Group ◽  
People Of Color ◽  
White Educators ◽  
Asian American Students ◽  
American Students ◽  
High Achieving ◽  
K 12

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.

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