Gifted Asian-American Students: Identification, Curricular, and Counseling Concerns

1996 ◽  
Vol 19 (3) ◽  
pp. 315-343 ◽  
Author(s):  
Jonathan A. Plucker
Keyword(s):  
Asian Americans ◽  
Asian American ◽  
The United States ◽  
Social And Emotional Development ◽  
Future Directions ◽  
Social And Emotional ◽  
Asian American Students ◽  
American Students ◽  
Values And Beliefs ◽  
Counseling Practices

Asian Americans constitute the fastest growing ethnic group in the United States population, and an incredible diversity exists among Asian-American groups with respect to language, values and beliefs, socioeconomic status, acculturation, and ethnic identity. Yet research involving gifted Asian Americans is limited. Suggestions for teaching and counseling are rare, and most literature addresses only identification concerns. This article calls attention to the deficits in the current literature; analyzes the numerous factors that influence the intellectual, social, and emotional development of gifted Asian Americans; summarizes recommended curricular and counseling practices; and suggests future directions for research and interventions.

“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.

scholarly journals Attaining the Elusive: Efficacy, Math Education and Black and Latino Students

2018 ◽  
Vol 1 (3) ◽  
pp. 65-76
Author(s):  
Gilberto Arriaza ◽  
Cesar Monterrosa
Keyword(s):  
Native American ◽  
Advanced Placement ◽  
Asian American ◽  
Social Cognitive ◽  
Latino Students ◽  
The United States ◽  
Asian American Students ◽  
Education Leaders ◽  
American Students ◽  
Southeast Asian American

Low enrollment of Latino, African American, Native American, and Southeast Asian American students in science, technology, engineering, and math (STEM) classes, via advanced placement (AP) courses, remains a problem for high schools, and education leaders across the United States. More than just examining the factors behind this enrollment issue, we wanted to understand the focal factors underpinning success in AP courses of those few who do enroll. For that purpose, we grounded this case study on social cognitive theory’s central variable of self-efficacy. We found that teacher facilitated experience plays a pivotal function in students’ success in STEM education, more specifically, AP math.

The Mathematics Education of Asian Americans

1984 ◽  
Vol 15 (2) ◽  
pp. 114-122
Author(s):  
Sau-Lim Tsang
Keyword(s):  
Mathematics Education ◽  
Asian American ◽  
Immigrant Students ◽  
The United States ◽  
Research Literature ◽  
American Population ◽  
Cognitive Differences ◽  
Asian American Students ◽  
Mathematics Tests ◽  
American Students

A review of the research literature on the mathematics education of Asian-American students indicates that although their achievement in mathematics has been relatively high, the effects of the recent wave of immigration from Asia have not been studied. Problems faced by immigrant students in taking mathematics tests have been identified, and research has begun into cognitive differences between them and students educated entirely in the United States. Researchers and educators alike need a greater sensitivity to differences within the Asian-American population.

scholarly journals Asian International Student and Asian American Student: Mistaken Identity and Racial Microaggressions

2019 ◽  
Vol 9 (1) ◽  
pp. 39-65 ◽  
Author(s):  
HyeJin Tina Yeo ◽  
Ruby Mendenhall ◽  
Stacy Anne Harwood ◽  
Margaret Browne Huntt
Keyword(s):  
International Students ◽  
Asian Americans ◽  
Asian American ◽  
Skin Color ◽  
International Student ◽  
Racial Microaggressions ◽  
Asian International Students ◽  
Mistaken Identity ◽  
Asian American Students ◽  
American Students

This study examines the experiences of Asian American students who are mistaken as Asian international students; it provides insight into domestic students’ perceptions of and potential racial microaggressive experiences of international students. Drawing from racial microaggressions survey data of Asian Americans, this study highlights the multiple layers of overt racism, microaggressions, and xenophobia directed against students who are perceived as Asian international students. The Asian American students’ narratives reveal that international students are often racialized by skin color, English proficiency, and nationality, which reflect U.S. racist framings of Asian Americans. Thus, we argue that racial experiences of Asian international students should be addressed as a part of U.S. racial ideology, notions of Whiteness, and racial microaggressions on campus.

scholarly journals Engaging Filipinx Americans in Higher Education to Foster Student Success

JCSCORE ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 1-37 ◽  
Author(s):  
Ernest “Niki” Libarios, Jr.† ◽  
Melissa Arriba ◽  
Chris M. Lucas ◽  
Kawehionalani Goto ◽  
Roderick N. Labrador
Keyword(s):  
Higher Education ◽  
Asian Americans ◽  
Asian American ◽  
Academically Successful ◽  
Asian American Students ◽  
Engagement Strategies ◽  
American Students ◽  
Postsecondary Success ◽  
Higher Education Experiences ◽  
Institutional Engagement

Increasingly, researchers call for closer examinations of Asian Americans to counter the false, yet widely held, assumption that collectively all Asian Americans are academically successful and have similar higher education experiences. Filipinx American college students are one of the fastest growing student populations of Asian Americans in higher education. As their enrollment numbers increase, it is even more imperative to recognize how the needs of Filipinx American students as a disaggregated group, differ from other Asian American students and understand the factors that contribute to Filipinx American postsecondary success. This article focuses directly upon Filipinx American students. It explores the various higher education engagement challenges, provides a theoretical framework to better understand the Filipinx American postsecondary student experience, and offers four important institutional engagement strategies to nurture educational attainment and success.

scholarly journals Asian Americans: Factors Influencing the Decision to Study Abroad

2003 ◽  
Vol 9 (1) ◽  
pp. 71-110 ◽  
Author(s):  
J. Scott Van Der Meid
Keyword(s):  
Study Abroad ◽  
Influencing Factors ◽  
Asian Americans ◽  
Asian American ◽  
Asian American Students ◽  
Factors Influencing ◽  
American Students

This study aims to clarify the influencing factors for Asian American students when making the decision to study abroad. By understanding the influencing factors, efforts could be made to help increase the overall participation of students in study abroad and, more specifically, increase the rate of participation of Asian Americans.

"Greasy Grinds” and “Quasi-Robots”: Rhetoric of Exclusions against Jewish and Asian American Students in American Universities

2009 ◽  
Vol 7 (2) ◽  
pp. 59-82
Author(s):  
Jillian Liesemeyer
Keyword(s):  
Asian American ◽  
Historical Trends ◽  
Historical Discourse ◽  
American Universities ◽  
The Public ◽  
Historical Comparison ◽  
Asian American Students ◽  
American Students ◽  
Current Controversy ◽  
Jewish Students

This study examines the historical comparison between exclusionary quotas against Jewish students in American universities and the recent similarities with the controversy over Asian American enrollment. Through an analysis of historical discourse from within the administration, in the public realm, and from students, parallels are seen between the two incidents. With a more complete understanding of the historical trends in exclusionary practices in universities, policymakers can recognize the current controversy with Asian American enrollment and take on the problem at the source.

Community-based? Asian American Students, Parents, and Teachers in the Shifting Chinatowns of New York and Los Angeles

2012 ◽  
Vol 10 (2) ◽  
pp. 99-117 ◽  
Author(s):  
Benji Chang ◽  
Juhyung Lee
Keyword(s):  
New York ◽  
Public Schools ◽  
Los Angeles ◽  
Asian American ◽  
Community Members ◽  
Asian American Students ◽  
Education Experience ◽  
American Students ◽  
Community Organizers ◽  
Holistic Vision

This article examines the experiences of children, parents, and teachers in the New York and Los Angeles Chinatown public schools, as observed by two classroom educators, one based in each city. The authors document trends among the transnational East and Southeast Asian families that comprise the majority in the local Chinatown schools and discuss some of the key intersections of communities and identities within those schools, as well as the pedagogies that try to build upon these intersections in the name of student empowerment and a more holistic vision of student achievement. Ultimately, this article seeks to bring forth the unique perspectives of Chinatown community members and explore how students, families, teachers, school staff and administrators, and community organizers can collaborate to actualize a more transformative public education experience.

Between-Year and Within-Year School Mobility: Different Effects by Race/Ethnicity

2021 ◽  
pp. 001312452110045
Author(s):  
Jie Min
Keyword(s):  
Academic Achievement ◽  
Asian American ◽  
School Mobility ◽  
Student Groups ◽  
Asian American Students ◽  
Math Scores ◽  
American Students ◽  
Reading And Math ◽  
Multiple Membership ◽  
Racial Ethnic

The current study investigated the effects of school mobility on the academic achievement of different racial/ethnic groups in four cohorts of students from a very large urban school district. In this study, I compared within-year and between-year mobility and, most importantly, account for all the schools students attended over the study period. Using a multiple membership model (MMM), the findings confirmed that, for all student groups, academic achievement was affected more by within-year school mobility than between-year school mobility. Black students had the highest mobility rates, both for between- and within-year mobility. Although Asian-American students achieved higher reading and math scores on average, they were more negatively impacted by within-year school mobility compared to other groups. The current study was able to pinpoint the students most at risk for negative outcomes following within-year mobility. The findings are discussed in the context of policy recommendations that can be adopted by school districts.

scholarly journals Asian American Older Adults and Social Isolation: A Systematic Literature Review

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 328-328
Author(s):  
Simona Kwon ◽  
Deborah Min ◽  
Stella Chong
Keyword(s):  
United States ◽  
Older Adults ◽  
Literature Review ◽  
Social Isolation ◽  
Asian Americans ◽  
Systematic Literature Review ◽  
Asian American ◽  
Minority Group ◽  
The United States ◽  
Eligibility Criteria

Abstract Asian Americans are the fastest growing racial and ethnic minority group in the United States, whose population is aging considerably. Previous studies indicate that social isolation and loneliness disproportionately affects older adults and predicts greater physical, mental, and cognitive decline. A systematic literature review using PRISMA guidelines was conducted to address this emerging need to understand the scope of research focused on social isolation and loneliness among the disparity population of older Asian Americans. Four interdisciplinary databases were searched: PubMed, CINAHL, PsycINFO, and AgeLine; search terms included variations on social isolation, loneliness, Asian Americans, and older adults. Articles were reviewed based on six eligibility criteria: (1) research topic relevance, (2) study participants aged >60 years, (3) Asian immigrants as main participants, (4) conducted in the United States, (5) published between 1995-2019, and (6) printed in the English language. The search yielded 799 articles across the four databases and 61 duplicate articles were removed. Abstracts were screened for the 738 remaining studies, 107 of which underwent full-text review. A total of 56 articles met the eligibility criteria. Synthesis of our review indicates that existing research focuses heavily on Chinese and Korean American immigrant communities, despite the heterogeneity of the diverse Asian American population. Studies were largely observational and employed community-based sampling. Critical literature gaps exist surrounding social isolation and loneliness in Asian American older adults, including the lack of studies on South Asian populations. Future studies should prioritize health promotion intervention research and focus on diverse understudied Asian subgroups.

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