Toward an Anti-Imperialistic Critical Race Analysis of the Model Minority Myth

Over the past three decades, many higher education scholars have engaged in efforts to counter the stereotype that Asian Americans achieve universal and unparalleled academic success. While most of these scholars adopt an anti-oppression approach, some researchers have claimed that this literature reinforces oppressive deficit paradigms. To understand this conflict in existing literature, the current authors utilize an anti-imperialistic approach to analyze scholarship on the model minority myth. The current analysis reveals little evidence that research on the myth reinforced hegemonic deficit thinking. Instead, authors find that scholars largely utilized complex and multifaceted antideficit approaches, challenged dominant essentialist model minority frames, engaged in strategic (anti-)essentialism to navigate complex pan-racial contexts, and reframed the myth to achieve diverse purposes that speak to different audiences. Several implications for conducting critiques of literature reviews and future research on the myth are discussed.

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A Methodological Review of Systematic Literature Reviews in Higher Education: Heterogeneity and Homogeneity

10.31219/osf.io/jn84b ◽

2021 ◽

Author(s):

Sin Wang Chong ◽

Lin Ting Jun ◽

Yulu Chen

Keyword(s):

Higher Education ◽

Future Research ◽

Research Directions ◽

Methodological Review ◽

The Past ◽

Interdisciplinary Field ◽

Wide Range ◽

Literature Reviews ◽

Research Findings ◽

Future Research Directions

The field of higher education research has bourgeoned in the past decades, addressing a wide range of topics. Being in a rapidly expanding and interdisciplinary field of research, higher education scholars have demonstrated exigency for aggregating research findings to map the research landscape, identify future research directions, and bridge the research-practice divide. In this connection, systematic literature reviews have been carried out to consolidate research findings. With a proliferation of systematic literature reviews in higher education, the aim of this meta, methodological review is to provide a state-of-the-art systematic literature review methodologies in the field of higher education. Adhering to the exploratory nature of this study, this review analyses systematic literature reviews published in 16 top-tiered international journals in higher education (n=160). Through qualitative research synthesis using thematic analysis and informed by grounded theory, a methodological framework comprising six stages and 20 steps is developed, which might help to instigate methodological dialogue between researchers when it comes to conducting systematic literature reviews. A handy checklist for conducting and evaluating systematic literature reviews in higher education is created.

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Academically Achieving Hmong American Students in Higher Education

Global Research in Higher Education ◽

10.22158/grhe.v3n4p58 ◽

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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Individualism/Collectivism and Academic Self-Enhancement in New Zealand Māori University Students

Journal of Pacific Rim Psychology ◽

10.1375/prp.4.2.138 ◽

2010 ◽

Vol 4 (2) ◽

pp. 138-151 ◽

Cited By ~ 12

Author(s):

Natasha A. Tassell ◽

Ross A. Flett ◽

Jhanitra R. Gavala

Keyword(s):

Higher Education ◽

Academic Success ◽

New Zealand ◽

University Students ◽

Policy Development ◽

Educational Strategies ◽

Negative Contribution ◽

Convenience Sample ◽

The Past ◽

Cultural Orientations

AbstractThe present study had several aims: to examine horizontal/vertical individualism/collectivism in a New Zealand Māori sample; to determine whether these cultural orientations contribute to academic self-enhancement; and to investigate if self-enhancement affects intentions to continue studies in higher education. A quantitative questionnaire was distributed to a nonprobability convenience sample of 71 Māori university students. All participants had either studied within the past year or were currently studying, and were recipients of a Māori-specific bursary for higher education studies. Results revealed the sample scored high on measures of horizontal collectivism and academic self-enhancement. ANOVAs showed some significant differences between our sample and other cultural samples on some of the cultural orientations. A series of standard multiple regressions revealed that combined, the cultural orientations predicted academic self-enhancement, although only horizontal collectivism made a significant negative contribution. Academic intentions were not predicted by self-enhancement. The findings have implications for policy development and educational strategies oriented toward enhancing the academic success of Māori in higher education.

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Happiness research for public policy and administration

Transforming Government People Process and Policy ◽

10.1108/tg-07-2015-0030 ◽

2016 ◽

Vol 10 (2) ◽

pp. 196-211 ◽

Cited By ~ 7

Author(s):

Adam Okulicz-Kozaryn

Keyword(s):

Public Policy ◽

Common Good ◽

Design Methodology ◽

Future Research ◽

Content Type ◽

Policy Issues ◽

Happiness Research ◽

The Past ◽

Literature Reviews ◽

The Common

Purpose The purpose of this viewpoint is to introduce happiness research for public policy and administration scholars and practitioners. It focuses on what can be useful for the discipline, provides relevant examples and presents the most recent findings and directions for future research. Design/methodology/approach This paper is a combination of literature review, argumentation and illustrations. Findings Over the past few decades, there has been a tremendous growth in happiness research, and over the past few years, this research has started addressing policy issues such as housing, transportation and inequality. Strikingly, public policy and administration discipline has failed to notice these developments. Happiness research has great potential, and it can be used in many theoretical and practical ways to advance the common good. Originality/value Happiness is extremely important and useful for public policy and administration and yet largely overlooked in the discipline. Existing literature reviews are not written with the discipline in mind, and this viewpoint is aimed at filling this gap.

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"Too White": Model Minority counter-stories in Canadian institute of higher education

10.32920/ryerson.14647680 ◽

2021 ◽

Author(s):

Joe Jeong Han

Keyword(s):

Higher Education ◽

East Asian ◽

Model Minority ◽

Narrative Approach ◽

Model Minority Myth ◽

Discursive Space ◽

Asian Diaspora ◽

The North ◽

Canadian Institute ◽

Asian Identity

The Model Minority Myth (MMM) is a discursive trait of Asianness in the North American context. It defines East Asian identity as a hardworking and a resilient group despite experiencing discrimination. Marginality in a positive stereotype seems like an oxymoron, however when the MMM is the only representation of the Asian community, it robs individuality of Asians who are excluded from this representation. Historically, the monolithic representation of the Asian diaspora with the MMM was used as a hegemonic tool to oppress racialized groups, including other Asians to legitimize whiteness. In this MRP, narratives of three participants provided counter stories to erode monolithic stories of Asians. Furthermore, it provided the discursive space to have conversations about Asianness with the participants. Keywords : model minority, Asianness, race, gender, narrative approach, counter-story

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A Data-Driven Critical Review of Second Language Acquisition in the Past 30 Years

Publications ◽

10.3390/publications6030033 ◽

2018 ◽

Vol 6 (3) ◽

pp. 33

Author(s):

Meng-Lin Chen

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Data Driven ◽

Quality Data ◽

Future Research ◽

Knowledge Domain ◽

The Past ◽

Research Areas ◽

Literature Reviews

This study aims to provide a comprehensive and data-driven review of the knowledge domain of second language acquisition (SLA) and pedagogy in the past 30 years. Using knowledge domain visualization techniques, the study first provides a review of SLA at the disciplinary level. It then identifies the major research areas and current research frontiers in the SLA research landscape based on high-quality data retrieved from Web of Science (WoS) databases. The study provides useful references for future research and pedagogy in the field in which literature reviews employing scientometric methodology and driven by data, such as the present one, are rare, and thus, are much in need of supplement views produced by traditional literature reviews.

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The Constructive Overlap: A Study of Multiplex Ties in Students’ Study-Related Networks and Academic Performance

Innovative Higher Education ◽

10.1007/s10755-021-09576-4 ◽

2021 ◽

Author(s):

Annika Fjelkner-Pihl

Keyword(s):

Higher Education ◽

Social Networks ◽

Academic Success ◽

Social Relations ◽

Future Research ◽

Academic Outcome ◽

Learning Networks ◽

Large Share ◽

Study Program ◽

Practical Implications

AbstractThis article adds to a growing body of literature on how various types of social relations can work synergistically to promote students' academic success. Students’ study-related social networks affect academic outcome in higher education. The network literature in education generally explores students’ various relations separately, rather than their multiplex relations or when individuals share several relations. This approach risks missing the full complexity of the student experience. The aim of the present study is to add to the discussion on student social networks and attainment in higher education by further exploring multiplex relations maintained in a specific study program, in which a large share of students in the cohort commute. A survey was distributed to students in one cohort (n = 146). The findings revealed that, in this cohort, students’ friendship, working and learning networks overlap substantially, and that centrality in the friendship and in the student multiplex networks was positively and significantly related to academic outcome, whereas centrality in the working and learning networks was not. Points for future research are suggested, and practical implications for those supporting student learning in higher education are discussed.

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"Too White": Model Minority counter-stories in Canadian institute of higher education

10.32920/ryerson.14647680.v1 ◽

2021 ◽

Author(s):

Joe Jeong Han

Keyword(s):

Higher Education ◽

East Asian ◽

Model Minority ◽

Narrative Approach ◽

Model Minority Myth ◽

Discursive Space ◽

Asian Diaspora ◽

The North ◽

Canadian Institute ◽

Asian Identity

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A Critical Review of the Model Minority Myth in Selected Literature on Asian Americans and Pacific Islanders in Higher Education

Review of Educational Research ◽

10.3102/0034654315612205 ◽

2016 ◽

Vol 86 (2) ◽

pp. 469-502 ◽

Cited By ~ 41

Author(s):

OiYan Poon ◽

Dian Squire ◽

Corinne Kodama ◽

Ajani Byrd ◽

Jason Chan ◽

...

Keyword(s):

Higher Education ◽

Asian Americans ◽

Critical Review ◽

Model Minority ◽

Pacific Islanders ◽

Model Minority Myth

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E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research

Sustainability ◽

10.3390/su12114344 ◽

2020 ◽

Vol 12 (11) ◽

pp. 4344

Author(s):

Harold Tinoco-Giraldo ◽

Eva María Torrecilla Sánchez ◽

Francisco José García-Peñalvo

Keyword(s):

Higher Education ◽

Academic Success ◽

Literature Review ◽

Mentoring Programs ◽

Future Research ◽

Timely Manner ◽

Virtual Mentoring ◽

Computer Mediated ◽

The Subject ◽

Academic Topic

Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the efficacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting offsite internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in offsite internships and how they can be structured to achieve the same level of success.

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