How Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) Initiatives Respond to Institutional Racism
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| Title: | How Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) Initiatives Respond to Institutional Racism |
|---|---|
| Language: | English |
| Authors: | Museus, Samuel D., Mac, Jacqueline, Wang, Amy C., Sarreal, Adrianne, Wright-Mair, Raquel, Manlove, Josh |
| Source: | Journal of Higher Education. 2022 93(3):452-476. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Asian American Students, American Indians, Pacific Islanders, School Policy, Racism, College Faculty, Minority Serving Institutions, Critical Race Theory, Undergraduate Students, Minority Group Students |
| DOI: | 10.1080/00221546.2021.1996168 |
| ISSN: | 0022-1546 1538-4640 |
| Abstract: | In this study, authors conduct a qualitative inquiry grounded in a critical paradigm to understand how AANAPISI initiatives transcend their programmatic spaces to respond to racism within their respective institutional contexts. Analysis of 67 qualitative individual face-to-face interviews with faculty, administrators, and staff at five AANAPISI initiatives shed light on how these initiatives encounter institutional racism. The inquiry also details the ways in which such initiatives complicate data use practices and center Asian American and Pacific Islander (AAPI) voices to challenge model minority misconceptions, work with educators to construct more culturally relevant environments to address the racial marginalization and exclusion of AAPIs, and educate people about AANAPISI initiatives to diffuse racialized forms of resistance to AANAPISI efforts. Implications for future research and practice are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1345202 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwH4z-xTsJziOvL1-1GxrEZmAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDCtG8-lTWTioECjC_gIBEICBmjNe6Qud7nmL-NnnKp-NdqIarjjNLf7i680P95K3ma7uq_MSN-Ovk98v96wjkRxCRiNZ9q8OjFn59726Iv5Nblg0fzYL7GXq3CyaZbbvk7MRjQ5BksQSf1CfvdIWdpKffaVsG1Q6kMf-LHmXtEF-V948XbyNEKcpj2SuZwYl8-hzo0SHjLoqDqMEpcJZFdwpg0rlqCbSGAKMWn4= Text: Availability: 1 Value: <anid>AN0156414699;jhe01may.22;2022Apr22.02:55;v2.2.500</anid> <title id="AN0156414699-1">How Asian American and Native American Pacific Islander-serving Institution (AANAPISI) Initiatives Respond to Institutional Racism </title> <p>In this study, authors conduct a qualitative inquiry grounded in a critical paradigm to understand how AANAPISI initiatives transcend their programmatic spaces to respond to racism within their respective institutional contexts. Analysis of 67 qualitative individual face-to-face interviews with faculty, administrators, and staff at five AANAPISI initiatives shed light on how these initiatives encounter institutional racism. The inquiry also details the ways in which such initiatives complicate data use practices and center Asian American and Pacific Islander (AAPI) voices to challenge model minority misconceptions, work with educators to construct more culturally relevant environments to address the racial marginalization and exclusion of AAPIs, and educate people about AANAPISI initiatives to diffuse racialized forms of resistance to AANAPISI efforts. Implications for future research and practice are discussed.</p> <p>Keywords: Asian American; Pacific Islander; AANAPISI; Race; Diversity</p> <p>Systemic racism should be a problem of paramount importance to higher education policymakers and practitioners.[<reflink idref="bib1" id="ref1">1</reflink>] Institutional racism has fueled the emergence and perpetuation of racially inequitable campus structures and environments that more effectively serve White students than students of color at historically White institutions (HWIs) (Museus et al., [<reflink idref="bib37" id="ref2">37</reflink>]). These structures and environments lead to the racial exclusion, marginalization, stereotyping, and devaluation of communities of color. Many would argue that these racial realities are one reason that colleges and universities consistently retain and graduate White students at higher rates than their racially minoritized counterparts (National Center for Education Statistics [NCES], [<reflink idref="bib44" id="ref3">44</reflink>]). While Asian Americans and Pacific Islanders (AAPIs) are often not considered "underrepresented," some ethnic groups within this diverse racial category attain college degrees at rates far lower than the national population and lower than other communities of color (Museus, [<reflink idref="bib42" id="ref4">42</reflink>]).</p> <p>Minority serving institutions (MSIs) constitute one national effort to respond to systemic racial inequities and cultivate more racially equitable environments that allow all students to thrive. Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs)[<reflink idref="bib2" id="ref5">2</reflink>] are one of the newest categories of MSIs, and this designation was created to address systemic racial inequities facing AAPIs and support institutions that serve large numbers of AAPI college students (Park &amp; Chang, [<reflink idref="bib54" id="ref6">54</reflink>]). Emerging evidence suggests that, although most of these institutions are HWIs, they might also house initiatives that provide more culturally relevant learning environments[<reflink idref="bib3" id="ref7">3</reflink>] that allow AAPI college students to thrive (Museus et al., [<reflink idref="bib41" id="ref8">41</reflink>]; Nguyen, Nguyen, et al., [<reflink idref="bib50" id="ref9">50</reflink>]).</p> <p>While existing scholarship on AANAPISIs analyzes policy contexts surrounding their federal recognition or the direct impact of federally funded AANAPISI initiatives on AAPI students on these campuses (e.g., Museus et al., [<reflink idref="bib41" id="ref10">41</reflink>]; Nguyen et al., [<reflink idref="bib48" id="ref11">48</reflink>]; Park &amp; Chang, [<reflink idref="bib54" id="ref12">54</reflink>]), much remains to be learned about these institutions. For example, systematic empirical analyses regarding how AANAPISI initiatives respond to institutional racism are nonexistent. Understanding these conditions may help inform efforts to advocate racial equity within and across institutions of higher education.</p> <p>The current inquiry was aimed at answering the following question: How do AANAPISI initiatives respond to institutional racism within their campus contexts? In the following section, we present the primary theoretical framework utilized in this analysis. Then, discuss research on the racial complexity inherent in the AANAPISI designation and within AANAPISI institutional contexts to contextualize the current study. The remainder of the article details our inquiry into how AANAPISI initiatives respond to racism that permeates their larger institutions.</p> <hd id="AN0156414699-2">A critical race perspective</hd> <p>Critical Race Theory (CRT) served as the primary conceptual framework for the current analysis. CRT was born in legal studies and has been applied to several other academic fields, including education (Ladson-Billings &amp; Tate, ; Solórzano &amp; Yosso, [<reflink idref="bib60" id="ref13">60</reflink>]). CRT is used as an analytic tool to critique how racism shapes social and political institutions, as well as magnify stories of communities of color to counter dominant narratives (Bell, [<reflink idref="bib5" id="ref14">5</reflink>]; Delgado &amp; Stefancic, [<reflink idref="bib12" id="ref15">12</reflink>]). In higher education, CRT has been used to expose how structural racism contributes to inequitable educational outcomes and center marginalized voices to interrogate the racialized nature of institutions (Davis &amp; Harris, [<reflink idref="bib11" id="ref16">11</reflink>]; Patton, [<reflink idref="bib56" id="ref17">56</reflink>]).</p> <p>Asian Critical Theory (AsianCrit) is one of several derivatives of CRT specifically tailored to populations often not centered in racial discourse (Iftikar &amp; Museus, [<reflink idref="bib22" id="ref18">22</reflink>]; Museus, [<reflink idref="bib42" id="ref19">42</reflink>]). AsianCrit centers critical analysis on how U.S. society racializes Asian Americans in unique ways that harm all communities of color (Yi et al., [<reflink idref="bib68" id="ref20">68</reflink>]). For example, Asian Americans are stereotyped as a monolithic model minority that achieves universal an unparalleled academic and economic success (Buenavista et al., [<reflink idref="bib7" id="ref21">7</reflink>]; Chang, [<reflink idref="bib8" id="ref22">8</reflink>]; Hune, [<reflink idref="bib21" id="ref23">21</reflink>]; Lee &amp; Kumashiro, [<reflink idref="bib29" id="ref24">29</reflink>]; Pendakur &amp; Pendakur, [<reflink idref="bib58" id="ref25">58</reflink>]; Suzuki, [<reflink idref="bib61" id="ref26">61</reflink>]). This racial stereotype fuels misconceptions that Asian Americans are not really minoritized, are impervious to systemic racism, and can be excluded from higher education policy and practice discourse and considerations (Museus &amp; Kiang, [<reflink idref="bib36" id="ref27">36</reflink>]). This trope has also been used to discount arguments that racism causes societal inequities, thereby placing the blame for such disparities on other communities of color and perpetuating deficit perspectives of the latter (Yi et al., [<reflink idref="bib68" id="ref28">68</reflink>]). In doing so, this myth can fuel racial tensions between Asian Americans and other communities of color.</p> <p>AsianCrit also gives explicit attention to how transnational contexts lead to unique racialized experiences among Asian American communities (Iftikar &amp; Museus, [<reflink idref="bib22" id="ref29">22</reflink>]). For example, while Asian Americans are racialized as a monolithic model minority in many contexts, scholars note that Southeast Asian American refugees that were displaced by war and political persecution migrated to the U.S. with relatively few resources (Ngo &amp; Lee, [<reflink idref="bib47" id="ref30">47</reflink>]). As a result, these communities face significant racial, ethnic, and class disparities and are racialized as deviant or inferior minorities in many local contexts. AsianCrit also underscores how Asian American communities engage in strategic anti-essentialism, strategically embracing racial categories in some contexts and centering intra-racial diversity to challenge these classifications in others to advance social justice agendas (Iftikar &amp; Museus, [<reflink idref="bib22" id="ref31">22</reflink>]).</p> <p>While AsianCrit concepts like the model minority myth and strategic anti-essentialism might be useful in making sense of AAPIs more broadly, it is not centered on analyzing the political realities and experiences of Pacific Islander communities, such as indigeneity and sovereignty movements within the U.S. (Reyes, [<reflink idref="bib59" id="ref32">59</reflink>]; Wright &amp; Balutski, [<reflink idref="bib66" id="ref33">66</reflink>]). In contrast, Tribal Critical Theory and Kanaka Critical Theory are also offshoots of CRT and center the contexts and realities of indigenous communities. In doing so, they underscore that the political realities and agendas of Pacific Islander communities are distinct from those of Asian Americans (Brayboy, [<reflink idref="bib6" id="ref34">6</reflink>]; Reyes, [<reflink idref="bib59" id="ref35">59</reflink>]). Histories and ongoing processes of settler colonialism continue to shape the experiences of Pacific Islander communities (Wright &amp; Balutski, [<reflink idref="bib66" id="ref36">66</reflink>]). These communities also face drastic inequities and are racialized as inferior in localized contexts (Mayeda et al., [<reflink idref="bib32" id="ref37">32</reflink>]).</p> <p>It is important to note that Asian Americans and Pacific Islanders are two distinct racial groups. Yet, in the context of AANAPISIs, Asian Americans and Pacific Islanders worked together to advocate for the AANAPISI designation to address the racial exclusion of these communities, and especially Southeast Asian Americans and Pacific Islanders, from policy and practice (Park &amp; Chang, [<reflink idref="bib53" id="ref38">53</reflink>]). At the same time, the designation itself arguably reinforces the problematic aggregation of these two distinct racial groups into one category (Yi et al., [<reflink idref="bib68" id="ref39">68</reflink>]).</p> <p>While there is some indication that CRT frameworks can be used to generate more complex understandings of the racialized nature of AANAPISIs and the experiences of AAPIs at them (Yi et al., [<reflink idref="bib68" id="ref40">68</reflink>]), this conceptual lens has yet to be deployed in the systematic analysis of AANAPISI initiatives within these contexts. In the current study, we utilized this framework to focus our analysis on how systemic racism within HWI institutional settings pose challenges that AANAPISI initiatives face and how the latter respond to these contextual realities.</p> <hd id="AN0156414699-3">The racialized context of the AANAPISI designation</hd> <p>Minority Serving Institutions (MSIs) are viewed as institutions with significant potential to help address racial inequities. They include several federally designated categories of colleges and universities, such as Historically Black Colleges and Universities (HBCUs) and Tribal Colleges and Universities (TCUs), that serve significant numbers of students from at least one minoritized community and play an important role in educating large numbers of racially minoritized college students throughout the nation (O'Brien &amp; Zudak, [<reflink idref="bib51" id="ref41">51</reflink>]). In recognition of the model minority myth and exclusion of AAPIs in higher education policy (Park &amp; Chang, [<reflink idref="bib54" id="ref42">54</reflink>]), AAPI communities mobilized to advocate for the federal AANAPISI designation to support institutions that serve large numbers of AAPI students (Park &amp; Teranishi, [<reflink idref="bib55" id="ref43">55</reflink>]).</p> <p>Much of the early research on MSIs was focused on HBCUs and TCUs (e.g., Allen, [<reflink idref="bib3" id="ref44">3</reflink>]; Pavel et al., [<reflink idref="bib57" id="ref45">57</reflink>]), highlighting the ways that these campuses can and do foster more welcoming and empowering environments that allow marginalized populations to thrive (G.A. García, [<reflink idref="bib14" id="ref46">14</reflink>]; Harmon, [<reflink idref="bib18" id="ref47">18</reflink>]; Muñoz &amp; Espino, [<reflink idref="bib35" id="ref48">35</reflink>]; Museus et al., [<reflink idref="bib41" id="ref49">41</reflink>]; Pavel et al., [<reflink idref="bib57" id="ref50">57</reflink>]). However, unlike HBCUs and TCUs that were established with missions to serve Black and Native American communities, most Predominantly Black Institutions (PBIs), Hispanic Serving Institutions (HSIs), Native American Serving Nontribal Institutions (NASNTIs) and AANAPISIs were initially designed to serve White constituents and reached the enrollment threshold to qualify for federal designation over time due to demographic changes that increased the number of students of color enrolling on their campuses (Gasman et al., [<reflink idref="bib15" id="ref51">15</reflink>]).</p> <p>In addition to meeting institutional finance and expenditure requirements from Section 312(b) of the Higher Education Act, postsecondary institutions can apply for federal status as an AANAPISI and federal funding under this designation if (<reflink idref="bib1" id="ref52">1</reflink>) AAPIs constitute at least 10% of their undergraduate enrollment and (<reflink idref="bib2" id="ref53">2</reflink>) a majority of students are Pell eligible and at least 50% of their undergraduates receive need-based aid, although campuses can and do receive waivers for the economic requirements (U.S. Department of Education, [<reflink idref="bib64" id="ref54">64</reflink>]). If institutions attain AANAPISI designation and funding, the existing statute does not necessarily require them to use these funds to serve AAPIs and mandates that they report student performance outcome measures across all racial groups rather than just AAPIs (Asian American and Native American Pacific Islander-Serving Institutions Program; Applications for New Awards. 85 Fed. Reg. [<reflink idref="bib4" id="ref55">4</reflink>]; Higher Education Act of 1965, 2008). The inconsistencies between the AAPI-specific federal designation and use of federal funding with race-neutral reporting policies can cause confusion or disparate views regarding how AANAPISIs can and should use federal funds.</p> <p>Given the growing presence of these historically white MSIs across the nation, research on these campuses has increased in recent years. This evidence suggests that tensions exist between these institutions' predominantly White histories and espoused commitments to serve their targeted racially minoritized populations (Contreras et al., [<reflink idref="bib10" id="ref56">10</reflink>]; G. A. García, [<reflink idref="bib13" id="ref57">13</reflink>]; G.A. García, [<reflink idref="bib14" id="ref58">14</reflink>]). For example, Contreras et al. ([<reflink idref="bib10" id="ref59">10</reflink>]) examined 10 HSIs across five states and found that a Hispanic serving identity was invisible in their mission statements and media, suggesting that these campuses might not meaningfully enact their commitments to serving Latinx communities. However, this scholarship on the intersection between predominantly White histories and MSI-status is largely focused on HSIs, and there is a need for more research on the tensions between AANAPISIs' historically White contexts and their espoused commitments to AAPIs.</p> <hd id="AN0156414699-4">The racialized context of federally funded AANAPISI initiatives</hd> <p>Extant research indicates that some AANAPISIs do utilize federal funding to create initiatives that provide culturally relevant learning and support tailored to the needs of AAPI students (Wang, Mac, &amp; Museus, [<reflink idref="bib65" id="ref60">65</reflink>]; Museus et al., [<reflink idref="bib41" id="ref61">41</reflink>]; Nguyen, [<reflink idref="bib49" id="ref62">49</reflink>]; Nguyen et al., [<reflink idref="bib50" id="ref63">50</reflink>]). For example, Museus et al. ([<reflink idref="bib41" id="ref64">41</reflink>]) conducted a case study of five AANAPISI initiatives and found that they provided opportunities for AAPI and other students to deepen their knowledge about AAPI communities and develop leadership capacities to serve these communities. Moreover, research has associated AANAPISI initiatives' efforts to a wide range of positive student outcomes, such as increased sense of belonging, identity development, engagement, and persistence and retention (National Commission on Asian and Pacific Islander Research in Education [CARE], [<reflink idref="bib45" id="ref65">45</reflink>], [<reflink idref="bib46" id="ref66">46</reflink>]; Kiang et al., [<reflink idref="bib28" id="ref67">28</reflink>]; Museus et al., [<reflink idref="bib41" id="ref68">41</reflink>]; Nguyen et al., [<reflink idref="bib50" id="ref69">50</reflink>]; Tang, [<reflink idref="bib62" id="ref70">62</reflink>]). This evidence sheds light on the potential impact of culturally relevant AANAPISI initiatives on AAPIs thriving in college.</p> <p>However, AANAPISI initiatives do not exist in a vacuum but are embedded within their racialized institutional contexts. Given that most AANAPISIs are HWIs, research on the racialized cultures and climates at the latter might offer clues regarding how institutional racism might shape conditions that exist within the historically white contexts of the former. For example, the model minority myth is pervasive at HWIs and often continuously reinforced via overreliance on simplistic aggregate data that lump all AAPIs into a monolithic category and suggest that they attend and complete college at higher rates than other groups (Museus &amp; Kiang, [<reflink idref="bib36" id="ref71">36</reflink>]). Such essentialization conceals the diversity within the AAPI category, the severe disparities among AAPI subgroups, and the fact that some of these communities face the greatest disparities in educational attainment among all racial and ethnic groups (Hune, [<reflink idref="bib21" id="ref72">21</reflink>]; Nguyen, [<reflink idref="bib49" id="ref73">49</reflink>]; Nguyen et al., [<reflink idref="bib50" id="ref74">50</reflink>]). This essentialization can also obscure hostile campus climates that lead to Asian American students experiencing isolation, invisibility, and racial bias and intolerance (M. H. Nguyen et al., [<reflink idref="bib48" id="ref75">48</reflink>]; Yeung &amp; Johnston, [<reflink idref="bib67" id="ref76">67</reflink>]).</p> <p>Moreover, the model minority myth fuels the racist exclusion of AAPIs from historically White campus policies and practices (Alcantar et al., [<reflink idref="bib1" id="ref77">1</reflink>]; Lewis et al., [<reflink idref="bib30" id="ref78">30</reflink>]; Museus &amp; Park, [<reflink idref="bib40" id="ref79">40</reflink>]; Suzuki, [<reflink idref="bib61" id="ref80">61</reflink>]). For example, AAPIs are often rendered invisible in support structures and college curricula (Lewis et al., [<reflink idref="bib30" id="ref81">30</reflink>]; Museus &amp; Park, [<reflink idref="bib40" id="ref82">40</reflink>]), leading to many of these students relying on support persons who do not understand their experiences and experiencing learning environments with little relevance to their communities. Given that existing research shows culturally responsive support and culturally relevant learning environments play a key role in positively shaping students' experiences (G. A. García, [<reflink idref="bib13" id="ref83">13</reflink>]; Kiang, [<reflink idref="bib27" id="ref84">27</reflink>], [<reflink idref="bib26" id="ref85">26</reflink>]; Muñoz &amp; Espino, [<reflink idref="bib35" id="ref86">35</reflink>]; Museus &amp; Mueller, [<reflink idref="bib39" id="ref87">39</reflink>]; Museus et al., [<reflink idref="bib41" id="ref88">41</reflink>]; Nguyen et al., [<reflink idref="bib50" id="ref89">50</reflink>]), it is not surprising that AAPI students express relatively low levels of satisfaction with college life compared to other racial groups (Hune &amp; Chan, [<reflink idref="bib20" id="ref90">20</reflink>]; Johnson et al., [<reflink idref="bib23" id="ref91">23</reflink>]; Nguyen et al., [<reflink idref="bib48" id="ref92">48</reflink>]; Johnston &amp; Yeung, [<reflink idref="bib24" id="ref93">24</reflink>]; Osajima, [<reflink idref="bib52" id="ref94">52</reflink>]).</p> <p>It is important to note that AAPIs are excluded, even in policy and practice conversations aimed at advancing racial equity and supporting racially minoritized populations on college and university campuses (Grim et al., [<reflink idref="bib16" id="ref95">16</reflink>]; Lewis et al., [<reflink idref="bib30" id="ref96">30</reflink>]). Scholarly research on the model minority myth would suggest that the racialization of this population as impervious to racial challenges fuels this exclusion in racial equity spaces and conversations (Grim et al., [<reflink idref="bib16" id="ref97">16</reflink>]; Yi et al., [<reflink idref="bib68" id="ref98">68</reflink>]). We might hypothesize that this trope de-legitimizes efforts to address the racial inequities facing AAPIs or tailor opportunities and supports to this community. Evidence does suggest that campus community members can be resistant to adopting the AANAPISI label (Alcantar et al., [<reflink idref="bib2" id="ref99">2</reflink>]), but the nature of that resistance and how federally funded AANAPISI initiatives respond to these concerns are not thoroughly understood.</p> <hd id="AN0156414699-5">Purpose of study and research questions</hd> <p>The current study addresses multiple limitations of the existing knowledgebase. It is among the first systematic empirical analysis to utilize a critical race framework to understand the efforts of federally funded AANAPISI initiatives. In addition, the current study sheds light on how AANAPISI initiatives respond to institutional racism on their campuses. Specifically, the inquiry sheds new light on how these initiatives respond to racist model minority stereotypes, racial marginalization and exclusion of AAPIs in institutional programs and practices, and racialized resistance to targeted AAPI-specific efforts.</p> <p>The current analysis is focused on understanding how AANAPISI initiatives challenge institutional racism on their broader campus. One overarching question guided this investigation: How do AANAPISI initiatives respond to institutional racism on their broader campuses?</p> <hd id="AN0156414699-6">Methods</hd> <p>The current analysis is part of a larger study, focused on how AANAPISI initiatives at five institutions created the conditions for AAPI students to thrive (Museus et al., [<reflink idref="bib39" id="ref100">39</reflink>]). This larger study utilized an embedded collective case study design, aimed at understanding multiple cases (AANAPISI initiatives) through the examination of various units of analysis (e.g., artifacts, individuals, events) that are embedded within and comprise them. For the current analysis, we maintain a focus on understanding these AANAPISI initiatives, but we extracted a subset of individual interview data that were relevant to answering our research question.</p> <p>For the current inquiry, we utilized a general qualitative methodological approach grounded in a critical paradigm, which aims to critique and challenge the status quo to bring about positive social change (Hadley, [<reflink idref="bib17" id="ref101">17</reflink>]). Employing a critical paradigm enabled us to center our analysis on how AANAPISI initiatives responded to institutional racism on their campuses.</p> <hd id="AN0156414699-7">Site recruitment and selection</hd> <p>The purpose of the larger case study was to understand how federally funded and culturally relevant AANAPISI initiatives promote success among AAPI students. Thus, we sought AANAPISI initiatives that met three criteria for inclusion in the larger study. First, we limited our selection to AANAPISI initiatives that received federal funding from the Department of Education's AANAPISI program. Second, AANAPISI initiatives had to demonstrate positive student outcomes associated with their efforts. While this criterion did not necessarily guarantee that the included initiatives had a positive impact, it maximized the likelihood that these initiatives were engaged in relatively robust efforts to achieve their goals and produce positive outcomes. Finally, initiatives included in the investigation were required to demonstrate that they utilized culturally relevant and responsive approaches to serving AAPI students. This final criterion maximized the likelihood that these initiatives were grounded in an understanding of the racial challenges that AAPI undergraduates face and that such knowledge was used to inform the design and the delivery of their curricular offerings, supports, and services.</p> <p>In spring of 2015, we released a national call for applications, which outline the three criteria above, to solicit participation. The call for participation included a list of characteristics of culturally relevant and responsive environments that was grounded in existing research (Museus, [<reflink idref="bib43" id="ref102">43</reflink>])and included practices, such as providing opportunities for students to connect with people who share their cultural backgrounds and experiences, learn and exchange knowledge about their own cultural communities, give back to their own communities, and feel that their cultures and identities are validated.</p> <p>Five AANAPISI initiatives responded to the call, met all three of the aforementioned criteria, and were included in the study. Three initiatives included in our study were at campuses located on the West Coast and two were at institutions situated in the Mid-Atlantic regions of the continental U.S. Three initiatives were housed at four-year institutions and two at community colleges. Students of color constituted approximately 30% to 65% and AAPIs comprised 11% to 30% of the student bodies at participating initiatives' campuses.</p> <hd id="AN0156414699-8">Participant recruitment and selection</hd> <p>To recruit participants, we partnered with AANAPISI initiative directors to center their expertise in the recruitment process. In Spring of 2015, the initiative directors helped identify campus community members who had in-depth knowledge of these initiatives, contacted them, provided them with information about the study, invited them to participate, and organized a campus visit during which interviews were conducted. A total of 163 people participated in interviews across all five campuses. In the larger study, approximately 92 undergraduates and 4 alumni participated in focus group interviews, while 67 faculty, administrators, and staff participated in individual interviews.</p> <p>While the larger study was focused on how these initiatives promoted AAPI student success, our initial analysis revealed that (<reflink idref="bib1" id="ref103">1</reflink>) institutional racism had an impact on AANAPISI initiatives and (<reflink idref="bib2" id="ref104">2</reflink>) these initiatives were compelled to address this racism in their efforts to effectively serve AAPI undergraduates. These observations led us to extract the 67 individual interviews with educators (administrators, faculty, and staff) working within or with AANAPISI initiatives and analyze them to understand how AANAPISI initiatives responded to the institutional racism on their campuses, as these participants were especially equipped to shed light on this phenomenon. Asian American comprised the largest proportion of participants (<reflink idref="bib33" id="ref105">33</reflink>), followed by White (<reflink idref="bib18" id="ref106">18</reflink>), multiracial (<reflink idref="bib7" id="ref107">7</reflink>), Latina/o/x (<reflink idref="bib2" id="ref108">2</reflink>), Black, (<reflink idref="bib1" id="ref109">1</reflink>), and Pacific Islander (<reflink idref="bib1" id="ref110">1</reflink>) participants. Five participants chose not to self-identify racially.</p> <hd id="AN0156414699-9">Data collection and analysis procedures</hd> <p>We conducted semi-structured 60-minute individual face-to-face interviews with participating educators. In each interview, one researcher facilitated the conversation while at least one other researcher took notes. The individual interview protocol focused on acquiring information about the philosophies shaping the AANAPISI initiatives, the environments created within the initiatives, and perceived impact of the initiatives, as well as how larger institutional contexts shaped the initiatives and how the latter engaged the dynamics of the larger campus. Examples of interview questions include the following: Can you tell me about your involvement in AANAPISI programs here? What are the perceptions about AANAPISI programs on this campus? What are some challenges you have faced advocating for AANAPISI at this institution?</p> <p>For the current analysis, we used Dedoose ® qualitative research software to organize, code, and analyze the data. We utilized the CRT framework and several coding techniques outlined by Charmaz ([<reflink idref="bib9" id="ref111">9</reflink>]) to execute the analysis. First, we read each interview transcript and used <emph>line-by-line coding</emph> to identify the initial relevant concepts and categories. As CRT aims to expose institutional racism and advocate racial justice, it prompted us to focus on identifying codes associated with these phenomena (e.g., "model minority myth," "racial exclusion," "centering minoritized voices") within and across the transcripts.</p> <p>Second, we conducted <emph>focused coding</emph>, which involved the inductive generation of the most salient themes across codes in the data. Again, CRT was utilized as a guide to ensure that we were identifying themes most relevant to exposing institutional racism and responses to it (e.g., "challenging racialized narratives"). These focused codes eventually became the major themes presented in our finding section. Finally, we employed <emph>axial coding</emph> to deductively fracture each focused code into properties or dimensions of each major theme, as well as understand how these categories and their dimensions are related. These axial codes are reflected in the subthemes presented within each major theme of the finding section. For each major theme, the axial codes clarify the racial challenges impacting the work of AANAPISI initiatives and how the latter responded to these racial forces.</p> <hd id="AN0156414699-10">Researcher positionalities</hd> <p>Acknowledging and understanding how researchers position themselves within the study is an important criterion to assess the goodness of an empirical inquiry (Jones, Torres, &amp; Arminio, [<reflink idref="bib25" id="ref112">25</reflink>]). All members of the research team have spent several years to decades advocating racial equity and supporting AAPI students in higher education, which allowed us to utilize a more complex understanding of racism and racial dynamics in making sense of the data. Some team members have spent substantial time working at AANAPISIs, which enables them to interpret the data in especially meaningful ways. Other team members constantly reflected on the interpretations of those who spent significant time at AANAPISIs to ensure that the latter was not projecting their experiences onto participants.</p> <p>Research team members all racially identify as Asian American alone or in combination with other racial groups, as well as represent a wide range of ethnicities that fall within and outside of the Asian American category. These identities also provided us with intimate knowledge of how institutional racism might shape AAPI experiences. Throughout the analysis, we engaged in constant reflexivity to raise our own awareness of how our ethnic identities might lead to us projecting our own perspectives onto other AAPI communities and people. However, we recognize that researchers from other communities, such as Pacific Islanders, might have centered different contexts, questions, and issues in their analysis.</p> <hd id="AN0156414699-11">Trustworthiness and quality assurance</hd> <p>We utilized multiple strategies to maximize trustworthiness and credibility of findings (Lincoln &amp; Guba, [<reflink idref="bib31" id="ref113">31</reflink>]; Merriam, [<reflink idref="bib33" id="ref114">33</reflink>]; Mertens, [<reflink idref="bib34" id="ref115">34</reflink>]). First, throughout the analysis, we collectively recorded memos (e.g., key observations, emergent codes, and relationships among codes) in an online document to ensure consistency across interpretations. Second, we sought and analyzed discrepant data throughout the analysis, continuously modifying emergent categories so that they were consistent with the data. Finally, we conducted member checks by sending each participant the case descriptions for their respective campuses and requesting feedback to ensure we accurately captured their perspectives.</p> <hd id="AN0156414699-12">Limitations of the study</hd> <p>Despite our efforts to ensure trustworthiness and credibility, our analysis has significant limitations. The first limitation is a function of our purposeful site selection. Our participating campuses are HWIs where educators were able to mobilize, acquire federal designation and funding, and design and deliver robust culturally relevant AANAPISI initiatives. On some campuses that can qualify for this designation and funding, racialized institutional contexts might prevent educators from securing such designation and funding. On other campuses, these racial dynamics might prevent educators from developing a robust AANAPISI initiatives. Therefore, the current analysis does not shed light on how institutional racism might impede AANAPISI designation and funding but is instead useful in generating an understanding of how the historically White institutional contexts continue to fuel racialized challenges, even at campuses where racially conscious educators are able to develop such robust culturally relevant initiatives. Second, our sample did not include AANAPISIs in the Pacific, such as the University of Hawaii—Hilo or American Samoa Community College. Given the significantly different histories and racial contexts in these geographic regions, AANAPISI initiatives at these institutions might face a different set of challenges and have different priorities. Finally, data were collected at one point in time, limiting our ability to understand how the ways in which racism within institutional contexts influence AANAPISI initiatives' work and the latter's responses to these racial dynamics might shift over time.</p> <hd id="AN0156414699-13">Findings</hd> <p>The current analysis revealed several major findings. First, participants described the ways in which institutional racism negatively affected the AAPI students whom they served. As a result, these racial forces shaped the work of the AANAPISI initiatives as well. In addition, participants discussed three ways the initiatives responded to the various forms of institutional racism encountered. Specifically, participants described how the AANAPISI initiatives centered AAPI data and voices to challenge misconceptions about these communities, cultivated relevant and responsive environments to address the exclusion of AAPIs on their campuses, and educated the broader campus about the nature of AANAPISIs and the support they provide to diffuse racialized resistance to their efforts. We discuss each of these themes in greater detail.</p> <hd id="AN0156414699-14">Institutional racism</hd> <p>Participants discussed multiple ways that institutional racism manifested and negatively influenced the experiences of AAPI students on their campuses in depth: the pervasive model minority myth, racial exclusion and marginalization, and resistance to targeted support for AAPIs. It is important to acknowledge that these challenges are societal and transcend the contexts of AANAPISIs, but they saliently manifested within these participating campuses.</p> <p>First, model minority misconceptions shaped dominant perspectives about AAPIs on participating campuses. Asian Americans—and sometimes AAPIs—were racialized as model minorities, who were not underrepresented and did not face significant racial challenges. Sinoun, a key faculty member spearheading the AANAPISI initiative on her campus asserted,</p> <p>But there's that stereotype that Asian students are all good at math and they're all transferring and doing well. That's not true, especially here. We have so many students that do not fit such a stereotype. They are struggling with family, and work, and school.</p> <p>Susan, a faculty member and AANAPISI evaluator, also discussed these realities in the following remarks:</p> <p>Thinking about closing our achievement gap, which right now is defined as "under-represented minorities," which excludes Asians or puts Asians in the group we ignore ... I think that people just assume that Asian students are doing fine. But ... on campus, nobody's doing fine.</p> <p>Susan describes how her university relies on aggregated data comparisons that perpetuate model minority misconceptions, as well as pervasive problematic assumptions that AAPI students do not need attention, resources, or support.</p> <p>Second, model minority misconceptions partly fueled the racial exclusion of AAPIs within policy and practice conversations on these campuses. An administrator named Jax discussed the general exclusion that AAPI students faced in academic and student affairs spheres of campus when he commented that, "I think that Asian American Pacific Islander students definitely feel that they are not seen on campus ... and what they do is not visible." A faculty member, named Jia, described how this exclusion was associated with a lack of culturally responsive support systems for AAPI students at their institution:</p> <p>So, I think the challenge is that you have this very large population. You've got a smattering of faculty and staff there. But we didn't really have any services that were directed towards Filipinos or Pacific Islanders or necessarily even, you know, Vietnamese students.</p> <p>In addition to this general exclusion, AAPIs were often excluded from racial equity efforts on several campuses. Participants explained that, rather than focusing racial equity on providing tailored support for all historically oppressed populations, their campus communities often excluded AAPIs from these conversations because they were not considered "underrepresented" or perceived to experience as many problems as other communities of color. Participants observed significant resistance to targeted programming for AAPIs. Anh, a staff member who played a central role in the AANAPISI initiative on her campus, noted that this dismissal of AAPI concerns and issues fueled resistance to the initiative, when she shared, "I feel like, not everybody, but I think the majority are still uncomfortable that we're AANAPISI."</p> <p>Finally, some participants discussed how discomfort with tailoring educational efforts to AAPI communities was grounded in competition among communities of color for scarce resources. With the context of this competition, some participants felt that there was resentment on campus because of the attention and energy invested in AANAPISI. Rey noted that some campus constituents questioned why resources should be allocated to AAPI-specific efforts and expressed resentment toward these efforts:</p> <p>I would call it resentment ... Some of the earlier criticisms we heard from people were, "Well, why are we focusing on Asian students? They are our best students. Shouldn't we be getting money for our Hispanic students or our Black students?" So, there was still that pervasiveness of those assumptions. ... We have a lot of staff and faculty that are white. So, like, "Why are we focusing on specific race of people?" That's the attitude. And then you have the staff of color, the faculty of color and then you have those that are allies. But some don't understand like, "How come we get to focus on your population? What about my population and the people of my community?"</p> <p>Rey's comments underscore how the model minority myth can intersect with competition for resources to cause resistance to AANAPISI efforts.</p> <hd id="AN0156414699-15">Centering AAPI data and voices</hd> <p>AANAPISI initiatives engaged in efforts to counter the model minority myth and the damage that results from it in two primary ways: complicating institutional data analyses and centering students' stories to foster more authentic understandings of AAPIs. First, the initiatives complicated institutional data to challenge model minority misconceptions. Thomas, a faculty member and served as the director of one AANAPISI initiative, described how he and his colleagues leveraged data to unmask the racial disparities that Asian American communities faced and challenged model minority misconceptions that they are free of problems:</p> <p>The official data shows that, from 2008 to 2014, Asians had a lower graduation rate than Latinos, and I showed it to people, and they were like, "Well, I didn't know that." Then they go away and not think about it anymore, so it's constantly hammering on that stuff. And, you know, there was just nobody here doing that before quite honesty.</p> <p>Thomas went on to describe how, even when his campus did engage data on Asian Americans, the data often oversimplified or misrepresented the Asian American community:</p> <p>For many years, until recently, Hmong Americans were not even counted on the list of Asian students. And I remember looking at some of our data and saying, "How come there's no Hmong Americans here but I see a lot of other Asians or Southeast Asians. So, I worked with our office of institutional research, and they could get the data. It's just nobody ever asked them for it, and they just kept doing the same ol' same ol' over and over again. And, I said, "Let's pull out the Hmong students." Turns out they are the second largest AAPI group on this campus.</p> <p>These remarks demonstrate how, even when disaggregated AAPI data were considered, some ethnic communities who arguably experience some of the greatest challenges and disparities were excluded from the data. Thomas and other leaders of our AANAPISI initiatives were continuously challenging such problematic data use on their respective campuses.</p> <p>Another way AANAPISI initiatives challenged model minority misconceptions was through centering and sharing the stories of AAPI communities and students. In fact, such storytelling served as a fundamental element of the initiatives' philosophies to engage their larger campuses. Tuan, an administrator and key advocate for the AANAPISI initiative on his campus, shared the following remarks about the importance of centering AAPI narratives:</p> <p>With the first grant, they were really great at creating a curriculum that really spoke to the stories of our students ... I think it's really about challenging and reinventing the narrative of higher education, making it bigger and more inclusive so that our students could see their narratives in the story of higher education in America in the 21st century.</p> <p>He went on to describe how storytelling was a critical mechanism through which his initiative challenged model minority tropes on his campus:</p> <p>When we've been able to share out the stories of the students, it helps to put everything in perspective. That in this area, yes, there are a lot of Asians in Silicon Valley or you have a lot of overachievers and good for them ... But, at the same time, there are a lot of students who are left behind and whose needs are being overlooked and ignored. And, those are the students that we look to support.</p> <p>Some participants described how this storytelling helped make their campuses to become slightly more aware of AAPI communities, challenges that they face, and the importance of efforts to intentionally serve this population.</p> <hd id="AN0156414699-16">Cultivating culturally relevant and responsive environments</hd> <p>To address the racial exclusion of AAPIs on campus, AANAPISI initiatives also engaged in ongoing efforts to cultivate more culturally relevant and responsive environments. Specifically, they sought to foster more culturally relevant curricula that was inclusive of these communities and more culturally responsive support systems that account for these students' unique cultural identities in the design and delivery of services.</p> <p>AANAPISI initiatives worked with faculty across their campuses to cultivate more culturally relevant curricula and learning environments. For example, educators working in AANAPISI initiatives co-created culturally relevant learning communities with faculty, connected them with AAPI community resources, served as guest speakers in their courses, provided ongoing support for them, and provided professional development for those interested in learning more about AAPI communities and incorporating that knowledge into their pedagogy. Tracy was a faculty member and key initiative partner who highlighted how an AANAPISI initiative cultural specialist helped her foster connections with Pacific Islander and queer and trans* communities, reshaping one of the lesson plans in her courses:</p> <p>An AANAPISI staff member connected me with a transgender fa'afafine woman working in an organization here in Seattle for domestic violence within the transgender and gay, lesbian, bisexual community. When she came in, there were students that participated that had never participated before. Not just our Pacific Islander students, but a lot of students of color of different ethnic backgrounds ... They were totally engaged with her.</p> <p>A Cambodian American staff member working in the AANAPISI initiative also partnered with Tracy to speak about her background and experience, linking the course content to the political context and social realities of refugee populations:</p> <p>I teach an abnormal psych class, and PTSD is part of that, and so I decided I'm going to focus on this facet. There was a lot of support and development of the idea of PTSD, and then slowly bringing in information about intergenerational trauma. [The staff member] came in twice. Once was to talk about her story growing up, her whole background, and her mom's background. The second one was I asked her to come in and talk about the role of Shamanism in healing and treatment in the Khmer community.</p> <p>Tracy's story highlights how the AANAPISI initiatives supported faculty in their effort to actively infuse culture and identity throughout their curriculum.</p> <p>AANAPISI initiatives also partnered with academic and student support initiatives across campus to help them cultivate an awareness of the unique experiences of AAPI students and how they might integrate such knowledge into the ways they support these communities. They pursued such efforts through providing professional development workshops and collaborating with support units to offer programs. On one campus, the AANAPISI initiative invested significant energy in fostering collaborations with academic advisors and career counselors. Chi was a staff member and key partner of the AANAPISI initiative on this campus and described the efforts to collaborate with academic advising in the following remarks:</p> <p>The AANAPISI initiative director has been working hard on trying to integrate some of the work they're doing into mainstream campus infrastructure so that, if and when the initiative is no more, the support for Asian American students will still exist. So things like sensitivity to the advising to specific needs of Asian American Students and their background, things like that I think help a lot.</p> <p>As Chi's comments suggest, AANAPISI initiatives perceived efforts to foster networks and collaboratively cultivate more culturally relevant environments beyond their programmatic spaces as part of an effort to maximize the sustainability of AANAPISI efforts. Jack was the Dean of Student Life on another campus and highlighted this point in the following comments:</p> <p>So, structurally, how are we going to be able to absorb, as an institution, the individuals that are in the program and the programs that we are currently putting in place? How are these going to be institutionalized once the program is gone? So, that's the partnership and the collaborative component.</p> <p>As reflected in Jack's remarks, this desire to integrate cultural relevance throughout the campus to maximize sustainability was a key element of the philosophy that undergirded the AANAPISI initiative on his campus.</p> <hd id="AN0156414699-17">Educating the broader campus to neutralize resistance</hd> <p>Finally, in response to the resistance to AAPI-specific work discussed above, the AANAPISI initiatives fostered and maintained efforts to educate the campus about their origins and nature of their work. For example, the initiatives educated campus community members about MSIs in general and the fact that AANAPISIs were just part of a much larger effort to support institutions to effectively serve all communities of color. Rey went on to describe these efforts in the following comments:</p> <p>Even with staff members who are people of color that I am friends with, I have to take a step back and say, "Well, AANAPISI is part of minority serving institutions. Do you know what that is?" And, they're like, "No." I explain to them, "So, minority institutions ... We have Historically Black Colleges and Universities, Tribal Colleges and Universities, and Hispanic-Serving Institutions." I sense a kind of relief, like, "Oh, so we <emph>do</emph> get to focus on other communities." And, I tell them AANAPISI are newer ones.</p> <p>Rey's comments underscore the ways in which these efforts to educate the campus alleviated potential and existing concerns about and resistance to the AANAPISI program.</p> <p>In addition, the participating AANAPISI initiatives noted that they engaged in efforts to educate campuses about the nature of their work to support all students on their campuses. These efforts were also intended to eradicate concerns that the initiatives might only serve AAPIs. Rita, a senior student affairs administrator, explained these efforts in the following remarks:</p> <p>So, what shifted is that, through all of the great work in the first grant, we really did a great job in terms of marketing all of our successes, and having the newsletters, and then making sure that we were communicating out what was going on with the project, and that we had developed the partnerships with other programs. So, then it wasn't like we became this new program that was just about AAPIs, it was like here these are the services that we're providing but we're being inclusive to other groups.</p> <p>Rita's remarks describe the focus on educating campus community members about how the programs were engaged in efforts that positively impacted students from all racial and ethnic groups on campus. Danielle also described the importance of such efforts to educate the campus:</p> <p>We are really focusing on the AAPIs, but to convince the campus community that we weren't serving just them. We were serving everybody. That was the message we had to send out. I think with that kind of messaging, it got much more relaxed here for the environment to allow us to do our work, and some of the things that were related to AA or PI ways of doing things were actually applied and positive for other groups.</p> <p>Danielle's comments highlight the ways in which these initiatives constantly negotiated the tensions between providing targeted support and advocating for AAPI communities with serving all students on their campuses regardless of their racial and ethnic backgrounds.</p> <hd id="AN0156414699-18">Discussion</hd> <p>This study makes at least four important contributions to existing literature. First, our inquiry demonstrate how CRT can serve as a viable lens to empirically analyze the racial dynamics that exist within AANAPISIs. Scholars have utilized CRT to expose how structural racism contributes to inequitable student outcomes and center the voices of racially minoritized populations to interrogate the racialized nature of institutions (Buenavista et al., [<reflink idref="bib7" id="ref116">7</reflink>]; Davis &amp; Harris, [<reflink idref="bib11" id="ref117">11</reflink>]; Patton, [<reflink idref="bib56" id="ref118">56</reflink>]). Researchers have also utilized AsianCrit to understand how the racialization of Asian Americans, and sometimes AAPIs, as model minorities can fuel their exclusion in higher education (Museus &amp; Iftikar, ; Iftikar &amp; Museus, [<reflink idref="bib22" id="ref119">22</reflink>]; Yi et al., [<reflink idref="bib68" id="ref120">68</reflink>]). The current analysis adds to this body of literature by showing how CRT and AsianCrit can aid in analyzing how institutional racism and the consequent racialization of AAPIs as model minorities manifest and fuel the exclusion of this group at AANAPISIs. The findings also demonstrate how the concept of strategic anti-essentialism can help understand how AANAPISI initiatives might simultaneously embrace the AAPI category to build targeted initiatives and challenge the use of labels and oversimplified data that problematically lump these groups together to advance racial equity on their campuses.</p> <p>Second, the current inquiry adds to existing literature with AAPIs in higher education. Extant scholarship provides extensive evidence that the model minority myth manifests on campuses (Buenavista et al., [<reflink idref="bib7" id="ref121">7</reflink>]; Chang, [<reflink idref="bib37" id="ref122">37</reflink>]; Museus &amp; Park, [<reflink idref="bib40" id="ref123">40</reflink>]; Pendakur &amp; Pendakur, [<reflink idref="bib58" id="ref124">58</reflink>]; Suzuki, [<reflink idref="bib61" id="ref125">61</reflink>]), problematic oversimplified data analyses can reinforce the myth (Museus &amp; Kiang, [<reflink idref="bib36" id="ref126">36</reflink>]; Teranishi, [<reflink idref="bib63" id="ref127">63</reflink>]), and the myth and data analysis converge to fuel the racial exclusion of AAPIs in higher education (Museus &amp; Maramba, [<reflink idref="bib38" id="ref128">38</reflink>]). The current study extends these conversations by documenting that these stereotypes and exclusion also manifest at AANAPISIs, despite the large presence of AAPIs on these campuses.</p> <p>Moreover, research on AAPIs in postsecondary education also provide some evidence that this population engages in efforts to complicate racial stereotypes and simplistic aggregate data that reinforce these tropes (Hune, [<reflink idref="bib21" id="ref129">21</reflink>]; Museus, [<reflink idref="bib42" id="ref130">42</reflink>]). This scholarship shows that more complex disaggregated data can inform more authentic understandings of the AAPI population. These findings reinforce this earlier research by demonstrating that AAPIs often counter the myth through more complex data analyses, but they also demonstrate how these stereotypes can be challenged through centering AAPI students' stories to generate more awareness about the myth and how it masks complex AAPI realities.</p> <p>Third, our examination also contributes to existing knowledge about AANAPISIs. Prior scholarship has underscored the ways in which these initiatives construct such culturally relevant environments to create the conditions for AAPI students to thrive within their primary spheres of influence (National Commission on Asian and Pacific Islander Research in Education [CARE], [<reflink idref="bib45" id="ref131">45</reflink>], [<reflink idref="bib46" id="ref132">46</reflink>]; Museus et al., [<reflink idref="bib41" id="ref133">41</reflink>]; Nguyen et al., [<reflink idref="bib50" id="ref134">50</reflink>]; Wang et al., [<reflink idref="bib65" id="ref135">65</reflink>]). The current findings add to this knowledge by illustrating how AANAPISI initiatives can advance equity on their broader campuses through transcending their immediate spheres of influence to complicate understandings of AAPIs and work with educators to embed cultural relevance into learning environments and support structures.</p> <p>Lastly, this inquiry extends existing knowledge about racialized perceptions of AANAPISIs. Previous studies demonstrate how campus community members can be resistant to embracing the AANAPISI label (Alcantar et al., [<reflink idref="bib2" id="ref136">2</reflink>]). The current inquiry sheds light on the potential causes and consequences of such resistance. Specifically, our study extends this conversation by demonstrating how the model minority myth and a scarcity of resources dedicated to racial equity efforts can converge to induce competition among minoritized communities, fuel perceptions of a systemic favoring of AAPIs, and spark resentment toward AAPI-specific initiatives. In addition, scholarship highlights how some AANAPISI initiatives intentionally design and deliver services to support all students (Alcantar et al., [<reflink idref="bib1" id="ref137">1</reflink>]), and our findings offer some evidence that these initiatives can also engage in ongoing efforts to educate their campuses about the purpose of AANAPISIs and fact that they do serve all students to diffuse resistance to and resentment toward their efforts.</p> <hd id="AN0156414699-19">Implications</hd> <p>The current study has several implications for future research and practice. With regard to research, much remains to be learned about how AAPIs in postsecondary education institutions face institutional racism in the form of the model minority myth and racial exclusion. The current analysis focused on campuses that successfully mobilized to secure the AANAPISI designation and funding for AAPI-specific initiatives. However, postsecondary institutions that meet the qualification requirements for AANAPISI status might face challenges garnering sufficient campus support to apply for designation and funding. Future research can help illuminate whether and how this racial trope and the consequent dismissal of AAPIs might inhibit progress moving an AANAPISI agenda forward on some college campuses.</p> <p>More research on how interracial competition influences the trajectory of AANAPISI efforts on these campuses is warranted as well. Our findings suggest that interracial competition for institutional resources might function as an impediment for AANAPISI initiatives, and empirical scholarship that helps understand such tensions and how AANAPISI and HSI initiatives navigate them is warranted. There are campuses that hold dual designation that may offer valuable insight into what it means and how to cultivate both an AANAPISI and HIS identity and agenda. This is an area that is ripe for future inquiry.</p> <p>In addition, further research is needed to comprehend the impact of AANAPISI efforts on structures across their larger campuses. Do AANAPISI initiative efforts actually change institutional data systems in significant ways? Do these initiatives' efforts lead to long-lasting changes to their partners' approaches to educating and supporting AAPI and other minoritized students across the campus. What strategies and tactics are most effective at changing perspectives to be more supportive of AANAPISI efforts? Such research would help advance knowledge about whether AANAPISI initiatives catalyze lasting institutional change.</p> <p>The current study offers at least three important implications for institutional policy and practice. First, the findings suggest that it is important for all AANAPISI campus community members to debunk common racialized misconceptions that can inhibit AANAPISI efforts, such as the model minority myth and its related misperceptions that AAPIs do not deserve attention or support. Our findings clearly indicate that these forms of racialization pose challenges for AANAPISI initiatives and that educators who champion the latter often shoulder the burden of advocating for disaggregated data because such practices are not embedded into the culture of research and assessment at the institutional level. However, leadership at these institutions has a responsibility to create and sustain an infrastructure to collect, analyze, and report ethnically and socioeconomically disaggregated data. Institutions should also work with AANAPISI initiatives to figure out meaningful ways to present data on AAPIs to help generate a more holistic and accurate understanding of this population. For institutions that already collect disaggregated data, it is important to create accountability measures to ensure the data are accessible, current, and consistent across their campuses.</p> <p>In addition to creating systems to disaggregate data, our findings suggest that educators at AANAPISIs can center the voices and stories of AAPIs in curricular and cocurricular programming as a potentially powerful way to challenge racialized misconceptions of AAPIs. For example, educators at AANAPISIs can utilize AAPI scholarly research, assessments and evaluations, reflective journals, publications, and digital stories to educate their campuses about the lived realities of these populations. In addition to challenging model minority stereotypes, such efforts to center AAPI voices can both increase awareness about the kinds of culturally relevant environments that help AAPI students thrive in postsecondary education and serve as a mechanism through which such environments can be cultivated.</p> <p>Second, this study highlights the importance of AANAPISI initiatives' partners in advancing their agenda. Policymakers might want to consider prioritizing funding AANAPISI initiatives that have evidence of strong partnerships or show significant promise in cultivating such collaborations, as such preexisting connections might partially determine the effectiveness of these efforts. At the institution level, it is important for units across campuses to think about and invest energy and the ways that they can partner with their AANAPISI initiatives.</p> <p>Lastly, both potential and designated AANAPISIs should invest significant energy in conversations to increase awareness about the federal AANAPISI program and foster healthy interracial dynamics on their campuses. These institutions should host townhalls and campus-wide conversations to engage their community in making sense of what it means to be an AANAPISI. On potential or currently dually designated campuses, these conversations might revolve around what it means to be both an AANAPISI and HSI. If such dialogs are facilitated carefully, they can minimize misconceptions that AANAPISI initiatives only serve AAPIs, inherently disadvantage non-AAPI students, or inhibit these institutions' abilities to provide culturally relevant learning and support services for these other populations. Such discussions might function to minimize campus resistance to efforts to effectively serve AAPI students.</p> <p>Of course, institutions should strive to foster racially equitable campuses that provide culturally relevant college experiences for all students. However, creating and maintaining conditions that require minoritized communities to fight over scarce resources undermines such goals. Therefore, fostering more equitable conditions where all students can thrive ultimately requires that larger campuses make substantial commitments to achieve such ends.</p> <hd id="AN0156414699-20">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0156414699-21"> <title> Notes </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Institutional racism is used to refer to racism that exists throughout the education system and manifests in the policies, programs, practices on participating campuses.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref5" type="bt">2</bibl> <bibtext> For the purposes of this paper, we use "AANAPISIs" to refer to campuses that qualify for federal designation as an AANAPISI, and "AANAPISI initiatives" to refer to the people and actions that comprise coordinated efforts to advance an AANAPISI agenda and serve AAPI and other students on these campuses.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref7" type="bt">3</bibl> <bibtext> We define "culturally relevant" to describe learning opportunities and support systems that are intentionally constructed to be relevant to AAPI communities.</bibtext> </blist> </ref> <ref id="AN0156414699-22"> <title> References </title> <blist> <bibtext> Alcantar, C. 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| Items | – Name: Title Label: Title Group: Ti Data: How Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) Initiatives Respond to Institutional Racism – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Museus%2C+Samuel+D%2E%22">Museus, Samuel D.</searchLink><br /><searchLink fieldCode="AR" term="%22Mac%2C+Jacqueline%22">Mac, Jacqueline</searchLink><br /><searchLink fieldCode="AR" term="%22Wang%2C+Amy+C%2E%22">Wang, Amy C.</searchLink><br /><searchLink fieldCode="AR" term="%22Sarreal%2C+Adrianne%22">Sarreal, Adrianne</searchLink><br /><searchLink fieldCode="AR" term="%22Wright-Mair%2C+Raquel%22">Wright-Mair, Raquel</searchLink><br /><searchLink fieldCode="AR" term="%22Manlove%2C+Josh%22">Manlove, Josh</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Higher+Education%22"><i>Journal of Higher Education</i></searchLink>. 2022 93(3):452-476. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 25 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Asian+American+Students%22">Asian American Students</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indians%22">American Indians</searchLink><br /><searchLink fieldCode="DE" term="%22Pacific+Islanders%22">Pacific Islanders</searchLink><br /><searchLink fieldCode="DE" term="%22School+Policy%22">School Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Serving+Institutions%22">Minority Serving Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Race+Theory%22">Critical Race Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/00221546.2021.1996168 – Name: ISSN Label: ISSN Group: ISSN Data: 0022-1546<br />1538-4640 – Name: Abstract Label: Abstract Group: Ab Data: In this study, authors conduct a qualitative inquiry grounded in a critical paradigm to understand how AANAPISI initiatives transcend their programmatic spaces to respond to racism within their respective institutional contexts. Analysis of 67 qualitative individual face-to-face interviews with faculty, administrators, and staff at five AANAPISI initiatives shed light on how these initiatives encounter institutional racism. The inquiry also details the ways in which such initiatives complicate data use practices and center Asian American and Pacific Islander (AAPI) voices to challenge model minority misconceptions, work with educators to construct more culturally relevant environments to address the racial marginalization and exclusion of AAPIs, and educate people about AANAPISI initiatives to diffuse racialized forms of resistance to AANAPISI efforts. Implications for future research and practice are discussed. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: EJ1345202 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00221546.2021.1996168 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 452 Subjects: – SubjectFull: Asian American Students Type: general – SubjectFull: American Indians Type: general – SubjectFull: Pacific Islanders Type: general – SubjectFull: School Policy Type: general – SubjectFull: Racism Type: general – SubjectFull: College Faculty Type: general – SubjectFull: Minority Serving Institutions Type: general – SubjectFull: Critical Race Theory Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Minority Group Students Type: general Titles: – TitleFull: How Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) Initiatives Respond to Institutional Racism Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Museus, Samuel D. – PersonEntity: Name: NameFull: Mac, Jacqueline – PersonEntity: Name: NameFull: Wang, Amy C. – PersonEntity: Name: NameFull: Sarreal, Adrianne – PersonEntity: Name: NameFull: Wright-Mair, Raquel – PersonEntity: Name: NameFull: Manlove, Josh IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 0022-1546 – Type: issn-electronic Value: 1538-4640 Numbering: – Type: volume Value: 93 – Type: issue Value: 3 Titles: – TitleFull: Journal of Higher Education Type: main |
| ResultId | 1 |
