Centering Asian American Voices in Independent Schools

Autor/in	Kuwana, Kiyomasa
Titel	Centering Asian American Voices in Independent Schools
Quelle	In: Teachers College Record, 125 (2023) 7-8, S.167-172 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681231200705
Schlagwörter	Asian Americans; Predominantly White Institutions; Private Schools; Elementary Secondary Education; Asian American Students; Student Experience; Activism; Educational Environment; School Culture; Student School Relationship; Culturally Relevant Education; Student Leadership; Consciousness Raising; Ethnic Stereotypes; Racial Relations; Student Organizations; Minority Group Students + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Asiatischer Einwanderer; USA; Private school; Privatschule; Student; Students; Schüler; Schülerin; Studentin; Studienerfahrung; Aktivismus; Politischer Protest; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Schüler-Lehrer-Beziehung; Studentenwerk; Bewusstseinsbildung; National stereotype; Nationales Stereotyp; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung
Abstract	As predominantly White institutions (PWIs), independent schools in the United States can alienate students who are either not White or do not possess the cultural capital necessary to navigate those spaces. Scholars have argued that alliance/affinity spaces help students of color acclimate to PWIs and help create a sense of belonging. My work with the Asian Student Alliance (ASA) over the past 2 years has shown that, while the ASA leadership can and has supported its affinity members, the lack of attention that the school administration gives to events outside of the campus puts the onus on student leaders to become adults and process complex events without feeling that the institution cares for them. The students, however, do not necessarily want to take on the task. In the end, school administrators and teachers should work to challenge the model minority myth and the perpetual foreigner stereotype: school leaders must work with student leaders to address AAPI hate at the institutional level, and history teachers at PWIs must cover Asian American history and activism more in the curriculum to challenge these two stereotypes and invite students to consider, and discuss, how they can engage in their own form of activism with each other. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01