Contextualizing Asian American Education through Critical Race Theory: An Example of U.S. Pilipino College Student Experiences

Autor/inn/en	Buenavista, Tracy Lachica; Jayakumar, Uma M.; Misa-Escalante, Kimberly
Titel	Contextualizing Asian American Education through Critical Race Theory: An Example of U.S. Pilipino College Student Experiences
Quelle	In: New Directions for Institutional Research, (2009) 142, S.69-81 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0579
Schlagwörter	Asian American Students; Filipino Americans; College Students; Critical Theory; Race; Student Experience; Educational Research; Higher Education + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Philippines; Filipino; Inhabitant; People; Philippinen; Philippiner; Einwohner; Bewohner; Collegestudent; Kritische Theorie; Rasse; Abstammung; Studienerfahrung; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	In this article, the authors offer a CRT (critical race theory) perspective of the prevailing representation of Asian Americans in higher education research and acknowledge the importance of recent studies that have begun to challenge notions of a monolithic Asian American educational experience through an examination of differences among Asian American subpopulations. The authors use Pilipino Americans as an example because of their unique history of American colonization in the Philippines. Drawing from the research of coauthor Buenavista, the authors illustrate how CRT can be used to provide a holistic account of Asian American students' experiences--in this case, Pilipino college students' experiences. They conclude by advocating for the application of a CRT paradigm to qualitative or quantitative research in higher education to emphasize sociohistorical and contemporary contexts of race in the United States. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10