Beyond the Model Minority Myth: Interrogating the Lived Experiences of Korean American Gay Men in College

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Autor/in	Strayhorn, Terrell L.
Titel	Beyond the Model Minority Myth: Interrogating the Lived Experiences of Korean American Gay Men in College
Quelle	In: Journal of College Student Development, 55 (2014) 6, S.586-594 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
DOI	10.1353/csd.2014.0059
Schlagwörter	Misconceptions; Minority Groups; Academic Achievement; Homosexuality; Males; Phenomenology; Undergraduate Students; Student Attitudes; Antisocial Behavior; Social Bias; Self Disclosure (Individuals); Sexual Identity; Qualitative Research; Pacific Islanders; Korean Americans; Semi Structured Interviews; Academic Aspiration; Racial Bias; Asian American Students; Educational Experience + Suchen Sie Ihr Suchwort? Missverständnis; Ethnische Minderheit; Schulleistung; Homosexualität; Male; Männliches Geschlecht; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Geschlechtsidentität; Sexuelle Identität; Qualitative Forschung; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Racial discrimination; Rassismus; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Bildungserfahrung
Abstract	Scholars have examined the experiences of GLBT students in college and found that gay students often report encountering unwelcoming campus environments, physical or verbal assault, and homophobia. Rarely, however, have the experiences of Asian Pacific Islander (API) or more specifically South Korean gay men been accounted for in the literature. A small handful of studies have suggested that Korean gay men are frequently ridiculed about their same-sex attractions and struggle to disclose their sexual identity to others such as biological family members, although it's not known if the same is true for male collegians, the perpetrators of such acts, and the meaning Korean gay men make of their academic and social "lived experiences" in college. Indeed, more information about this group is sorely needed. The present study was designed to fill gaps in the collective knowledge. This phenomenological study employed a constructivist qualitative approach to understand the academic and social lived experiences of South Korean gay male undergraduates. The study site is best described as a Carnegie-I Research-Extensive public university located in the midwestern region of the United States. Four South Korean male undergraduates who identified as "gay" participated in the study. Data collection proceeded in two stages, which took place over a six-month period. First, several steps were taken to recruit participants purposefully. Data were collected via in-depth, one-on- one semistructured interviews. A semistructured interview protocol was employed that included questions about each participant's demographic background, prior schooling experiences, as well as the quality and nature of his lived experiences in college. Interview data were analyzed using Colaizzi's (1978) method of phenomenology. the purpose of this qualitative study was to understand the academic and social lived experiences of Asian gay male undergraduates. Two major findings were identified that suggest a number of important conclusions related to the study's objectives. First, Asian gay men in this study shared that one of their initial inspirations for enrolling in college was to come out as a gay male. Second, although participants expected to come out when they enrolled in college, they did not anticipate experiencing anti-Asian racism in the gay community (which is largely White and male) or homophobia in the Asian American/Korean American community on campus. (ERIC).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10