Literaturnachweis - Detailanzeige
Autor/inn/en | Poon, Oiyan A.; Segoshi, Megan S.; Tang, Lilianne; Surla, Kristen L.; Nguyen, Caressa; Squire, Dian D. |
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Titel | Asian Americans, Affirmative Action, and the Political Economy of Racism: A Multidimensional Model of Raceclass Frames |
Quelle | In: Harvard Educational Review, 89 (2019) 2, S.201-226 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0017-8055 |
Schlagwörter | Asian Americans; Affirmative Action; Racial Factors; Political Issues; Political Attitudes; Nationalism; Ideology; Education; College Admission; Critical Theory; Race; Racial Bias; Selective Admission Asian immigrant; United States; Asiatischer Einwanderer; USA; Politischer Faktor; Political attitude; Politische Einstellung; Nationalismus; Ideologie; Bildung; Erziehung; Hochschulzugang; Hochschulzulassung; Zulassung; Kritische Theorie; Rasse; Abstammung; Racial discrimination; Rassismus; Bildungsselektion |
Abstract | Utilizing a critical raceclass theory of education, OiYan A. Poon and colleagues analyze interviews with Asian Americans who have publicly advocated for or against affirmative action and acknowledged how their understandings of racial capitalism informed their perspectives and actions. Limited research has considered Asian American subjectivity in examining what shapes their diverse perspectives on affirmative action. This study adds to research on the racial politics of the debate, which has increasingly centered Asian Americans and their interests, and introduces a multidimensional model of raceclass frames representing different political perspectives and choices around affirmative action: abstract liberalism, ethnocentric nationalism, conscious compromise, and systemic transformation. The model offers insights on Asian American frames and ideologies of racism, capitalism, and education to account for their divergent political perspectives and choices in the affirmative action debate. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |