"I Didn't Know I Could Have a Voice": How Asian American Childhood Experiences Shaped Lived Identities

Autor/inn/en	Pedraza, Chadrhyn A. A.; Guillaume, Rene O.
Titel	"I Didn't Know I Could Have a Voice": How Asian American Childhood Experiences Shaped Lived Identities
Quelle	In: Journal for Multicultural Education, 17 (2023) 3, S.330-342 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-04-2022-0054
Schlagwörter	Asian American Students; Student Experience; Early Experience; Elementary Secondary Education; Adults; Racism; Ethnicity; Racial Identification; Critical Race Theory; Ethnic Stereotypes; Personal Narratives + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Studienerfahrung; Frühbeginn; Rassismus; Ethnizität; National stereotype; Nationales Stereotyp; Erlebniserzählung
Abstract	Purpose: The purpose of this study was to gain insight into Asian Americans' experiences with racism during elementary, middle and high school and how those experiences shape the ways they describe their racial identity. Design/methodology/approach: This study used a qualitative research design and narrative inquiry strategy. The authors used Chang's (1993) Asian Critical Race Theory framework to examine participant's descriptions of experiences with racism during elementary, middle and high school and how these experiences shape how they describe their Asian American racial identity. Findings: Participants' narratives revealed a common theme of silencing through two major processes: acceptance of the Asian American identity as an "other" and measuring the Asian American self against the barometers of physical appearance and the model minority stereotype. Originality/value: This study contributes to the literature on Asian Americans by examining how experiences as a child shape how they have come to perceive their racial identity in relation to their overall self-concept. The authors argue that Asian American experiences have been excluded from discourse on race in education as the model minority and perpetual foreigner stereotypes have allowed for this marginalization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01