Advocating for the Next Generation: Oral Histories on the Importance of Asian American Studies in Illinois

• In Event: Centering Asian American Midwestern Voices in Educational Historiography

Abstract

The current climate makes having any discussion about inequity in classrooms difficult. Legislators have banned curriculum that include diverse histories, with 35 states signing into law or proposing legislation banning/ restricting teaching critical race theory or discussion of race (Alfonseca, 2022). Meanwhile, other states have sought to expand education on racism, bias, and contributions of racial /ethnic groups to US history (Imadali, 2021). Specifically, some are requiring curriculum on Asian American history in response to the rise in anti-Asian violence during the COVID-19 pandemic. In 2021, Illinois became the first state to require a unit of Asian American history in all K-12 public education through passage of the Teaching Equitable Asian American Community History (TEAACH) Act (Meadows, 2021).

The inclusion of diverse voices is part of curricular movements such as Ethnic Studies, a field that began in 1968 when students at San Francisco State University went on strike for increased access to higher education and curriculum that included their histories. Research has shown the positive effects of Ethnic studies curriculum on student performance, attendance, engagement, and self-efficacy for students of color, even years after graduation (Bonilla, Dee, & Penner, 2021; Halagao, 2010; Sleeter & Zavala, 2020). Similarly, involvement in a racial/ ethnic student organization, promotes a long-term awareness of racial identity and sense of service (Bowman, Park, & Denson, 2015).

This paper will explore the long-term impact of Asian American Studies (AAS) and Asian American student organization involvement for alumni from the University of Illinois, Urbana-Champaign (UIUC). Asian American students were involved in advocating for AAS curriculum and Asian American student support services at UIUC from the 1970s - 1990s. Their activism led to the establishment of an Asian American Studies department and Asian American cultural center (Lee, 2021). Now, Asian American community activists, teachers, and parents (many of whom are UIUC alumni) have been part advancing Asian American curriculum at the K-12 level through the TEAACH Act. This paper documents how involvement in AAS curriculum and student organizations informs alumni efforts for younger generations to learn about Asian American history. How have these experiences affected alumni’s career pathways, involvement in community activism, and view of inclusive curriculum for their children? How has the significance of Ethnic Studies continued in a post-Trump and COVID-19 era?

The paper employs oral history interviews with four Asian American UIUC alumni who have all been involved in advocating for the TEAACH Act as educators and parents. Oral history methodology centers the subjective narratives in crafting an interpretation of the significance of events and experiences (Abrams, 2016). In addition, documents are analyzed in relation to community involvement to implement the TEAACH Act. This paper adds to the research literature by centering the voices of Asian Americans in educational historiography regarding their activism for inclusive curriculum; examining Asian American movements in a midwestern context; and documenting the long-term effects of Ethnic Studies courses and student organization involvement post college- graduation.

Author

• Sharon S. Lee, University of Illinois at Urbana-Champaign
  Presenting Author