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Breaking the Model Minority Mold: Storying the Experiences of Asian Americans Labeled Dis/abled
Sat, April 15, 2:50 to 4:20pm CDT (2:50 to 4:20pm CDT), Sheraton Grand Chicago Riverwalk, Floor: Level 4, Chicago Ballroom XAbstract
This paper explores the educational experiences of Asian Americans who identify as dis/abled. Using narrative inquiry, data collected were guided by the central research questions which focused on the reflections and understandings of the participants' educational experiences, labels and identities (imposed or self-proclaimed) of Asian American and/or dis/abled, and any factors identified by the participants as having impacted their educational experiences. Five themes and were analyzed utilizing the theoretical lenses of Intersectionality (Crenshaw, 1989; Collins & Bilge, 2016) and Dis/Crit (Annamma, Connor, & Ferri, 2013) which allowed for a multifaceted and richer understanding of the study participants’ educational experiences. The study findings emphasize the impact of relationships with educators and families on the educational experiences and self-image of individuals.