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Education and the Production of "Asian American": Institutional Racial Logics, Community Negotiations, and Their Implications
Thu, April 13, 9:50 to 11:20am CDT (9:50 to 11:20am CDT), Swissôtel Chicago, Floor: Event Centre, 1st Floor, St. Gallen 1Session Type: Symposium
Abstract
Although popular discourse often touts education as key to a more equitable society, education researchers have long argued that schools are more likely to reflect and reproduce current structures of race-based oppression. Institutional practices such as tracking, disciplinary policies, dress codes, and curricula are both informed by and actively sustain dominant racial ideologies. In response to Division G’s call to center marginalized communities and identify new knowledges, this session centers Asian Americans to further examine the role of schooling in perpetuating racialized inequity. The papers examine how educational institutions use Asian Americans to uphold current racial structures. Importantly, the session also investigates how Asian Americans negotiate institutional racial logics in ways that can reinterpret them or reveal their limits.
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Chair
Papers
When "Black and Brown" Implies "White and Asian": How Progressive Teachers Conceptualize Racial Equity - David Shuang Song, University of Oklahoma
Battling Asian Hate: Korean Students' Ethnoracial Identity Shifts and the Role of U.S. Higher Education - Ga-Young Chung, University of California - Davis; Hwanseok Song, Purdue University; Sujung Kim, Graduate Center - CUNY
STEM Pushout and Redirection: Institutional Disposability and the Educational Experiences of HMoob American College Students - Bailey B. Smolarek, University of Wisconsin - Madison; Matthew Wolfgram, University of Wisconsin - Madison; Lena Lee, University of Wisconsin - Madison; Chundou Her, University of Wisconsin - Madison
Weaponizing Deservedness: How Asian American Opponents of Affirmative Action Protect the U.S. Meritocracy Myth - Gabrielle Marisa Hernandez, University of Wisconsin - Madison; Eujin Park, Stanford University; Stacey J. Lee, University of Wisconsin - Madison