Exploring Identities and Belonging: The Impact of the U.S. Humanities Curriculum on Asian American Students

• In Event: AERA Graduate Student Research-in-Progress Session 4
  In Roundtable Session: Activism, Family Investment, Identity, and Belonging Among Asian American Students (Table 6)

Abstract

This qualitative study is guided by the central research question: "How do East Asian American students navigate their ethnic and cultural identities in relation to their learning experiences, and in what ways does the predominantly White-centered US humanities curriculum impact their self-concept and sense of belonging within society?" Utilizing Dialogical Self Theory (DST), the study investigates how 'I-positions' shape students' identity development and considers the impact of Asian literature and history on their self-concept and inclusion. It proposes curriculum strategies that support diverse expression and gathered data from interviews with four students to assess the humanities curriculum's effect on their sense of identity and belonging.

Author

• Eun Bee Ellin Kim, Teachers College, Columbia University