Whose Story Gets Told?: Adult Perspectives on Minority Underrepresentation in High School US History

• In Event: Multiple Selves in Educational Contact Zones: East Asian Academic Experiences Through Dialogical Self Theory

Abstract

This phenomenological research explores how curricular omissions in U.S. high school history education shaped the identity development and sense of belonging among East Asian Americans. The study examines long-term impacts of historical exclusion from standardized curricula, investigating how absence of cultural representation affects identity formation and educational experiences across generational contexts. By addressing these gaps, the research expounds upon the need for inclusive curricular reform to promote equity, belonging, and cultural affirmation for marginalized student populations.

The research employs Hermans’ Dialogical Self Theory (DST), which represents identity as a dynamic society of I-positions shaped by social and cultural contexts (Hermans & Hermans-Konopka, 2010). DST enables analysis of participants’ identities beyond singular roles, revealing how multiple identity facets—including racial, ethnic, and cultural backgrounds—engage in continuous dialogue. This framework facilitates examination of how curricular representations influence internal identity negotiations and positioning processes.

Data collection involved conducting semi-structured online interviews with six East Asian American adults who attended American high schools from freshman through senior years. Interviews explored how Asian American representation in history curricula influenced identity development processes. The phenomenological approach enabled deep exploration of lived experiences regarding educational inclusion and exclusion across participants’ academic trajectories.

Primary data consisted of in-depth interview transcripts from six participants representing diverse educational backgrounds and age groups. Analysis employed thematic coding methodology, specifically examining internal I-positions within participant narratives. The analytical process identified how internal dialogues between I-positions influenced values and curriculum perceptions, while tracing how curricular content shaped these identity positions over time.

Analysis revealed that participants experienced significant identity shifts due to curricular exclusion. All participants reported family pressure to maintain Korean cultural connections through heritage language schools and traditional practices. The primary identity shift correlated with East Asian historical absence was persistent outsider feelings. Participants from predominantly white schools experienced disconnection from their own ethnic histories. This created a double disconnection—feeling neither fully American nor authentically Korean—leaving identities in liminal spaces. Despite growing up within American-focused curricula, participants expressed strong desires for inclusive education ensuring their children access Korean historical narratives, enabling security in both community belonging and cultural identity.

This research addresses critical gaps in understanding how curricular representation affects long-term identity development among marginalized communities. The study contributes to educational equity scholarship by revealing how historical omissions create lasting divisions and perpetuate systemic inequality between students whose stories receive validation and those whose experiences remain erased (Fozdar & Martin, 2021).

By centering East Asian American adult perspectives on educational experiences, this work emphasizes the long-term effects of cultural underrepresentation, informing curriculum development efforts toward more inclusive practices. The findings provide an empirical foundation for educational reforms that honor diverse historical contributions, directly supporting efforts to create curricula representing all students’ cultural backgrounds and experiences.

Authors

• Ethan Yeung, Youth Teams in Education Research

• Caryn Seulah Cho, Youth Teams in Education Research

• Khloe Hong, THINK & WRITE