Los Angeles – AAPI Nexus Journal has released its second issue of a three
part education series, focusing on Higher Education. Guest editors Mitchell
J. Chang (UCLA) and Peter Nien-chu Kiang (University of Massachusetts
Boston) have assembled articles that expand the horizon of Asian American
and Pacific Islander (AAPI) educational research in exciting ways that
extend beyond well-trotted “model” minority paradigms. The articles in this
issue discuss not only the many challenges that AAPI college students face,
but also potential solutions that have implications for future generations
of AAPI college students.
Ling-chi Wang writes of the struggles that community members in San
Francisco faced for nearly thirty years to establish a Chinatown campus of
the City College of San Francisco. Wang emphasizes the roles of
neighborhood demographics and political alliances that affect the
construction of community colleges for AAPIs.
Rick Wagoner and Anthony Lin document issues and events that deal with
Southeast Asian American community college students who transfer to
four-year institutions. They show how state- and federal-level policies are
neglecting to acknowledge the disadvantages that Southeast Asian students
encounter in community colleges, such as inadequate mentorship and programs,
which have a negative impact on their transition into a four-year
Next, Jillian Liesemeyer finds a significant parallel between the historical
trends of exclusionary quotas against Jewish students in American
universities and the contemporary controversy over Asian American student
enrollment in higher education. Liesemeyer highlights the responses of
students and university administrators to these issues that had been largely
publicized and debated in newspapers and articles. By understanding the
similarities in these two cases, Liesemeyer hopes that policymakers can
better confront the exclusionary practices against Asian Americans.
Similarly, Oiyan Poon examines the recent policy changes in eligibility of
admissions in the University of California system. In her article, Poon
concludes by proposing a national research-based education organization to
facilitate communication among educators, students, and community and
institutional leaders in order to develop an education policy agenda based
on community interests and research and to help advocate more effectively
for Asian Americans and Pacific Islanders.
Julie Park and Mitchell Chang close this second issue by providing insights
into the development of legislation for the federal designation of
AAPI-serving institutions. They document the experiences of policy makers,
congressional staffers, and community advocates, with an eye toward
improving the future influence of AAPI communities on educational matters.
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