Los Angeles (October 15, 201) – AAPI Nexus Journal has released its final issue of the special three-part series focusing on education. In this issue, guest editors Allyson Tintiangco-Cubales, Peter Nien-chu Kiang, and Samuel D. Museus present a series of articles that urge researchers, policy-makers, and practitioners to connect their work more intentionally across the domains of K-12 and higher education in order to have impact on a range of critical educational issues in AAPI communities.
According to the editors, “When the roads of K-12 schooling and higher education converge…we discover glimpses of possibility for improvements in access, retention, and curricular matters.”
Shirley Hune and Jeomja Yeo open this issue with a study of the demographics and educational characteristics of Samoan students in Washington State public schools. Through the examination of statewide and district-level data, they find that Samoan students are at lower levels of performance and school engagement due to their school climates, generational conflicts, and other obstacles in their educational experiences.
Language barriers represent serious obstacles that limit access to higher education for many students from racial and ethnic minority backgrounds. Yang Sao Xiong’s study examines how state-mandated classification, testing, and tracking might limit language access to college-preparatory curricula specifically for Hmong American students in California. Through the analysis of interviews, Xiong also investigates Hmong American high school and college students’ perceptions about their college-going preparation.
Using national data, Yingyi Ma finds that Asian Americans have the highest expectations to major in natural science and engineering, as well as the highest rates of persistence in those fields. However, she argues that these students’ choices to enter the science and engineering fields are a result of being disadvantaged by their relative lack of cultural capital compared to other racial groups. Ma also describes how Asian American students tend to formulate negative self-perceptions towards the STEM fields of study.
In their practitioners’ essay, Allyson Tintiangco-Cubales, Roderick Daus-Magbual, and Arlene Daus-Magbual share the history and growth of [email protected] Partnerships (PEP), a collaborative teacher pipeline from kindergarten to the doctoral level that can serve as a model for developing partnerships between schools, universities, and communities. They describe the programmatic and pedagogical development of PEP, including how it has been able to “grow” its own social justice educators and provide a more critical and socially engaged education for all of its students.
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