About the Book
"For far too long the Asian American and Pacific Islander(AAPI) student population has been left out of conversations about studentsuccess, forgotten due to the model minority myth. Maramba and Fong havebrought to the surface key issues for all in higher education to discuss andlearn from. The group of authors they have assembled have both thescholarly background and practice-based knowledge to help the field moveforward in its understanding of AAPI students and Asian American and NativeAmerican Pacific Islander Serving Institutions."--Marybeth Gasman, Judy & Howard Berkowitz Professor of Education, University of Pennsylvania "A first of its kind, this book will become an essentialread for colleges and universities that educate Asian American, Native Americanand Pacific Islander students. The chapter authors offer asset-based practicesthat can and should be used by practitioners striving to undo the historicalremnants of whiteness that continue to hinder the success of those who areracially minoritized."--Gina Ann Garcia, Associate Professor, Administrative and Policy Studies, University of Pittsburgh
This book, thefirst to focus wholly on Asian Americanand Native American Pacific Islander Institutions (AANAPISIs) and theirstudents, offers a corrective to misconceptions about these populations anddocuments student services and leadership programs, innovative pedagogies, modelsof community engagement, and collaborations across academic and student affairsthat have transformed student outcomes. Thisbook recognizes there is a large population of underserved Asian American andPacific Islander college students who, given their educational disparities, are in severe need of attention. Thecontributors describe effective practices that enable instructors to validatethe array of students' specific backgrounds and circumstances within thecontexts of developing such skills as writing, leadership and cross-culturalcommunication for their class cohorts as a whole. They demonstrate that payingattention to the diversity of student experiences in the teaching environmentenriches the learning for all.
About the Author :
Dina C. Maramba is an associate professor of higher education at Claremont Graduate University's School of Educational Studies. She was previously an assistant and associate professor of student affairs administration and affiliate faculty of Asian and Asian American studies at the State University of New York (SUNY), Binghamton.
Maramba's research interests include access and success of underserved college student populations; Asian Americans/Pacific Islanders and Filipina/o Americans in higher education; equity, diversity, and social justice issues in higher education; the impact of college environments on students; and minority serving institutions. Her teaching areas have included foundations of student affairs in higher education, university diversity, access and retention in higher education, and Asian Pacific Americans in higher education.
Maramba has worked more than 10 years as a practitioner and administrator in programs designed to increase the number of underrepresented students in higher education. Previously, she served as director of the Student Support Services TRIO program at the University of California, San Diego; as a resident director at both Colorado State University and the University of California, Santa Barbara; and as a coordinator of Upward Bound at Colorado State University.
Timothy P. Fong is Professor of Ethnic Studies at California State University, Sacramento. His research specialty areas include comparative race and ethnic relations, contemporary immigration, politics and public policy, community studies, higher education equity and student engagement, and qualitative methodology (ethnography and oral history).
Dr. Fong is also the Project Director and Principal Investigator for the Full Circle Project (FCP) a project funded by the U.S. Department of Education. FCP is a comprehensive approach to implement a strategically focused, campus-wide effort to improve retention and graduation rates of underrepresented Asian American and Pacific Islander (AAPI) students. FCP aims to assist AAPI students throughout his or her entire college careers, and provide ample opportunities to engage in service both on and off campus to enhance their university experience.
Robert T. Teranishi is Associate Professor of Higher Education at New York University, co-director for the Institute for Globalization and Education in Metropolitan Settings, and a faculty affiliate with The Steinhardt Institute for Higher Education Policy. Teranishi's research is broadly focused on race, ethnicity, and the stratification of college opportunity. He has provided congressional testimony regarding the Higher Education Reauthorization Act and No Child Left Behind, informed state policy decisions related to selective college admissions, and his research has been solicited to inform U.S. Supreme Court decisions on affirmative action and school desegregation. Teranishi was recently appointed by Secretary of Education, Arne Duncan to the U.S. Department of Education's Equity and Excellence Commission, and was named one of the nation's top "up-and-coming" leaders by Diverse Issues in Higher Education. Teranishi is also the recipient of the Daniel E. Griffiths Research Award and the Martin Luther King, Jr. Faculty Award from NYU. His work has been supported by the Ford Foundation, Mellon Foundation, Kresge Foundation, Walmart Foundation, WT Grant, USA Funds, ETS, and the College Board. Prior to his position at New York University, Teranishi was a National Institute for Mental Health postdoctoral fellow at the University of Pennsylvania's W.E.B. Du Bois Research Institute. He received his B.A. from the University of California Santa Cruz in Sociology and his M.A. and Ph.D. from the University of California Los Angeles in Higher Education and Organizational Change.
Review :
"A first of its kind, this book will become an essential read for colleges and universities that educate Asian American, Native American and Pacific Islander students. The chapter authors offer asset-based practices that can and should be used by practitioners striving to undo the historical remnants of whiteness that continue to hinder the success of those who are racially minoritized."
--Gina Ann Garcia, Associate Professor, Administrative and Policy Studies "University of Pittsburgh"
"For far too long the Asian American and Pacific Islander (AAPI) student population has been left out of conversations about student success, forgotten due to the model minority myth. Maramba and Fong have brought to the surface key issues for all in higher education to discuss and learn from. The group of authors they have assembled have both the scholarly background and practice-based knowledge to help the field move forward in its understanding of AAPI students and Asian American and Native American Pacific Islander Serving Institutions."
--Marybeth Gasman, Judy & Howard Berkowitz Professor of Education "University of Pennsylvania"
"This book is critical for realizing that campus settings are mutable points of intervention--sites of possibilities for responding to the impediments encountered by low-income AAPI students. Through a deeper understanding of AANAPISIs, we learn more about the unique needs and challenges of low-income AAPI college students, as well as the institutions that serve them, and how this information is relevant to the growing body of knowledge regarding MSIs overall. And, with a comprehensive review of student services and programs, culturally responsive pedagogy, cultivation of student leadership and development, and cross campus collaboration within AANAPISIs, this book offers glimpse into their potential and why AANAPISIs are important to the future of higher education."
--Robert T. Teranishi, Morgan and Helen Chu Endowed Chair in Asian American Studies "University of California, Los Angeles"
