Changes in familial discussions among East Asian American families during the COVID-19 pandemic

Objective: We examined the degrees of change in familial discussions about racial issues (i.e., race, ethnicity, racism, and discrimination) due to the surge of anti-Asian discrimination during the COVID-19 pandemic.Background: Asian American family racial-ethnic socialization that teaches the values, information, and perspectives about racial-ethnic group membership and race relations carry great implications for youth development. However, little is known about how anti-Asian sentiments may have contributed to the degrees of change in racial issues.Method: The participants included 143 second-generation East Asian American youth (e.g., Chinese, Korean, Japanese, and Taiwanese) ages 11-18 years (M = 14.96, SD = 1.98). Youth were attending middle (38%) or high (62%) schools in the United States.Results: Latent profile analysis identified four profiles of degrees of change in familial discussions: (a) moderate change in racial discussions about other ethnicities, (b) much change in racial discussions, (c) moderate change in racial discussions about own ethnicities, and (d) little change in racial discussions.Conclusion: Our findings provide a snapshot of the ways East Asian American families' racial discussions are changing, which in turn shape youth's experiences in navigating their social contexts.Implications: The findings provide valuable directions for research and interventions to promote important racial discussion among East Asian American families.

From Yellow Peril to Model Minority and Back to Yellow Peril

During the COVID-19 pandemic, some perceptions of Asian Americans in the United States shifted as anti-Asian hate crimes escalated. However, little is known about how these shifting views manifest in K-12 schools. This qualitative case study uses Asian critical race theory to examine how two Southeast Asian American students faced exclusion and erasure before and during the COVID-19 pandemic and how their Southeast Asian American teacher advocated for them at a public elementary school in the Pacific Northwest. Implications include how researchers can pursue inquiries about Asian American students' holistic development and how in-service and pre-service teachers can address anti-Asian xenophobia.

Paradoxes of the Canadian mosaic: "being, feeling and doing Canadian "

This autoethnographic narrative shows how discourses of belonging for racialized identities within Canada's mosaic are bounded by history, cultural politics, and attendant social struggles. Using an intersectional framework of Asian Critical theory, politics of location, and cultural capital, this paper demonstrates how ideologies of belonging are sustained by processes of cultural and institutional socialization which maintain hierarchies privileging some social groups over others and produce racial/ized difference and inequities within Canadian citizenry. As a second-generation of Chinese ancestry born and raised in Vancouver, Canada, my lived experiences in a predominantly white English-speaking environment illustrate how my status as "model minority " or "honorary white " has been a precarious position. Bonilla-Silva warns us that "honorary white " positioning may be revoked in times of economic, racial or ethnic tension. Dramatic increases in anti-Asian hate incidents during the 2020 Coronavirus pandemic-earning Vancouver, BC, the title of the "anti-Asian hate capital of North America "-is an example of how these racialized statuses are paradoxical designations which deny the existence of social inequities. Critical research must interrogate how the continued use of mis-aggregated data that essentializes diverse population groups and perpetuates harmful distortions of Canadian citizenry contribute to, rather than dismantle, discourses of race in "multicultural " Canada.

Exploring Racial Microaggressions Toward Chinese Immigrant Women in Greater Boston During Covid

This study was an initial qualitative exploration to (a) capture varied experiences of racial microaggressions directed at Chinese immigrant women before and during Covid and (b) investigate different forms and levels of microaggressions based on socioeconomic status, age, and other characteristics. Racial microaggressions were examined by interviewing 12 foreign‐born, Chinese immigrant women aged 23 to 80 years old, with most of the participants identified as middle class or above. Building upon previous scholarship on racial and gendered microaggressions, an analytical framework was developed using 12 major themes to identify and interpret discriminatory behaviors. Our main findings suggest that the research sample encountered more blatant hate incidents and expressed heightened concern over their physical safety in the post‐Covid period. Young women, compared to their older counterparts, were more inclined to report microaggres-sion episodes and distinguish more subtle forms of discrimination. These findings could serve as preliminary evidence for future research. © 2023 by the author(s).

Korean immigrant parents' ways and reasons to support their elementary-aged children's mathematical meaning-making at home during the COVID-19 pandemic

U.S. society perceived some Asian immigrants as a model minority, even assuming that Asian students would be good at mathematics. However, the narratives and experiences of Korean immigrant parents and their children were not discussed in these perspectives. The purpose of this study is to understand the interactions and reasoning of Korean immigrant parents about their children's mathematical meaning-making at home. The study investigates the following research questions: How do Korean immigrant parents of elementary-aged students support their children's mathematical meaning-making at home during the COVID-19 pandemic? Why do Korean immigrant parents of elementary-aged students support their children's mathematical meaning-making at home during the COVID-19 pandemic? Using the theory of belonging, model minority stereotypes, and meaning-making, this study critically examines Korean immigrant parents and children how and why negotiate the meaning of U.S. mathematics. Narrative inquiry is used to understand the diverse experiences of the five participants' families through interviews, observations, and debrief sessions. The findings report how and why Korean immigrant parents support their children's mathematical meaning-making using code-switching and cultural negotiation that addresses conceptual differences across language and culture. On a personal level, Korean immigrant parents' desire to belong in U.S. society guides them to put effort into their children's education. On a societal level, the parents in this study wish for their children to overcome perpetual foreigner stereotypes, myths, and glass ceilings around them. Yet because of their limited connectedness to mainstream society, they feel they lack the information needed for their children to be successful. Their voices demystify the model minority stereotypes and counter the argument that mathematics education serves as an absolutely inclusive subject. Recommendations from this point on the school districts and educational system are to have explanatory sessions for immigrant parents to help their understanding of the U.S. curriculum, and at the same time, teachers also can take advantage by having listening sessions about multiple ethnic parents to learn the cultural meaning-making to make a connection between school children and their culture in the curriculum. Furthermore, the higher education system could recruit more diverse pre-service teachers to create more belonging for diverse learners. Last but not least, school teachers can learn and practice immigrant experiences and try to demystify racial stereotypes in classrooms. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Internalization of the model minority myth and sociodemographic factors shaping Asians/Asian Americans' experiences of discrimination during COVID-19.

Despite appearing positive, the model minority myth (MMM), or the perception that Asian Americans are "problem-free" minorities, maintains unfair racial hierarchies and discredits the pervasiveness of systemic racism faced by Asian Americans and other Black, Indigenous, and people of Color. This study investigated the role of internalized MMM in Asian/Asian Americans' (A/AA) experiences during the syndemic of COVID-19 and our society's racial reckoning. Using a mixed methods approach, we analyzed A/AA college students' open-ended responses to a query about their experiences as A/AA during COVID-19, which resulted in qualitative themes of Personal and Vicarious Discrimination, Vigilance, Safety due to Ethnicity, Safety due to Environment, and No Difference during COVID-19. We then conducted a series of logistic and linear regression models to examine how internalized MMM and sociodemographic factors (i.e., ethnic group, gender, and generational status) were associated with qualitative themes and quantitative measures of COVID-related discrimination. Overall, findings demonstrated that greater internalized MMM, as well as identifying as South Asian, male, and an international/first-generation immigrant student, were linked to fewer qualitative and quantitative reports of vicarious discrimination. We conclude with implications for research and practice in community psychology that further examine the racialized experiences among A/AA college students and ultimately seek to challenge the MMM and racial hierarchies perpetuating systems of oppression.

East Asian Population.

This article explores the ways East Asian American (EAA) children and adolescents have experienced disparities in the United States throughout the COVID-19 pandemic. The history of racism toward Asian American and Pacific Islanders (AAPI) and the complexities of acculturation are reflected through this contemporary lens. Traditional East Asian (EA) values were disrupted during this period. Implications for children and families are discussed. Persistent underlying xenophobia and racism, such as the model minority myth or perpetual foreigner stereotype, rose to new prominence, furthering emotional distress in EA and EAA youths beyond those already experienced universally by AAPI families during the pandemic.

The health equity discourse of immigrant public health leaders: A critical application of the idea model

During the COVID-19 pandemic, health experts emerged to deliver crisis messaging to a public that needed information to understand the nature of the mega-crisis and to know how to mitigate the risk of infection. Some of the public health experts were immigrants who drew attention to healthcare disparities in the U.S. and called for systemic reform of healthcare delivery. This study critically examines the health equity discourse of immigrant public health leaders (IPHLs). Employing a critical application of the IDEA Model of crisis messaging, the study interrogates how three IPHLs navigated and disrupted their stereotyped identities as "model minorities" who were medical experts and advocates of equitable healthcare. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

No, I Do Belong: How Asian American and Asian Canadian Professionals Defy and Counter Workplace Racial Violence during COVID-19

We explore the different types of racial violence encountered by Asian American and Asian Canadians (whom we refer to as Asians) in the workplace during COVID-19 and how they respond. Using a grounded theory approach, we found that during the COVID-19 pandemic, Asians experienced different types of workplace racial violence, most of which manifested as microaggressions, including a revival of the yellow peril trope, physical manifestations of bordering behaviour, and identity denial. In some cases, manifestations of physical violence also emerged. The data revealed that Asians demonstrated various types of agentic responses to challenge and counter unwanted and incorrect identities conveyed by the racial microaggressions. We enhance theory by shedding light on the experiences of Asians whose voice has largely been ignored in the organizational literature. Our study draws together and contributes to the theory on racial violence and racialized identity by highlighting the different types of racial violence faced by Asians and exploring the challenges they encounter in the face of racial microaggressions. Finally, we discuss practical implications of our study results and offer insight into how organizations can help support their Asian employees.

Korean immigrant parents' ways and reasons to support their elementary-aged children's mathematical meaning-making at home during the COVID-19 pandemic

U.S. society perceived some Asian immigrants as a model minority, even assuming that Asian students would be good at mathematics. However, the narratives and experiences of Korean immigrant parents and their children were not discussed in these perspectives. The purpose of this study is to understand the interactions and reasoning of Korean immigrant parents about their children's mathematical meaning-making at home. The study investigates the following research questions: How do Korean immigrant parents of elementary-aged students support their children's mathematical meaning-making at home during the COVID-19 pandemic? Why do Korean immigrant parents of elementary-aged students support their children's mathematical meaning-making at home during the COVID-19 pandemic? Using the theory of belonging, model minority stereotypes, and meaning-making, this study critically examines Korean immigrant parents and children how and why negotiate the meaning of U.S. mathematics. Narrative inquiry is used to understand the diverse experiences of the five participants' families through interviews, observations, and debrief sessions. The findings report how and why Korean immigrant parents support their children's mathematical meaning-making using code-switching and cultural negotiation that addresses conceptual differences across language and culture. On a personal level, Korean immigrant parents' desire to belong in U.S. society guides them to put effort into their children's education. On a societal level, the parents in this study wish for their children to overcome perpetual foreigner stereotypes, myths, and glass ceilings around them. Yet because of their limited connectedness to mainstream society, they feel they lack the information needed for their children to be successful. Their voices demystify the model minority stereotypes and counter the argument that mathematics education serves as an absolutely inclusive subject. Recommendations from this point on the school districts and educational system are to have explanatory sessions for immigrant parents to help their understanding of the U.S. curriculum, and at the same time, teachers also can take advantage by having listening sessions about multiple ethnic parents to learn the cultural meaning-making to make a connection between school children and their culture in the curriculum. Furthermore, the higher education system could recruit more diverse pre-service teachers to create more belonging for diverse learners. Last but not least, school teachers can learn and practice immigrant experiences and try to demystify racial stereotypes in classrooms. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

From the Chinese Exclusion Act to the COVID-19 Pandemic: A Historical Analysis of “Otherness” Experienced by Asian Americans in the United States

In 2020, the world witnessed the worst pandemic in more than a century that continues to impact and stigmatize minorities and immigrants disproportionately. During this time Asian Americans in the United States (US) have been subject to racist tropes, xenophobic attacks, and widespread hate crimes. The xenophobia and racism experienced by this group are not new, as demonstrated in this study. The injustices experienced by Asians in the US are embedded within the historical, social, political, and cultural structures that discriminate and are present throughout minority history. Unfortunately, scholars in the US Public Administration often underutilize a historical lens to study oppression, racism, and xenophobia. This essay provides key historical accounts of how Asian Americans experience othering while at the same time are perceived as model minorities. We will examine the history of "otherness" experienced by Asian Americans in the US from two key lenses: (1) disease and the other (2) labor and immigration policies.

Racism Against Japanese Canadians in British Columbia: My Reflections on Racism Inspired by John Holt

Racism against Japanese Canadians in British Columbia (B.C.) has been an ongoing issue with its roots ingrained in the past. The province of B.C. has a history of putting Japanese Canadians into internment camps during World War II due to their ethnic background and are still refusing to include this tragedy into the current B.C. curriculum. This reflective autoethnography guided by John Holt's Learning All the Time, explores the history and current issues that Japanese Canadians face in B.C. Through the lens of the researcher's own experiences with racism, the issues of being a "model minority", the difficulties of cultural identity, and the current state of racism towards Asian Canadians are discussed. The study concludes that, the lack of historical recognition from the government and with the rise in hate crimes towards Asian Canadians due to COVID-19, racism towards "model minorities" is very much alive in today's society.

Rediscovering the conflict zone: Can the subaltern redefine the theory?

By utilizing autoethnography as a research method of a reflective self-examination set within the author's cultural context and experiential world, this essay elucidates the nuanced positionality of Asians/Asian Americans at the intersection of the model minority myth discourse, colonial narratives, and the black–white binary paradigm of race relations by the employment of Critical Whiteness Studies (CWS). While the recent global movement toward racial awareness pushes us to consider the use of CWS, probing into the positionality of Asians/Asian Americans from the perspective of the aforementioned intersection helps us understand the carefully constructed racial paradigm that sets up the complex of the racial status quo. The paradigm has not only created the precarious space for those whose racial identities do not fit in the binary—inclusive of but not limited to Indigenous people, Asians, Latinx, and multiracial people—but has also polarized whites under the white supremacist system. [ FROM AUTHOR] Copyright of International Journal of Qualitative Studies in Education (QSE) is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

The Reemergence of Yellow Peril: Beliefs in the Asian Health Hazard Stereotype Predict Lower Psychological Well-Being

What is the public significance of this article? Racist rhetoric toward East and Southeast Asian Americans and Canadians during COVID-19 tends to center on three themes-unclean food practices, eating any kind of animal, and spreading diseases-that form an "Asian health hazard" stereotype. For East and Southeast Asians in Canada and the U.S., believing that their group is being perceived as "health hazards" is associated with lower psychological well-being. The anti-Asian sentiment in Canada and the U.S during the coronavirus disease (COVID-19) pandemic centers on perceptions of East and Southeast Asians as "health hazards", due to their alleged animal-eating habits, uncleanliness, and tendency to spread diseases. In a preregistered study, we demonstrated that for East and Southeast Asians in Canada and the U.S., their belief that society holds the Asian health hazard stereotype was associated with higher distress and lower life satisfaction. No differences were observed between East and Southeast Asian Americans (n = 352) and Canadians (n = 351), as well as Chinese and non-Chinese participants. Importantly, these effects were robust to pandemic- and discrimination-related stressors. We also demonstrated that Asian health hazard and perpetual foreigner stereotypes were psychometrically distinct. Overall, our findings highlight how perceptions of negative societal views, particularly those reminiscent of the Yellow Peril narrative, are uniquely associated with psychological well-being among East and Southeast Asian Americans and Canadians.

When "model minorities" become "yellow peril"-Othering and the racialization of Asian Americans in the COVID-19 pandemic.

Using the ongoing coronavirus disease 2019 (COVID-19) pandemic as a case study, this paper engages with debates on the assimilation of Asian Americans into the US mainstream. While a burgeoning scholarship holds that Asians are "entering into the dominant group" or becoming "White," the prevalent practices of othering Asians and surging anti-Asian discrimination since the pandemic outbreak present a challenge to the assimilation thesis. This paper explains how anger against China quickly expands to Asian American population more broadly. Our explanation focuses on different forms of othering practices, deep-seated stereotypes of Asians, and the role of politicians and media in activating or exacerbating anti-Asian hatred. Through this scrutiny, this paper augments the theses that Asian Americans are still treated as "forever foreigners" and race is still a prominent factor in the assimilation of Asians in the United States. This paper also sheds light on the limitations of current measures of assimilation. More broadly, the paper questions the notion of color-blindness or post-racial America.