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1 | Codes | Key Themes | Author(s) | Title | Year of Publication | Type | Abstract | APA Citation | Link | Public Access | ||||||||||||||||||||||
2 | 1 | Advocacy & Leadership | Adrian, L. P., Hiayani-Brown, K., & Okamura Story, N. | Leadership is more than a checklist: Exploring leadership at AANAPISI community colleges. | 2018 | Book Chapter | This chapter examines the desirable leadership characteristics and leadership requirements to support Asian Americans and Pacific Islanders (AAPIs) in the United States. Furthermore, as the fastest growing and most diverse minority population in higher education, AAPIs are often challenged to succeed and complete their higher education goals because of prevailing assumptions and misperceptions as the Model Minority. Transforming and sustaining effective practices to support student learning and achievement of student success and degree completion often requires institutional and organizational change and leadership commitment. However, Asian American leadership has existed historically in the United States in several arenas: business and industry, government and policy, education, arts, music, fashion, and the community at large. National organizations such as the American Council on Education (ACE) and the American Association for Community Colleges (AACC) have studied aspects of leadership over the years. | Adrian, L. P., Hiayani-Brown, K., & Okamura Story, N. (2018). Leadership is more than achecklist: Exploring leadership at AANAPISI community colleges. In R. T. Palmer, D. C. Maramba, A. T. Arroyo, T. O. Allen, T. F. Boykin, & J. M. Lee Jr (Eds.), Effective leadership at Minority-Serving Institutions (pp. 169-185). Routledge. | https://www.taylorfrancis.com/chapters/edit/10.4324/9781315452296-11/leadership-checklist-loretta-adrian-kathi-hiyane%E2%80%93brown-naomi-okumura-story | Yes | ||||||||||||||||||||||
3 | 4; 6 | Culturally Responsive Practice, Community Building | Aida Cuenza-Uvas and Demeturie Toso-Lafaele Gogue | An Ethic of Care in Student Affairs: Humanizing Relationships and Asserting Cultural Values at an AANAPISI | 2022 | Book Chapter | As Asian Americans and Pacific Islander (AAPI) practitioners in higher education, we assert our cultural values to leverage important connections between members within the community. These values are centered on collective responsibility, demonstrating care for the com-munity, offering respect, and acting with love. These values manifest through our daily interactions with others and in the spaces we occupy, whether it is in physical proximity or virtual settings. COVID-19, the unprecedented global health crisis that forced campus closures across the nation, along with tensions provoked by blatant racism, racial vio-lence, and ongoing microaggressions, have reminded us that AAPIs are not immune to the injustices present in society. These environmental conditions have prompted negative self-perceptions, induced stressors, compromised physical and mental health, and destabilized income. Student affairs professionals have the potential to intervene, offering students guidance and support as they contemplate personal decisions (e.g., family health crisis, job loss, food and housing insecurities, unat-tended cultural practices) amidst these harrowing conditions. This article discusses how student affairs professionals at Mt. San Antonio College, an Asian American and Native American Pacific Islander-Serving Institution, utilized their cultural values and employed creative strategies to demonstrate an ethic of care and responsibility for the student community amidst COVID-19 and the rise in violence toward Asian Americans | Cuenza-Uvas, A., & Gogue, D. T. L. (2022). An Ethic of Care in Student Affairs: Humanizing Relationships and Asserting Cultural Values at an AANAPISI. AAPI Nexus: Policy, Practice and Community, 19(2022-01-02T00: 00: 00+ 00: 00). | https://escholarship.org/uc/item/7dz671np | Yes | ||||||||||||||||||||||
4 | 1 | Advocacy & Leadership | Alcantar, C. M., Kim, V., Hafoka, I., & Teranishi, R. T. | Space and place at Asian American and Pacific Islander–serving community colleges: The geography of campus student support for Asian American and Pacific Islander students. | 2022 | Journal Article | This study examines the perceived changes in the geography of student support for racial/ethnic minoritized students after pursuing federal Minority-Serving Institution (MSI) designation and grants. Specifically, this qualitative multiple-case study examines the decision-making related to, and perceived changes in, space and place aimed at supporting Asian American and Pacific Islander (AAPI) students at three AAPI–serving community colleges. The three themes related to changes in the geography of student support for AAPI students as a result of the MSI grant that emerged from the study were: (a) from symbolic to physical space; (b) supporting AAPIs helped support other minoritized student populations; (c) the last theme demonstrates that, as a result of creating these spaces, students were more integrated into the campus community. A common thread across each of these themes is the saliency of race in the design, creation, and resulting impact of creating space in the geography of student support for AAPI students at each of the campuses. The study concludes with implications regarding the role of postsecondary institutions in (re)creating physical and symbolic spaces. Institutional agents must be mindful of the targeted groups that exist within their campus when considering these implications to create a welcoming campus environment. (PsycInfo Database Record (c) 2022 APA, all rights reserved) | Alcantar, C. M., Kim, V., Hafoka, I., & Teranishi, R. T. (2022). Space and place at Asian American and Pacific Islander–serving community colleges: The geography of campus student support for Asian American and Pacific Islander students. Journal of Diversity in Higher Education, 15(2), 178-193. | https://psycnet.apa.org/doiLanding?doi=10.1037%2Fdhe0000281 | No | ||||||||||||||||||||||
5 | 1; 5 | Advocacy & Leadership, Cross-Campus Partnerships | Alcantar, C. M., Nguyen, B. M. D., & Maramba, D. C. | Asian American and Native American Pacific Islander Serving Institutions: The importance of external coalition building for supporting internal collaboration. | 2019 | Journal Article | This chapter highlights opportunities for Asian American and Native American Pacific Islander Serving Institutions to develop and utilize external partnerships to inform the development of internal collaboration between academic and student affairs to better serve targeted student populations. | Alcantar, C. M., Nguyen, B. M. D., & Maramba, D. C. (2019). Asian American and Native American Pacific Islander Serving Institutions: The importance of external coalition building for supporting internal collaboration. New Directions for Student Services, 2019(167), 101-110. | https://onlinelibrary.wiley.com/doi/10.1002/ss.20324 | Yes | ||||||||||||||||||||||
6 | 1 | Advocacy & Leadership | Alcantar, C. M., Pazich, L. B., & Teranishi, R. T. | Meaning-making about becoming a Minority Serving Institution: A case study of Asian-American serving community colleges. | 2019 | Journal Article | The persistent stereotypes of Asian-American students being highly academically successful and not needing support presents a unique context for which to study institutions with a critical mass of low-income Asian American and Pacific Islanders (AAPIs). This critical ethnographic case study examines practitioners' meaning-making of the federal designation as Asian American and Native American Pacific Islander Serving Institutions at two community colleges. The findings of the study suggest that the AAPI-serving designation can result in the onset of organizational cultural change through an increased awareness of their student populations and a new commitment to educate and serve AAPI students. | Alcantar, C. M., Pazich, L. B., & Teranishi, R. T. (2019). Meaning-making about becoming a Minority Serving Institution: A case study of Asian-American serving community colleges. The Review of Higher Education, 42(5), 309-335. | https://muse.jhu.edu/article/724920 | Yes | ||||||||||||||||||||||
7 | 1; 7 | Advocacy & Leadership, Dual Designated Campus | Alcantar, Rincón, B. E., & Espinoza, K. J. | In a state of becoming: How institutions communicate Asian American and Pacific Islander- and Latinx-Servingness through campus artifacts | 2020 | Journal Article | This study examines the ways campus artifacts communicate Asian American and Pacific Islander (AAPI)- and Latinx-servingness at dually designated Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs) and Hispanic-Serving Institutions (HSIs). Using critical ethnographic methods, the researchers collected data at three AANAPISIHSIs regionally concentrated in a western state. Findings from this study reveal that the campus environments of the three institutions were in a state of flux and are captured through two interconnected themes that emerged from the data: striving to become and undermining progress towards becoming. This study has implications for understanding how AANAPISI-HSIs communicate AAPI- and Latinx-servingness through campus artifacts. | Alcantar, Rincón, B. E., & Espinoza, K. J. (2020). In a state of becoming: How institutions communicate Asian American and Pacific Islander- and Latinx-Servingness through campus artifacts. Association of Mexican American Educators Journal, 14(3), 104–119. | https://bilingualreview.utsa.edu/index.php/AMAE/article/view/405 | No | ||||||||||||||||||||||
8 | 6; 11 | Student Services Program Design, Culturally Responsive Program | Barone, J., & Neilson, P. A. | Career Development To Engage And Empower Asian American Students | 2020 | Book Chapter | This chapter highlights the Asian American Career Development Workshop Seires, a collaborative effort between AASSP and the Office of Career Services and Internship. | Barone, J., & Neilson, P. A. (2020). Career Development To Engage And Empower Asian American Students. Transformative Practices for Minority Student Success: Accomplishments of Asian American and Native American Pacific Islander–Serving Institutions. | https://eric.ed.gov/?id=ED605540 | No | ||||||||||||||||||||||
9 | 10; 11 | Student Services Program Design, Student Leadership Development | Canlas, M. A. | "Now Im Able To Make A Difference" | 2020 | Book Chapter | This chapter explores how the APALU program integrated frameworks of critical leadership praxis into its curriculum, classrooms, and program activities. | Canlas, M. A. (2020). Now I’m Able To Make A Difference. Transformative Practices for Minority Student Success: Accomplishments of Asian American and Native American Pacific Islander–Serving Institutions. | https://eric.ed.gov/?id=ED605540 | No | ||||||||||||||||||||||
10 | 1; 6 | Advocacy & Leadership, Culturally Responsive Curriculum | Catallozzi, L. A., Tang, S. S., Kiang, P. N., & Gabbard, G | Modeling AANAPISI community college–university collaboration: A case study of Asian American Studies centered faculty and curriculum development. | 2019 | Journal Article | Collaborations between 2- and 4-year funded AANAPISIs with shared student and community profiles offer unique opportunities to leverage resources to efficiently and effectively serve their students. | Catallozzi, L. A., Tang, S. S., Kiang, P. N., & Gabbard, G. (2019). Modeling AANAPISI community college–university collaboration: A case study of Asian American Studies centered faculty and curriculum development. New Directions for Higher Education, 2019(186), 79–92. | https://eric.ed.gov/?id=EJ1218948 | No | ||||||||||||||||||||||
11 | 1; 2; 4 | Advocacy & Leadership, Community Building, Anti-Asian Hate | Chandara, D., Yang, A., Vang, T., Her, K., Limthongviratn, P., & Ngo, B. | Seeding Change from Within: An Exploration of Activism at the Local Level | 2022 | Book Chapter | Against the backdrop of the anti-Asian racism instigated by COVID-19 that received little attention and the murder of George Floyd in our “backyard” that gar-nered widespread outcry, we argue that we were able to productively respond because we nurtured relationships and other actions over sev-eral years of local activism. Our explication significantly advances an understanding of the role of Asian American Native American Pacific Islander–serving institutions in activism at the local level that is critical for institutional change. | Chandara, D., Yang, A., Vang, T., Her, K., Limthongviratn, P., & Ngo, B. (2022). Seeding Change from Within: An Exploration of Activism at the Local Level. AAPI Nexus: Policy, Practice and Community, 19(2022-01-02T00: 00: 00+ 00: 00). | https://escholarship.org/uc/item/76c70187 | Yes | ||||||||||||||||||||||
12 | 6 | Culturally Responsive Programs | Daus-Magbual, A. | Being Grounded with an Ethnic Studies Legacy: ASPIRE SFSU | 2021 | Special Issue | Throughout, I name my mentors in this narrative to pay homage to those who fought before and continue to fight for social justice alongside me. These relation- ships are paramount in guiding my leadership, men- torship, and teaching as I raise the next generation of scholar activists. In the following, I discuss how relationships are central in enacting an Ethnic Studies pedagogy in my role as a student affairs administrator charged with the development and implementation of AA&PI Student Services-Asian American and Pacific Islander Retention and Education (ASPIRE), the first Asian American Native American and Pacific Islander (AANAPISI) funded program at SFSU. | Daus-Magbual, A. S. (2021). Being Grounded with an Ethnic Studies Legacy: ASPIRE SFSU. About Campus, 26(1), 26-29. | https://journals.sagepub.com/doi/pdf/10.1177/1086482220953176 | Yes | ||||||||||||||||||||||
13 | 2; 4; 6 | Culturally Responsive Program, Community Building, Anti-Asian Hate | Daus-Magbual, A., & Loi-On, L | Fighting for Our Existence: Talanoas of Survival and Resistance at San Francisco State | 2022 | Book Chapter | Although Asian Americans and Pacific Islanders (AA&PI) rep-resent 29 percent of San Francisco State University’s (SF State, 2021d) student body and have one of the nation’s largest Asian American Studies Departments, we continue to fight for our existence within higher education. This essay focuses on the development of AA&PI Student Services’ response and praxis to COVID-19, anti-Asian racism, and anti-Blackness in the AA&PI community. As we faced enormous challenges of a global pandemic, we began to see the connection of what was happening in the world within our own lives. Grounded with the legacy of Ethnic Studies and Community Responsive Peda-gogy, we employ the critical race methodology of counterstorytelling (Solórzano & Yosso, 2002) and Talanoa Research Method (Tecun et al., 2018; Vaioleti, 2013) to center our experiences | Daus-Magbual, A., & Loi-On, L. (2022). Fighting for Our Existence: Talanoas of Survival and Resistance at San Francisco State. AAPI Nexus: Policy, Practice and Community, 19. | https://escholarship.org/uc/item/74g42693 | Yes | ||||||||||||||||||||||
14 | 1; 7 | Advocacy & Leadership, Dual Designated Campus | Espinoza, K. J. C., & Watson, R. T. | In the Hands of Students: The Charge of a Minority-Serving Institution Student Council at a Dual-Designated Asian American and Native American Pacific Islander-Serving Institution and Hispanic-Serving Institution | 2022 | Book Chapter | The U.S. News and World Report has ranked the University of Nevada, Las Vegas (UNLV) as being one of the most racially diverse institutions, and UNLV has received dual-designations as an Asian American and Native American Pacific Islander-Serving Institution and Hispanic-Serving Institution. Concurrently, pervasive physical threats, student demands for change, and results of a campus cli-mate survey created a peremptory need to center the cultural wealth of minoritized students to organize and coalition build. This essay focuses on the UNLV Minority-Serving Institution (MSI) Student Council (MSISC) and its charge to lead campus initiatives that pro-mote success for minoritized students to become a truly serving MSI. Written by one of the MSISC members and their advisor, we historicize the MSISC’s creation and share ideas for similar MSI-focused student committees and task forces. | Espinoza, K. J. C., & Watson, R. T. (2022). In the Hands of Students: The Charge of a Minority-Serving Institution Student Council at a Dual-Designated Asian American and Native American Pacific Islander-Serving Institution and Hispanic-Serving Institution. AAPI Nexus: Policy, Practice and Community, 19(2022-01-02T00: 00: 00+ 00: 00). | https://escholarship.org/uc/item/1pk403dm | Yes | ||||||||||||||||||||||
15 | 6 | Culturally Responsive Pedagogy | Fabionar, J. O. | Exploring The Nexus Of Student Development And Ethnic Studies Research | 2020 | Book Chapter | This chapter builds on these findings to bolster the importance of program strategies to serve minoritized learner populations that integrate academic content and student development theory. | Fabionar, J. O. (2020). Exploring the Nexus of Student Development and Ethnic Studies Research. Transformative Practices for Minority Student Success: Accomplishments of Asian American and Native American Pacific Islander–Serving Institutions. | https://eric.ed.gov/?id=ED605540 | No | ||||||||||||||||||||||
16 | 1; 2; 4 | Advocacy & Leadership, Anti-Asian Hate, Community Building | Fong, T. & Hung, W. | AANAPISI Campus Challenges and Opportunities: Confronting COVID-19 and Inclusive Social Justice | 2022 | Book Chapter | This article will focus on ways the Sacramento State campus community is working to build a strong inclusive sense of commu-nity amidst the multiple challenges from anti-Asian hate, COVID-19, attention to police violence, the renewed emergence of Black Lives Matter, as well as heightened awareness of social justice and increas-ing economic inequality. Particular attention will focus on how Asian American and Pacific Islander students, staff, and faculty are stepping up to the call for engagement and organizing on campus. Current events were the spark for increased activism among AAPIs on our campus, but it did not emerge in a vacuum. Having the Full Circle Project (FCP), our established Asian American, Native American and Pacific Islander-Serving Institution (AANAPISI) program on campus was, in fact, foundational for the rise of social action we are wit-nessing today. | Fong, T. P., & Hung, W. (2022). AANAPISI Campus Challenges and Opportunities: Confronting COVID-19 and Inclusive Social Justice. AAPI Nexus: Policy, Practice and Community, 19. | https://escholarship.org/uc/item/54t7s27j | Yes | ||||||||||||||||||||||
17 | 1; 2; 4 | Advocacy & Leadership, Community Building, Anti-Asian Hate | Francisco, C., Cruz, M. D., Phuong, A. H., Jeung, R., & Yoo, G. J. | Healing in Community and Responding with Leadership: Addressing the Pandemic and Anti-Asian Hate through Community Service Learning | 2022 | Book Chapter | Community service learning is a high-impact practice that nur-tures retention and graduation among undergraduates. Professor Yoo is a medical sociologist trained in public health who worked with the Auntie Sewing Squad during the pandemic to create facial coverings. Professor Jeung is a sociologist who cofounded Stop AAPI Hate in March 2020. Through an assessment of students who were involved in these two projects, this paper illustrates the efforts and impact of student involvement with the Auntie Sewing Squad and the Stop AAPI Hate Youth Campaign. The findings showed that both projects created a space where students could integrate Ethnic Studies with the com-munities they served. In the face of uncertainty, fear, and exhaustion, these two community-service projects became examples of responding with resilience, healing in community, leading with care, and embody-ing solidarity. | Francisco, C., Cruz, M. D., Phuong, A. H., Jeung, R., & Yoo, G. J. (2022). Healing in Community and Responding with Leadership: Addressing the Pandemic and Anti-Asian Hate through Community Service Learning. AAPI Nexus: Policy, Practice and Community, 19. | https://escholarship.org/uc/item/7853t27x | Yes | ||||||||||||||||||||||
18 | 6; 10 | Culturally Responsive Practice, Student Leadership Development | Gogue, D. T., Venturanza, R. J., Cuenza Uvas, A., & Nguyen, M. H. | The role of Asian American and Native American Pacific Islander Serving Institutions in reframing leadership education. | 2021 | Journal Article | Leadership education within postsecondary institutions has often failed to consider the ways in which Asian Americans and Pacific Islanders (AAPIs) make sense of their leadership identity. This article explores the role that Asian American and Native American Pacific Islander-Serving Institutions have in fostering AAPI leaders through culturally relevant practices and services that recognize and embrace students’ racial and ethnic backgrounds. | Gogue, D. T., Venturanza, R. J., Cuenza Uvas, A., & Nguyen, M. H. (2021). The role of Asian American and Native American Pacific Islander Serving Institutions in reframing leadership education. New Directions for Student Leadership, 2021(171), 101-111. | https://onlinelibrary.wiley.com/doi/full/10.1002/yd.20460?casa_token=uYoRKMMur7UAAAAA%3AyEzpC6mw0p1PcN7EM_rPBEK0bugSPmjKuiqodVB-JzcBmutFDWXbAc2nu-E_lPunzAOggTiLVZipBA | No | ||||||||||||||||||||||
19 | 1 | Advocacy & Leadership | Gutierrez, R. A. E., & Le, A. | Activism, resistance, and AANAPISIs. | 2018 | Journal Article | We argue that the term protest is limiting in research. Instead, the term activism should be used in order to encapsulate the ways APIAs have been engaged socially and politically. Additionally, there exists a gap in educational literature discussing how the spatial politics of domination and resistance manifests in representational spaces—in this case institutional structures like AANAPISIs. Influenced by spatial politics and spatial theory we put forth a conceptual argument that the representational existence of AANAPISIs is a site of resistance that needs to be better understood, especially in the era of Trump where anti-immigration and racist rhetoric is ever-present, because of the ways APIAs continue to be racialized and (re)positioned in United States racial discourse and research. | Gutierrez, R. A. E., & Le, A. (2018). (Re)conceptualizing protests: Activism, resistance, and AANAPISIs. Frontiers in Education, 3(70), 1-7. | https://www.frontiersin.org/articles/10.3389/feduc.2018.00070/full | Yes | ||||||||||||||||||||||
20 | 11 | Student Services Program Design | Haro, J., Goodman, Z. T., & Kim-Ju, G. M. | Promising Outcomes In An Intervention Program In Higher Education | 2020 | Book Chapter | In this chapter we review the impact of the Full Circle Project, an intervention prgram designed to enhance the experiences of AAPI students, on student outcomes. We will share findings from two studies tha focus on academic performance and cultural experiences for AAPI students participating in FCP. | Haro, J., Goodman, Z. T., & Kim-Ju, G. M. (2020). Promising Outocmes In An Intervention Program In Higher Education. Transformative Practices for Minority Student Success: Accomplishments of Asian American and Native American Pacific Islander–Serving Institutions. | https://eric.ed.gov/?id=ED605540 | Yes | ||||||||||||||||||||||
21 | 1; 3 | Advocacy & Leadership, Capacity Building | Hartlep, N. D., & Antrop-González, R. F. | An effective model of mentorship and capacity building: Lessons learned and lived out at a Midwest AANAPISI. | 2019 | Book Chapter | This chapter shares the experiences of a Puerto Rican dean of a school of urban education and the experiences of a Korean department chair, both working at a Midwest Asian American Native American Pacific Islander-Serving Institution (AANAPISI). They share stories and experiences which are situated within the context of this AANAPISI as well as the literature on higher education leadership in Minority-Serving Institutions (MSIs). The chapter shares a model of mentorship that builds the capacity of diverse leaders within the School of Urban Education. | Hartlep, N. D., & Antrop-González, R. F. (2019). An effective model of mentorship and capacity building: Lessons learned and lived out at a Midwest AANAPISI. In R. T. Palmer, D. Preston, & A. Assalone (Eds.), Examining Effective Practices at Minority-Serving Institutions: Beyond a Deficit Framing of Leadership (pp. 179-197). Springer International Publishing. | https://link.springer.com/chapter/10.1007/978-3-030-16609-0_11 | Yes | ||||||||||||||||||||||
22 | 6 | Culturally Responsive Pedagogy | Huỳnh, J., To, P. D. N., Lee, C., Dang, T. V., Wu, J. T. C., & Tanjasiri, S. P. | Care during COVID-19: A Virtual Asian American and Pacific Islander Photovoice Project | 2022 | Book Chapter | The COVID-19 pandemic coincided with rising anti-Asian rheto-ric and violence fostered by government leadership. The Visualizing Our Identities and Cultures for Empowerment project based at the University of California, Irvine trained student researchers in the photo voice methodology to document the experiences of Asian Ameri-cans and Pacific Islanders during the COVID-19 pandemic. Described as “ethical photography for social change,” photovoice seeks to democ-ratize knowledge production and to enact social justice. This approach of community participatory action research and community-centered archival creation could serve as a model for other Asian American Native American Pacific Islander Serving Institutions that embrace the mission of “service” as well as “empowerment” and “care” for marginalized communities. | Huỳnh, J., To, P. D. N., Lee, C., Dang, T. V., Wu, J. T. C., & Tanjasiri, S. P. (2022). Care during COVID-19: A Virtual Asian American and Pacific Islander Photovoice Project. AAPI Nexus: Policy, Practice and Community, 19(2022-01-02T00: 00: 00+ 00: 00). | https://escholarship.org/uc/item/0fb4f4gq | Yes | ||||||||||||||||||||||
23 | 11; 13 | Student Services Program Design, Writing Development Program | Kem, P., Boxell, S., & Kiang, P. | Asian American Studies And AANAPISI Writing Initiatives | 2020 | Book Chapter | To address the high stakes barrier of the writing proficiency requirement as well as the important challenge of improving the academic writing of Asian American students,, the Asian American Student Success Program at UMass Boston has designed several specific writing intervnetions that taget Asian American students. From course-based initiatives, such as Asian American Studies writing seminars, to supplemental instruction, such as a peer tutoring program and WPR prepration workshops, these efforts support writing skill development for high need AANAPISI students. | Kem, P., Boxell, S., & Kiang, P. (2020). Asian American Studies and AANAPISI writing initiatives. Transformative practices for minority student success: Accomplishments of Asian American and Native American Pacific Islander-Serving Institutions, 116-130. | https://eric.ed.gov/?id=ED605540 | No | ||||||||||||||||||||||
24 | 2; 6 | Culturally Responsive Curriculum, Anti-Asian Hate | Kiang, P. N. C., Tang, S. S. L., Ty, K. S., Gurung, P., Ty, A., & Duong, N. | Hira makes a sound: Sustaining high-impact AANAPISI innovation in an Asian American Studies environment before and beyond the COVID-19 anti-Asian hate pandemic. | 2023 | Journal Article | This article first describes two high-impact, foundational examples in Asian American Studies over three decades that successfully established and sustained inclusive and equitable educational environments at an urban, public, and federally designated Asian American and Native American Pacific Islander Institution (AANAPISI) research university. Secondly, the article introduces the purpose, process, and product of a fresh programmatic example of cross-generational, community-centered storytelling initiated during the contemporary dual-pandemic period of COVID-19 and anti-Asian hate. Through these examples, we argue that AANAPISIs with longstanding Asian American Studies curricular and pedagogical commitments to transformative educational praxis can offer especially valuable insights for U.S. higher education precisely because the purposeful, strategic attention to developing equitable, inclusive learning environments is so well-developed. Within our own context, we specifically highlight the impacts and importance of developing long-term ecologies to support culturally sustaining curricula and storytelling co-production processes led by core faculty with students and alumni. These examples are particularly salient for under-resourced, predominantly commuter institutions where student engagement with faculty and peers in classroom environments is so vital. | Kiang, P. N. C., Tang, S. S. L., Ty, K. S., Gurung, P., Ty, A., & Duong, N. (2023). Hira makes a sound: Sustaining high-impact AANAPISI innovation in an Asian American Studies environment before and beyond the COVID-19 anti-Asian hate pandemic. Education Sciences, 13(2), 128. | https://www.mdpi.com/2227-7102/13/2/128 | Yes | ||||||||||||||||||||||
25 | 9; 11 | Student Services Program Design, STEM | Kim, V., Alcantar, C. M., & Teranishi, R. T. | The AANAPISI-funded STEM Program: An institutional response to the needs of Asian American community college students. | 2022 | Journal Article | This study examined the unique needs of Asian American students in Science, Technology, Engineering, and Mathematics (STEM) majors and the extent to which institutional agents responded to their needs. This qualitative study focused on Asian American STEM students enrolled at Shasta Fair Community College (SFCC), a federally designated and grant-funded Asian American and Native American Pacific Islander-Serving Institution (AANAPISI). Results demonstrate that both students and institutional agents reported that the AANAPISI-funded STEM program, which provides a one-stop service for counseling, tutoring, and various other support services, allowed institutional agents to support the unique needs of Asian American community college students in STEM majors. | Kim, V., Alcantar, C. M., & Teranishi, R. T. (2022). The AANAPISI-funded STEM Program: An institutional response to the needs of Asian American community college students. Community College Journal of Research and Practice, 0(0), 1-15. https://doi.org/10.1080/10668926.2022.2056548 | https://www.tandfonline.com/doi/full/10.1080/10668926.2022.2056548?casa_token=S5i2LvvUMXMAAAAA%3AxP-iVewLs5Vgole1KWEgGfKuCuShu8dgzh8x3gwRFHHHI_p_HyfjBr0LOJO2x4O1pF4-Hiq_jaJG | Yes | ||||||||||||||||||||||
26 | 8; 9; 11 | Student Services Program Design, Peer Mentorship, STEM | Kodama, C. M., & Park, C. E. | More than Academics: The Transformative Effect of an Identity-Based Peer Mentor Program for Asian American STEM Students | 2021 | Special Issue | We recently interviewed former AAMP Mentors to understand their experiences in the program and discovered intercon- nected gains in communication skills, identity develop- ment, and sense of community. Mentors took away just as much as they gave to the program in terms of valu- able learning and development. However, within these responses we found something unexpected: a particu- larly transformative effect for STEM (science, technol- ogy, engineering, and mathematics) students. While AAMP is not STEM-focused, because of the composition of the UIC student body, many of the men- tors are STEM majors. These mentors were very clear in articulating how their AAMP involvement was important to their personal and academic growth in very different ways from their STEM education, partic- ularly around Asian American issues and identity. This is particularly important in STEM environments, which often either (a) pay little attention to race and identity issues, particularly for Asian Americans, or (b) can be a challenging environment for students of color. | Kodama, C. M., & Park, C. E. (2021). More than academics: The transformative effect of an identity-based peer mentor program for Asian American STEM students. About Campus, 26(1), 17-25. | https://journals.sagepub.com/doi/pdf/10.1177/1086482220969677 | Yes | ||||||||||||||||||||||
27 | 1 | Advocacy & Leadership | Lee, M., & Nguyen, K. | Framing a Practice of Asian Americanist Advocacy | 2022 | Book Chapter | This essay presents a framework for a practice of Asian Ameri-canist advocacy. Participant observers discuss a case study of a community college in northern California where Asian American employees have sustained organized advocacy since May 2020, amid the COVID-19 pandemic and Black Lives Matter movement. The heuristic framework introduces four questions to help practitioners determine the direction of their advocacy, focusing on approaches to self-organizing, analyses of racial relationality, and engagements with institutional power. The case study highlights tensions around the legibility of Asian Americans in campus discourse, the politicization of Asian American employees, and the efficacy of Asian American-ist advocacy | Lee, M., & Nguyen, K. (2022). Framing a Practice of Asian Americanist Advocacy. AAPI Nexus: Policy, Practice and Community, 19(2022-01-02T00: 00: 00+ 00: 00). | https://escholarship.org/uc/item/4jh9g8fq | Yes | ||||||||||||||||||||||
28 | 1; 5 | Advocacy & Leadership, Cross-Campus Partnerships | Lee, M., & Tomaneng, R. M. | Power In Partnerships: Racial Politics in Reciprocity and Transformation in AANAPISI | 2020 | Book Chapter | This chapter contributes to onogoing conversations about both the politicized and programmatic work of AANAPISIs. With practitioners an dresearchers in mind, we examine college processes, practices, and politics in the creation of hgih impact student learning experiences attentive to AAPI students. Our discussion focuses on campus partnerships designed to bring explicit attention to the educational experiences and needs of AAPI students. | Lee, M., & Tomaneng, R. M. (2020). Power In Partnerships. Transformative Practices for Minority Student Success: Accomplishments of Asian American and Native American Pacific Islander–Serving Institutions. | https://www.google.com/books/edition/Transformative_Practices_for_Minority_St/MWRjEAAAQBAJ?hl=en&gbpv=1&dq=Lee,+M.,+%26+Tomaneng,+R.+M.+(2020).+Power+In+Partnerships.++&pg=PT179&printsec=frontcover | No | ||||||||||||||||||||||
29 | 1 | Advocacy & Leadership | Mac, J., Sarreal, A. D., Wang, A. C., & Museus, S. D. | Conditions that catalyze the emergence of Asian American and Native American Pacific Islander Serving Institutions. | 2019 | Chapter | Increased knowledge about the conditions that have catalyzed and enabled institutions to seek and effectively acquire federally recognized and supported Asian American and Native American Pacific Islander Serving Institutions (AANAPISI) status can inform the work of potential and emerging AANAPISIs. | Mac, J., Sarreal, A. D., Wang, A. C., & Museus, S. D. (2019). Conditions that catalyze the emergence of Asian American and Native American Pacific Islander Serving Institutions. New Directions for Higher Education, 2019(186), 67-77. | https://onlinelibrary.wiley.com/doi/10.1002/he.20324 | Yes | ||||||||||||||||||||||
30 | 1; 5; 6 | Advocacy & Leadership, Culturally Responsive Pedagogy, Cross-Campus Partnerships | Maramba, D. C., & Fong, T. P. | Transformative practices for minority student success: Accomplishments of Asian American and Native American Pacific Islander-serving institutions. | 2020 | Book | Between 2000 and 2015 the Asian American Pacific Islander population grew from nearly 12 million to over 20 million--at 72% percent recording the fastest growth rate of any major ethnic and racial group in the US. This book, the first to focus wholly on Asian American and Native American Pacific Islander Institutions (AANAPISIs) and their students, offers a corrective to misconceptions about these populations and documents student services and leadership programs, innovative pedagogies, models of community engagement, and collaborations across academic and student affairs that have transformed student outcomes. The contributors stress the importance of disaggregating this population that is composed of over 40 ethnic groups that vary in immigrant histories, languages, religion, educational attainment levels, and socioeconomic status. This book recognizes there is a large population of underserved Asian American and Pacific Islander college students who, given their educational disparities, are in severe need of attention. The contributors describe effective practices that enable instructors to validate the array of students' specific backgrounds and circumstances within the contexts of developing such skills as writing, leadership and cross-cultural communication for their class cohorts as a whole. They demonstrate that paying attention to the diversity of student experiences in the teaching environment enriches the learning for all. The timeliness of this volume is important because of the keen interest across the nation for creating equitable environments for our increasingly diverse students. This book serves as an important resource for predominantly white institutions who are admitting greater numbers of API and other underrepresented students. It also offers models for other minority serving institutions who face similar complexities of multiple national or ethnic groups within their populations, provides ideas and inspiration for the AANAPISI community, and guidance for institutions considering applying for AANAPISI status and funding. This book is for higher education administrators, faculty, researchers, student affairs practitioners, who can learn from AANAPISIs how to successfully engage and teach students with widely differing cultural backgrounds and educational circumstances. [Foreword by Robert T. Teranishi.] | Maramba, D. C., & Fong, T. P. (2020). Transformative practices for minority student success: Accomplishments of Asian American and Native American Pacific Islander-serving institutions. Stylus Publishing, LLC. | https://eric.ed.gov/?id=ED605540 | No | ||||||||||||||||||||||
31 | 2; 4; 11 | Community Building, Student Services Program Design, Anti-Asian Hate | Marcia M. Liu | Where We’re Really From: NYC Asian American Students Navigating Identity, Racial Solidarity, and Wellness during a Pandemic | 2022 | Book Chapter | The COVID-19 pandemic has introduced significant stressors for Asian American college students: distance learning, financial hardship, prolonged isolation, and a spike in anti-Asian hate crimes. Simultaneously, a national reckoning has urged confrontations with anti-Blackness across institutions. The Hunter College AANAPISI Project (HCAP) provides programming attending to Hunter College’s Asian American student community. This article describes COVID-19 stressors and reflections on anti-Blackness and anti-Asian racism from Hunter’s Asian American college students, as evaluated by HCAP’s mental health specialist. It will then describe strategies HCAP implemented throughout the pandemic to engage students, as well as challenges and reflections for future programming. | Liu, M. M. (2022). Where We’re Really From: NYC Asian American Students Navigating Identity, Racial Solidarity, and Wellness during a Pandemic. AAPI Nexus: Policy, Practice and Community, 19(2022-01-02T00: 00: 00+ 00: 00). | https://escholarship.org/uc/item/0j662564 | Yes | ||||||||||||||||||||||
32 | 1 | Advocacy & Leadership | Museus, S. D., Mac, J., Wang, A. C., Sarreal, A., Wright-Mair, R., & Manlove, J. | How Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) initiatives respond to institutional racism. | 2022 | Journal Article | In this study, authors conduct a qualitative inquiry grounded in a critical paradigm to understand how AANAPISI initiatives transcend their programmatic spaces to respond to racism within their respective institutional contexts. Analysis of 67 qualitative individual face-to-face interviews with faculty, administrators, and staff at five AANAPISI initiatives shed light on how these initiatives encounter institutional racism. The inquiry also details the ways in which such initiatives complicate data use practices and center Asian American and Pacific Islander (AAPI) voices to challenge model minority misconceptions, work with educators to construct more culturally relevant environments to address the racial marginalization and exclusion of AAPIs, and educate people about AANAPISI initiatives to diffuse racialized forms of resistance to AANAPISI efforts. Implications for future research and practice are discussed. | Museus, S. D., Mac, J., Wang, A. C., Sarreal, A., Wright-Mair, R., & Manlove, J. (2022). How Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) initiatives respond to institutional racism. The Journal of Higher Education, 93(3), 452-476. https://doi.org/10.1080/00221546.2021.1996168 | https://www.tandfonline.com/doi/abs/10.1080/00221546.2021.1996168 | No | ||||||||||||||||||||||
33 | 1; 12 | Supporting Practitioners, Advocacy & Leadership | Nguyen, B. M. D., Nguyen, T.-H., Gutierrez, R. A. E., Kurland, W. M., & Lee, N. W. K. S. | Institutional pathfinders: Key lessons from program directors of AANAPISI grant-funded projects. | 2022 | Journal Article | Research on Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs) has primarily focused on student-level experiences and outcomes. The current study shifts the gaze from the impact of programs on students to the execution of those programs by focusing on practitioners—program directors (PDs)—that manage the day-to-day operations of the AANAPISI grant-funded programs. We conducted interviews with five PDs to understand their role as an AANAPISI program director, the unanticipated barriers to executing an AANAPISI-funded program, and the dispositions and competencies needed to achieve the grant’s vision. We find that they are, what we call, institutional pathfinders because they are paving uncharted territory as higher education professionals. By looking at the role of PDs, we make three key contributions to the MSI scholarship by: (a) elevating PDs as key agents in conceptualizing and executing their institutions’ vision as MSIs; (b) illustrating the strategies PDs employ to serve their students while navigating resource-constrained environments; and (c) focusing on AANAPISIs, the MSI with the least amount of empirical knowledge. (PsycInfo Database Record (c) 2022 APA, all rights reserved) | Nguyen, B. M. D., Nguyen, T.-H., Gutierrez, R. A. E., Kurland, W. M., & Lee, N. W. K. S. (2022). Institutional pathfinders: Key lessons from program directors of AANAPISI grant-funded projects. Journal of Diversity in Higher Education, 15(5), 596-606. | https://psycnet.apa.org/record/2021-40903-001 | No | ||||||||||||||||||||||
34 | 1; 3 | Advocacy & Leadership, Capacity Building | Nguyen, M. H. | Building capacity at Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI): Transforming the educational experiences of Asian American and Pacific Islander (AAPI) students. | 2022 | Journal Article | This study examines how Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) build capacity for student success. By contrasting a community college on the West Coast and a regional comprehensive university on the East Coast, new pathways are forged to recognize the critical role that federally-funded AANAPISIs play in supporting Asian American and Pacific Islander students. Implications for policy, practice, and research are also offered to advance the operations and understanding of AANAPISIs. | Nguyen, M. H. (2022). Building capacity at Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI): Transforming the educational experiences of Asian American and Pacific Islander (AAPI) students. The Journal of Higher Education, 93(4), 503-531. | https://www.tandfonline.com/doi/full/10.1080/00221546.2021.1996170 | Yes | ||||||||||||||||||||||
35 | 1; 3 | Advocacy & Leadership, Capacity Building | Nguyen, M. H. | Expanding the Capacity of Student Affairs Professionals and Faculty: A Case Study of Two Asian American and Native American Pacific Islander-Serving Institutions | 2023 | Journal Article | This study explores the process in which Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) build the capacity of Asian American and Pacific Islander (AAPI) student affairs professionals and faculty. Findings suggest that AANAPISIs systematically incorporate multilayered initiatives that validate staff and faculty racialized experiences, while devoting a significant amount of resources to recruit new members into the profession and strengthening their professional competencies. Implications and recommendations are offered to enhance institutional practice. | Nguyen, M. H. (2023). Expanding the Capacity of Student Affairs Professionals and Faculty: A Case Study of Two Asian American and Native American Pacific Islander-Serving Institutions. Journal of Student Affairs Research and Practice, 1-16. | https://www.tandfonline.com/doi/full/10.1080/19496591.2022.2144740?casa_token=JC_OkxuGUOYAAAAA%3Axlway6iEXT8XVSxrmPCt7yQ501iMYOimkw7IlHr41PWeNXzfo82TFM8CxO4Hvb9JYfGOxPiGACCi | Yes | ||||||||||||||||||||||
36 | 1; 11 | Advocacy & Leadership, Student Services Program Design | Nguyen, M. H., Espinoza, K. J., Gogue, D. T. L., & Dinh, D. M. | AANAPISIs in Context and Practice: Strategies for Serving Asian Pacific Islander Desi American Students | 2021 | Special Issue | AANAPISIs offer unique and innovative approaches to foster student learning and development that can be adopted by a vast array of institutions. Furthermore, we can gain new insights on APIDA student populations and how to best serve them in different educational con- texts if we look to the important work that AANAPISIs are engaged in. Thus, greater attention on AANAPISIs is necessary to ensure that equitable access and educational opportunity exists for APIDA college stu- dents. Toward that effort, we aim to provide new and updated data on AANAPISIs, with specific attention on demographic shifts and federal funding, as well as discuss innovative institutional initiatives that enhance student success. Additionally, we offer implications and recommendations for policy, practice, and research in order to improve the operations and delivery of AANAPISIs. | Nguyen, M. H., Espinoza, K. J., Gogue, D. T. L., & Dinh, D. M. (2021). AANAPISIs in context and practice: Strategies for serving Asian Pacific Islander Desi American students. About Campus, 26(1), 5-9. | https://journals.sagepub.com/doi/pdf/10.1177/1086482221994121 | Yes | ||||||||||||||||||||||
37 | 1 | Advocacy & Leadership | Nguyen, M. H., Laderman, S., Duncan, B., Montelibano-Gorman, M., & Maramba, D. C. | COVID-19, Asian American and Native American-Serving Institutions, and Minority-Serving Institutions: Examining Federal Funding from the Coronavirus Aid, Relief, and Economic Security Act and the Coronavirus Response and Relief Supplemental Appropriations Act | 2022 | Book Chapter | This article examines and interrogates the formulas used to determine funding at both the designation and institutional levels for Minority-Serving Institutions (MSIs) and Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs), in the Coronavirus Aid, Relief, and Economic Security (CARES) Act and the Coronavirus Response and Relief Supplemental Appropriations Act (CRRSAA); as well as general annual appropriations for MSIs and AANAPISIs. In doing so, the authors aim to facilitate a greater understanding of the current AANAPISI funding landscape, while providing policy makers with new insights and implications to ensure greater equity in future appropriations for AANAPISIs and MSIs. Results indicate that AANAPISIs are severely underfunded, particularly given their large enrollment of Asian American and Pacific Islander students and high number of institutions that meet AANAPISI eligibility. | Nguyen, M. H., Laderman, S., Duncan, B., Montelibano-Gorman, M., & Maramba, D. C. (2022). COVID-19, Asian American and Native American-Serving Institutions, and Minority-Serving Institutions: Examining Federal Funding from the Coronavirus Aid, Relief, and Economic Security Act and the Coronavirus Response and Relief Supplemental Appropriations Act. Online Submission, 19, 1-18. | https://eric.ed.gov/?id=ED621535 | Yes | ||||||||||||||||||||||
38 | 3; 11 | Capacity Building, Student Services Program Design | Nguyen, T. H., Nguyen, M. H., Nguyen, B. M. D., Gasman, M., & Conrad, C. | From marginalized to validated: An in-depth case study of an Asian American, Native American and Pacific Islander serving institution. | 2018 | JournalArticle | This article highlights the capacity of an Asian American, Native American and Pacific Islander Institution (AANAPISI) to serve as an institutional convertor—by addressing challenges commonly associated with marginalized students—for low-income, Asian American and Pacific Islander students entering college. Through an in-depth case study, we explored the extent to which an AANAPISI-funded program, the Full Circle Project, improved students' ability to overcome barriers. We found that this program—an extension of the institution—acknowledges students' circumstances, thereby helping them to plug into an otherwise inaccessible, rough college terrain. We conclude with a discussion and implications for theory and practice. | Nguyen, T. H., Nguyen, M. H., Nguyen, B. M. D., Gasman, M., & Conrad, C. (2018). From marginalized to validated: An in-depth case study of an Asian American, Native American and Pacific Islander serving institution. The Review of Higher Education, 41(3), 327-363. | https://muse.jhu.edu/article/687738 | Yes | ||||||||||||||||||||||
39 | 1; 12 | Supporting Practitioners, Advocacy & Leadership | Nguyen, T.H., & Nguyen, B. M. D. | AANAPISI program directors: Opportunities and challenges. | 2019 | Book Chapter | Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) staff and faculty leaders play a significant role in shaping the capacity of the institution to meet the goals and expectations as proposed to the primary funding agent, the U.S. Department of Education. The purpose of this chapter then is to give attention to the quality of leadership we believe is necessary to manage AANAPISI grant-funded projects. We provide a brief background on the history and contemporary status of AANAPISIs, and share an overview of how Asian American and Pacific Islander (AAPI) student success is broadly understood. We draw upon emerging research on AANAPISIs to chart the dominant challenges and opportunities that come from leading and implementing an AANAPISI grant across varied institutional contexts. This discussion includes practice-oriented recommendations. We conclude with a call for future research in the area of leadership and AANAPISIs. | Nguyen, T.H., & Nguyen, B. M. D. (2019). AANAPISI program directors: Opportunities and challenges. In R. T. Palmer, D. Preston, & A. Assalone (Eds.), Examining Effective Practices at Minority-Serving Institutions: Beyond a Deficit Framing of Leadership (pp. 161-177). Springer International Publishing. | https://link.springer.com/chapter/10.1007/978-3-030-16609-0_10 | Yes | ||||||||||||||||||||||
40 | 1 | Advocacy & Leadership | Park, J. J., & Chang, M. J. | Asian American Pacific Islander Serving Institutions: The motivations and challenges behind seeking a federal designation. | 2010 | Journal Article | This article examines the development of legislation to cre-ate a federal designation for Asian American and Pacific Islander (AAPI) serving institutions. Specifically, the article draws from in-terviews with nineteen policy makers, congressional staffers, and community advocates in order to address their motivations for es-tablishing this designation and the related challenges that they en-countered. Besides the complexities of ushering legislation through Congress, one of the major challenges highlighted includes the lack of political infrastructure for advocating Asian American issues re-lated to education. Recommendations for the future sustainability of federal support for AAPI serving institutions are also discussed. | Park, J. J., & Chang, M. J. (2010). Asian American Pacific Islander Serving Institutions: The motivations and challenges behind seeking a federal designation. AAPI Nexus: Policy, Practice, and Community, 7(2), 107-125. https://doi.org/10.36650/nexus7.2_107-128_ParkChang | https://escholarship.org/uc/item/4161w8nc | Yes | ||||||||||||||||||||||
41 | 1 | Advocacy & Leadership | Park, J.J., & Teranishi, R.T. | Asian American and Pacific Islander serving institutions: Historical perspectives and future prospects. | 2008 | Book Chapter | The purpose of this chapter is to outline some of the historical factors that has contributed to the introduction of AAPI serving instutions legislation, as well as explore theoretical implications of the resolution. In this chapter we examine the creation of AANAPISIs as racial projects. | Park, J.J., & Teranishi, R.T. (2008). Asian American and Pacific Islander serving institutions: Historical perspectives and future prospects. In M. Gasman, B. Baez, & C.S.V. Turner (Eds.), Understanding Minority-serving Institutions (pp. 111-126). State University of New York Press. | https://www.google.com/books/edition/Understanding_Minority_Serving_Instituti/XY9BTJqwWacC?hl=en&gbpv=1&dq=%22Asian+American+and+Pacific+Islander+serving+institutions:+Historical+perspectives+and+future+prospects%22&pg=PA111&printsec=frontcover | No | ||||||||||||||||||||||
42 | 11 | Student Services Program Design | Sumi, J. | Transfer And Transform: Using Learnng Communities to Support the Transition of Asian American and Pacific Islander Transfer Students | 2020 | Book Chapter | This chapter serves to provide a perspective from a large public four year university with a transfer student majority population, relevant research and literature topics that highlight transfer student experiences, and potential opportunities and recommendations to enhance the overall transition and success of community college transfer students, particularly from AAPI backgrounds. | Sumi, J. (2020). Transfer and Transform. Transformative Practices for Minority Student Success: Accomplishments of Asian American and Native American Pacific Islander–Serving Institutions. | https://eric.ed.gov/?id=ED605540 | No | ||||||||||||||||||||||
43 | 6 | Culturally Responsive Pedagogy | Tang, S. S. L. | AANAPISI Knowledge Coproduction: Digital Storytelling in Asian American Studies | 2020 | Book Chapter | This chapter makes two main points. First, I relfect on the program, pedagogy, process, and impact of digital storytelling in Asian American Studies with the specific AANAPISI profile of students we have at UMass Boston. Second I provide a brief thematic analysis of the collective body of work represented by our cumulative archive of digital stories produced at UMass Boston from 2005-2015. Overall, our work with digital storytelling has strenghtened the core underpinnings of Asian American Studies approaches to teaching, learning, and student development. | Tang, S. S. L. (2020). AANAPISI Knowledge Coproduction. Transformative Practices for Minority Student Success: Accomplishments of Asian American and Native American Pacific Islander–Serving Institutions. | https://eric.ed.gov/?id=ED605540 | No | ||||||||||||||||||||||
44 | 1; 6 | Culturally Responsive Pedagogy, Advocacy & Leadership | Tang, S. S. L., Lam, S. C., Ty, K. S., & Kiang, P. N. C. | Name Stories as Narrative Strategies for Asian American Advocacy in an AANAPISI Context. In The Power of Names in Identity and Oppression | 2023 | Book Chapter | This chapter draws qualitatively on our name-centered narrative experiences, reflections, and interventions during the past 25 years at an urban public research university that is federally designated as an Asian American Native American Pacific Islander Serving Institution (AANAPISI). As co-authors with diverse ethnic, educational, and generational backgrounds, we offer examples of our own name stories, together with evidence to illustrate the value of name-centered Asian American Studies curricular strategies and pedagogical approaches. Grounded by the personal meanings, cultural legacies, and educational implications of name stories, our chapter sheds light on the curricular and pedagogical model of Asian American Studies at our own minority-serving AANAPISI university while contributing to the broader literature on low-income or first-generation Asian American college student persistence. Through our chapter, we seek to reveal ways to mobilize student narratives strategically to have institutional impact on our campus and beyond. | Tang (鄧雪齡), Lam (Lâm Son̛Ca), S. C., Ty (ទីគីមសួន), K. S., & Kiang (江念祖), P. N. (2023). 9Name Stories as Narrative Strategies for Asian American Advocacy in an AANAPISI Context. In The Power of Names in Identity and Oppression (1st ed., Vol. 1, pp. 9–38). Routledge. | https://www.taylorfrancis.com/chapters/edit/10.4324/9781003258315-3/name-stories-narrative-strategies-asian-american-advocacy-aanapisi-context-shirley-suet-ling-tang-%E9%84%A7%E9%9B%AA%E9%BD%A1-son-ca-lam-l%C3%A2m-son%CC%9Bca-kim-soun-ty-%E1%9E%91%E1%9E%B8%E1%9E%82%E1%9E%B8%E1%9E%98%E1%9E%9F%E1%9E%BD%E1%9E%93-peter-nien-chu-kiang-%E6%B1%9F%E5%BF%B5%E7%A5%96 | No | ||||||||||||||||||||||
45 | 1 | Advocacy & Leadership | Teranishi, R. & Kim, V. | The changing demographic landscape of the nation: Perspectives on college opportunities for Asian Americans and Pacific Islanders | 2017 | Journal Article | With the rapidly changing demography of the United States, there is a need for greater attention to expanding opportunities and reducing barriers to education for all. This article focuses on one of the nation's fastest-growing immigrant groups—Asian Americans and Pacific Islanders (AAPIs). A case study of a program at a community college shows the importance of developing educational practices and policies that support the unique needs and challenges of low-income AAPI students. | Teranishi, R. & Kim, V. (2017) The changing demographic landscape of the nation: Perspectives on college opportunities for Asian Americans and Pacific Islanders, The Educational Forum, 81(2), 204-216. | https://www.tandfonline.com/doi/full/10.1080/00131725.2017.1280759 | Yes | ||||||||||||||||||||||
46 | 1 | Advocacy & Leadership | Teranishi, R. T., Alcantar, C. M., & Underwood, R. A. | AANAPISI leadership: Perspectives from the field. | 2018 | Book Chapter | This chapter focuses on leadership in Asian American and Native American Pacific Islander-Serving Institution (AANAPISI). It begins with an overview of what are AANAPISIs, who they serve, the unique challenges they face, and their unique role and function in higher education. The chapter discusses in the context of what effective leadership does or should do to attempt to remedy such challenges and maximize their potential contribution to higher education and society. It deals with a discussion about advice, recommendations, and strategies regarding what leadership in AANAPISIs could do to improve their leadership efficacy. The rise of AANAPISIs has been driven by changing trends in the demography of the USA, which has had profound implications for the makeup of our student enrollment in higher education. Leadership in higher education, AANAPISIs notwithstanding, must recognize that differences in the backgrounds of Asian Americans and Pacific Islander (AAPI) students have a number of implications for their educational participation and attainment. | Teranishi, R. T., Alcantar, C. M., & Underwood, R. A. (2018). AANAPISI leadership: Perspectives from the field. In R. Palmer, D. Maramba, A. Arroyo, T. Allen, T. F. Boykin, & J. Lee (Eds.), Effective leadership at Minority-Serving Institutions (pp. 186-198). Routledge. | https://www.taylorfrancis.com/chapters/edit/10.4324/9781315452296-12/aanapisi-leadership-robert-teranishi-cynthia-alcantar-robert-underwood | No | ||||||||||||||||||||||
47 | 9 | STEM | Teranishi, R. T., Maramba, D. C., & Ta, M. H. | Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs): Mutable sites for science, technology, engineering, and math (STEM) degree production | 2013 | Book Chapter | Inaccessile | Teranishi, R. T., Maramba, D. C., & Ta, M. H. (2013). Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs): Mutable sites for science, technology, engineering, and math (STEM) degree production. In Fostering Success of Ethnic and Racial Minorities in STEM (pp. 168-180). Routledge. | https://www.taylorfrancis.com/chapters/edit/10.4324/9780203181034-12/asian-american-native-american-pacific-islander-serving-institutions-aanapisis-robert-teranishi-dina-maramba-minh-hoa-ta | No | ||||||||||||||||||||||
48 | 6 | Culturally Responsive Pedagogy | Vang, H. | Ethnoracial identity development and colorblindness among Southeast Asian American students at an Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) and non-AANAPISI. | 2021 | Journal Article | This study examines how Southeast Asian American students develop their ethnoracial identities at an Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) and a non-AANAPISI, and if there are differences between the two institutions. Drawing on interviews with 26 Southeast Asian American undergraduate students, I find that students use three outlets at both institutions to further develop their ethnoracial identities: 1) Asian American Studies or related courses, 2) ethnoracial student organizations, and 3) ethnoracial events. However, these outlets provided students with a different type of ethnoracial identity development – political ethnoracial identity or social ethnoracial identity. Those that did not participate in these outlets had a colorblind ethnoracial identity as they still acknowledged their ethnoracial identities but did not view race or racism as relevant. The AANAPISI designation did not matter in the parameters of this study, as there were no differences for students at both institutions. | Vang, H. (2021). Ethnoracial identity development and colorblindness among Southeast Asian American students at an Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) and non-AANAPISI. Race Ethnicity and Education, 1-17. | https://www.tandfonline.com/doi/full/10.1080/13613324.2021.2019006 | Yes | ||||||||||||||||||||||
49 | 1; 6 | Culturally Responsive Pedagogy, Advocacy & Leadership | Vaughn, Saelua, N., & Taione-Filihia, ‘Asena. | Cultivating a Cultural Kipuka: Pacific Islander Practitioner Reflections | 2021 | Special Issue | We are PI practitioners who have navigated and worked in various sectors of higher education. In this article, we share our reflections on how institutions can be more inclusive of PI. This chapter is intended for educational institutions overall, but is especially perti- nent for AANAPISIs. We write this from our respective locations on Turtle Island, which hosts a large and growing population of diverse Pacific Islander commu- nities, many who have migrated or have become dis- placed to these lands. We offer a metaphor for our work—a cultural kipuka, or place of growth in ‘o ̄lelo Hawai’i, Hawaiian language. Our goal is to create these cultural kipuka on campus in order to nurture the empowerment and success of PIs and other Indigenous students in higher education. We also reveal the mul- tiple strategies and processes that have been important in sustaining us, our students, and our work. We offer these humble reflections to ignite conversations rather than as a how-to guide. We hope these discussions can inform the work of educators at AANAPISIs and higher education institutions overall. | Vaughn, Saelua, N., & Taione-Filihia, ‘Asena. (2021). Cultivating a cultural Kipuka: Pacific Islander practitioner reflections. About Campus, 26(1), 30–35. | https://journals.sagepub.com/doi/pdf/10.1177/1086482220953161 | Yes | ||||||||||||||||||||||
50 | 10 | Student Leadership Development | Venturanza, R., & Nguyen, M. | Cultivating Leadership For Asian American And Pacific Islander Students | 2020 | Book Chapter | Considering that little attention has been spent in understanding AAPI student leadership development and dominant perceptions of AAPIs are that they are less than ideal leaders we will also make connections to racial identity development and its link to student leadership development. By investigating these areas, we hope to encourage further examiniation of leadership development scholarship inclusive of AAPI communities, promote intentional efforts to support AAPI students unique needs holistically, and provide a model student leadership program for higher education instituions to implement in serving AAPI students. | Venturanza, R., & Nguyen, M. (2020). Cultivating leadership for Asian American and Pacific Islander students. Transformative Practices for Minority Student Success: Accomplishments of Asian American and Native American Pacific Islander–Serving Institutions. | https://eric.ed.gov/?id=ED605540 | No | ||||||||||||||||||||||
51 | 6; 10 | Culturally Responsive Pedagogy, Student Leadership Development | Venturanza, R., Lee, H. H., & Masulit, M. M. | Asian American Native American and Pacific Islander Serving Institutions Empowering Students Civic Engagement toward Social Justice Agendas | 2022 | Book Chapter | The COVID-19 pandemic sparked the civic mobilization of vari-ous communities of color, including Asian Americans. This chapter discusses the corresponding role of Asian American Native American and Pacific Islander Serving Institutions (AANAPISIs) within this con-text, serving as critical sites in cultivating Asian American students’ civic engagement toward social justice agendas. Educational research, scholarship, and personal reflections of practitioners are integrated throughout the chapter to discuss how AANAPISIs at Sacramento State and Coastline College fulfill this call by providing culturally rel-evant and community responsive programs and practices influenced by an ethnic studies framework. | Venturanza, R., Lee, H. H., & Masulit, M. M. (2022). Asian American Native American and Pacific Islander Serving Institutions Empowering Students Civic Engagement toward Social Justice Agendas. AAPI Nexus: Policy, Practice and Community, 19(2022-01-02T00: 00: 00+ 00: 00). | https://escholarship.org/uc/item/1j1324gz | Yes | ||||||||||||||||||||||
52 | 6 | Culturally Responsive Pedagogy | Wang, A. C., Mac, J., & Museus, S. | The Power of Ethnic Studies at Asian American and Native American Pacific Islander Serving Institutions | 2021 | Special Issue | Like many other programs, students drove the creation of this Asian American Studies program. . . . A little over 10 years ago.... Undergraduate students engaged in campus activism through, sort of, organizing to meet with administrators and they also were able to build a coalition of staff and faculty and graduate student support....I would say the main driving force was student activism. consciousness of systemic injustices and capacities to engage in social justice activism. However, national dis- cussions that focus on these intersections are not easy to find. In this article, we focus on how Ethnic Studies programs and curricula contribute to students fostering a critical consciousness or understanding of systemic social problems, as well as the agency and desire to address them. " | Wang, A. C., Mac, J., & Museus, S. (2021). The power of ethnic studies at Asian American and Native American Pacific Islander serving institutions. About Campus, 26(1), 10-16. | https://journals.sagepub.com/doi/pdf/10.1177/1086482220953164 | Yes | ||||||||||||||||||||||
53 | 6 | Culturally Responsive Pedagogy | Williams, C. | Even Though I Am Speaking Chinglish. I Can Still Write A Good Essay" Building a Learning Community THrough Critical Pedagogy and Tranlingual Practice | 2020 | Book Chapter | This chapter narrates the creation of two sections of required first year writing courses that sought to bolster student achievement through attendance to non-cognitive risk factors, while interrogating existing educational frameworks and perceptions of institutional belongingness, identity consciousness, and academic achievement in an environment of true diversity expressed across racial/ethnic, class, and immigration categories. | Williams, C. (2020). Even Thoug I Am Speaking Chinglish, I Can Still Write A Good Essay. Transformative Practices for Minority Student Success: Accomplishments of Asian American and Native American Pacific Islander–Serving Institutions. | https://eric.ed.gov/?id=ED605540 | No | ||||||||||||||||||||||
54 | 11 | Student Services Program Design | Wu-Winiarski, M. H., Geron, K., Geron, S. M., & Hoang, A. | The Student Service Operation For Success Program For Asian American And American Pacific Islander Students | 2020 | Book Chapter | This chapter includes a description of the SSOS program target population of Southeast Asian And Pacific Islander students, a biref review of the literature on the role of student services and mentorship on AAPI student success, and a theory of change including five key SSOS program elements. Four benchmarked outcomes are briefly summarized. We conclude with a description fo lessons learned and personal reflections by key SSOS program participants. | Wu-Winiarski, M. H., Geron, K., Geron, S. M., & Hoang, A. (2020). The Student Service Operation For Success Program For Asian American And American Pacific Islander Students. Transformative Practices for Minority Student Success: Accomplishments of Asian American and Native American Pacific Islander–Serving Institutions. | https://eric.ed.gov/?id=ED605540 | No | ||||||||||||||||||||||
55 | 1; 7 | Advocacy & Leadership, Dual Designation | Yang, J., & Masulit, M. | The problematic challenges faced by dual designation at California State Universities. In Educational challenges at minority serving institution | 2017 | Book Chapter | The California State University (CSU) is known for providing students affordable opportunities to higher education and plays an important role in educating California as a whole. The CSU system is working to serve growing communities within the state that have been historically underserved. The student populations educated within the CSU is the most diverse within the country, ethnically, academically and economically. Students of color make up over half of the student population educated within the CSU system. In addition, more than half of the degrees earned by Latino, Black and Native American undergraduate students in the state of California are granted by the CSU. According to data for the fall 2015 semester from the CSU, the largest student enrollment within the system by ethnicity are Latino students at 39.6 percent. Other student enrollments for the fall 2015 semester by ethnicity include white students at 25.8 percent, Asian/Pacific Islander students make up 16.5 percent, Black students at 4.2 percent, students of two or more races make up 4.6 percent, American Indian at 0.2 percent and the remaining 11.8 percent are classified as Nonresident Alien and other/unknown (California State University, 2016). | Yang, J., & Masulit, M. (2017). The problematic challenges faced by dual designation at California State Universities. In Educational challenges at minority serving institutions (pp. 52-62). Routledge. | https://www.taylorfrancis.com/chapters/edit/10.4324/9780203701980-4/problematic-challenges-faced-dual-designation-california-state-universities-jennifer-yang-marietess-masulit | No | ||||||||||||||||||||||
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