BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Transformative Practices for Minority Student Success

Accomplishments of Asian American and Native American Pacific Islander–Serving Institutions

Paperback
April 2020
9781642670172
More details
  • Publisher
    Stylus Publishing
  • Published
    2nd April
  • ISBN 9781642670172
  • Language English
  • Pages 288 pp.
  • Size 6" x 9"
$39.95
Lib E-Book

Library E-Books

We have signed up with three aggregators who resell networkable e-book editions of our titles to academic libraries. These aggregators offer a variety of plans to libraries, such as simultaneous access by multiple library patrons, and access to portions of titles at a fraction of list price under what is commonly referred to as a “patron-driven demand” model.

These editions, priced at par with simultaneous hardcover editions of our titles, are not available direct from Stylus, but only from the following aggregators:

  • Ebook Library, a service of Ebooks Corporation Ltd. of Australia
  • ebrary, based in Palo Alto, a subsidiary of ProQuest
  • EBSCO / netLibrary, Alabama

as well as through the following wholesalers: The Yankee Book Peddler subsidiary of Baker & Taylor, Inc.

April 2020
9781642670189
More details
  • Publisher
    Stylus Publishing
  • Published
    7th April
  • ISBN 9781642670189
  • Language English
  • Pages 288 pp.
  • Size 6" x 9"
$125.00
Hardback
April 2020
9781642670165
More details
  • Publisher
    Stylus Publishing
  • Published
    7th April
  • ISBN 9781642670165
  • Language English
  • Pages 288 pp.
  • Size 6" x 9"
$125.00
E-Book (ePub)
April 2020
9781642670196
More details
  • Publisher
    Stylus Publishing
  • Published
    7th April
  • ISBN 9781642670196
  • Language English
  • Pages 288 pp.
  • Size 6" x 9"
$39.95

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.

“For far too long the Asian American and Pacific Islander (AAPI) student population has been left out of conversations about student success, forgotten due to the model minority myth. Maramba and Fong have brought to the surface key issues for all in higher education to discuss and learn from. The group of authors they have assembled have both the scholarly background and practice-based knowledge to help the field move forward in its understanding of AAPI students and Asian American and Native American Pacific Islander Serving Institutions.”

Marybeth Gasman, Judy & Howard Berkowitz Professor of Education - University of Pennsylvania

“A first of its kind, this book will become an essential read for colleges and universities that educate Asian American, Native American and Pacific Islander students. The chapter authors offer asset-based practices that can and should be used by practitioners striving to undo the historical remnants of whiteness that continue to hinder the success of those who are racially minoritized.”

Gina Ann Garcia, Associate Professor, Administrative and Policy Studies - University of Pittsburgh

“This book is critical for realizing that campus settings are mutable points of intervention—sites of possibilities for responding to the impediments encountered by low-income AAPI students. Through a deeper understanding of AANAPISIs, we learn more about the unique needs and challenges of low-income AAPI college students, as well as the institutions that serve them, and how this information is relevant to the growing body of knowledge regarding MSIs overall. And, with a comprehensive review of student services and programs, culturally responsive pedagogy, cultivation of student leadership and development, and cross campus collaboration within AANAPISIs, this book offers glimpse into their potential and why AANAPISIs are important to the future of higher education.”

Robert T. Teranishi, Morgan and Helen Chu Endowed Chair in Asian American Studies - University of California, Los Angeles

Foreword—Robert T. Teranishi
Preface—Dina C. Maramba and Timothy P. Fong
Introduction—Dina C. Maramba and Timothy P. Fong

Part One: Student Service Programs
1) The Student Service Operation for Success Program for Asian American and American Pacific Islander Students—Meiling Hayama Wu-Winiarski, Kim Geron, Scott Miyake Geron, and Annie Hoang
2) Promising Outcomes in an Intervention Program in Higher Education: Academic and Social Shifts With Students in the Full Circle Project—Joshua Haro, Zachary T. Goodman, and Greg M. Kim-Ju
3) Transfer and Transform: Using Learning Communities to Support the Transition of Asian American and Pacific Islander Transfer Students—Jason Sumi
4) Career Development to Engage and Empower Asian American Students: The Evolution of Effective Programming—Jennifer Barone and Patricia Akemi Neilson

Part Two: Critical and Culturally Responsive Pedagogy
5) Exploring the Nexus of Student Development and Ethnic Studies Research: Conceptualizing Course Content and Practice for a First-Year Learning Community—James O. Fabionar
6) “Even though I am speaking Chinglish, I can still write a good essay”: Building a Learning Community Through Critical Pedagogy and Translingual Practice—Charitianne Williams
7) Asian American Studies and AANAPISI Writing Initiatives—Pratna Kem, Sara Boxell, and Peter Nien-chu Kiang
8) AANAPISI Knowledge Coproduction: Digital Storytelling in Asian American Studies—Shirley Suet-ling Tang

Part Three: Student Leadership Development
9) “Now I’m Able to Make a Difference”: Teaching and Learning Critical Leadership Praxis for Asian American Students—Melissa Ann Canlas
10) Cultivating Leadership for Asian American Pacific Islander Students—Rikka Venturanza and Mai Nguyen
11) From Student to Scholar Perspective: Cultivating Asian American and Pacific Islander Student Leaders Through Cross-Campus and Community Collaborations—Chao Vang

Part Four: Assessment and Cross-Campus Community Collaborations
12) Power in Partnerships: Racial Politics in Reciprocity and Transformation at an AANAPISI—Mae Lee and Rowena M. Tomaneng
13) Assessing Student Success: Rethinking the Role of Program Evaluation and Assessment Through Integrative, Multipronged Approaches—Su Jin Gatlin Jez, Connie Tan, and Colleen Moore
14) Developing Leadership Skills Through University Cohort Programs—Sierra K. Dimberg, Rosalyn Sandoval, and Greg M. Kim-Ju

Conclusion: The Future of AANAPISI: Challenges and Implications for Higher Education Institutions—Timothy P. Fong and  Dina C. Maramba

Appendix
Editors and Contributors 
Index

Dina C. Maramba

Dina C. Maramba is an associate professor of higher education at Claremont Graduate University’s School of Educational Studies. She was previously an assistant and associate professor of student affairs administration and affiliate faculty of Asian and Asian American studies at the State University of New York (SUNY), Binghamton.

Maramba’s research interests include access and success of underserved college student populations; Asian Americans/Pacific Islanders and Filipina/o Americans in higher education; equity, diversity, and social justice issues in higher education; the impact of college environments on students; and minority serving institutions. Her teaching areas have included foundations of student affairs in higher education, university diversity, access and retention in higher education, and Asian Pacific Americans in higher education.

Maramba has worked more than 10 years as a practitioner and administrator in programs designed to increase the number of underrepresented students in higher education. Previously, she served as director of the Student Support Services TRIO program at the University of California, San Diego; as a resident director at both Colorado State University and the University of California, Santa Barbara; and as a coordinator of Upward Bound at Colorado State University.

Timothy P. Fong

Timothy P. Fong is Professor of Ethnic Studies at California State University, Sacramento. His research specialty areas include comparative race and ethnic relations, contemporary immigration, politics and public policy, community studies, higher education equity and student engagement, and qualitative methodology (ethnography and oral history).

Dr. Fong is also the Project Director and Principal Investigator for the Full Circle Project (FCP) a project funded by the U.S. Department of Education. FCP is a comprehensive approach to implement a strategically focused, campus-wide effort to improve retention and graduation rates of underrepresented Asian American and Pacific Islander (AAPI) students. FCP aims to assist AAPI students throughout his or her entire college careers, and provide ample opportunities to engage in service both on and off campus to enhance their university experience.

Student Success; Asian American; American Pacific Islander; Leadership; AANAPISI; Culturally Responsive Pedagogy