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Asian/American Scholars of Education

21st Century Pedagogies, Perspectives, and Experiences

by Nicholas Hartlep (Volume editor) Amardeep K. Kahlon (Volume editor) Daisy Ball (Volume editor)
Textbook XXIV, 204 Pages
Series: Education and Struggle, Volume 18

Table Of Content

  • Cover
  • Title
  • Copyright
  • About the author(s)/editor(s)
  • About the book
  • This eBook can be cited
  • Advance Praise for Asian/American Scholars of Education
  • Table of Contents
  • List of Illustrations and Tables
  • List of Abbreviations
  • Foreword (Sydney Freeman, Jr.)
  • References
  • Introduction (Nicholas D. Hartlep / Kevin E. Wells / Daisy Ball / Amardeep K. Kahlon)
  • What’s This Book About?
  • An Updated National Analysis of Endowed Chairs and Distinguished Professors in the Field of Education
  • Review of the Literature
  • Purpose of the Research
  • Research Questions and Hypotheses
  • Theoretical Framework
  • Status Homophily
  • Race and Ethnicity Homophily
  • Sex and Gender Homophily
  • Education, Occupation, and Social Class
  • Methodology
  • Data
  • Study Participants
  • Findings
  • RQ1. Are Men or Women More Likely to Hold Endowed or Distinguished Chairs/Professorships in Education?
  • RQ2. Are Certain Races More Likely to Hold Endowed or Distinguished Chairs/Professorships in Education?
  • RQ3. What Is the Mean Time Since Receiving One’s Ph.D. for Attaining Endowed or Distinguished Chairs/Professorships in Education?
  • RQ4. Are Professors Who Earned Their Doctorate from an Elite College/University More Likely to Hold Endowed or Distinguished Chairs/Professorships in Education Than Professors Who Earned Their Doctorate from a Non-elite College/University?
  • RQ5. Are Endowed or Distinguished Chairs/Professorships in Education Evenly Distributed Across Regions of the United States?
  • RQ6. Which States Have the Most Endowed or Distinguished Chairs/Professorships in Education?
  • RQ7. Are Endowed or Distinguished Chairs/Professorships in Education Held More Often by Holders of Ph.D.s or Ed.D.s?
  • RQ8. Do Patterns Exist When Examining Recipients of Endowed or Distinguished Chairs/Professorships in Education by Decade?
  • RQ9. Are Endowed or Distinguished Chairs in Education More Likely to be Family-Named, Corporate-Named, or University-Sponsored?
  • Study Limitations
  • Implications for Policy, Practice, and Future Research
  • Future Research
  • This Book
  • Permissions Acknowledgement
  • Notes
  • References
  • Chapter One: A Critical Case for Making the Invisible Known: The Mentorship, Scholarship, and Leadership of Professor A. Lin Goodwin (Crystal Chen Lee)
  • Bringing the Teaching Profession to Light: The Work That She Chose to Do
  • The Conversation between Blacks, Browns, and Whites (but Certainly Not Asians)
  • The Mentorship, Scholarship, and Leadership of Professor A. Lin Goodwin: A Shared Asian/American Experience
  • The Spirit of Generosity and Holistic Mentoring
  • The Pursuit of Scholarship
  • Leadership in Local, National, and International Conversations
  • References
  • Chapter Two: Scholarship as Meditation: Lessons Calling Us to Theory and Action (Timothy Bolin / Charlotte Achieng-Evensen / Kevin Stockbridge)
  • Introduction
  • Why a Trialogue?
  • Humility (Kevin Stockbridge)
  • Strength and Resilience (Charlotte Achieng-Evensen)
  • Hope (Timothy Bolin)
  • Closing
  • References
  • Chapter Three: Kioh Kim: No Failure Is Too Great to Overcome (Brian C. Kim)
  • Chapter Four: “Then and Now”: Chasing Academic Goals and Living American Dreams, the Dual Narrative of an Asian/American Endowed Professor (David Wesley Lausch)
  • Introduction
  • THEN
  • The Dream Begins
  • Gender and Education
  • NOW
  • Trajectory of Teaching
  • THEN
  • Teaching During War
  • NOW
  • Research Contributions to the Field of Education
  • THEN
  • Transitions and American Interactions
  • NOW
  • Research Articles
  • THEN
  • U.S. University and Personal Finances
  • NOW
  • Teaching Contributions
  • THEN
  • Chasing Academic Goals and Living “American Dreams”
  • NOW
  • Culminating Appointment, the Endowed Professorship
  • THEN AND NOW
  • Engaging Others
  • Narrative Interactions
  • Reflexive Attention and Limititations
  • Notes
  • References
  • Chapter Five: George Sugai: The Shaping of Success (Laura Kern / Kate Dooley / Brandi Simonsen / Jennifer Freeman / Ed Kame’enui)
  • A “Damn Behaviorist”
  • George’s Early Learning History and Cultural Background
  • Theory of Change: Effecting Change for Individual Students to Systems
  • George’s Initial Focus: Improving the Outcomes of Students with Behavioral Disorders Learning History
  • Shaping of School Systems to Promote Positive Outcomes for All Students Learning History
  • Antecedents
  • Behaviors
  • Consequences
  • Conclusion: Shaping the Future
  • References
  • Chapter Six: Rice Paddy Resiliency: The Transformation of a Chinese American, Scholar, and Endowed Professor for Global Leadership Studies (Rita Poimbeauf)
  • Introduction
  • Early Work
  • Heartbreak
  • More Life Changes
  • Golden Mountain
  • Yali’s Graduate Degrees
  • Early Professional Work
  • The University of Houston
  • Global Leadership Institute
  • References
  • Chapter Seven: The Scholar with Entrepreneurial Spirit: Professor Yong Zhao’s Success Through Passion, Strength, and Value (Yurou Wang)
  • Every Challenge Is an Opportunity
  • Pursue What You Enjoy Doing
  • Refuse to Be Defined by Deficits
  • The Courage to Create
  • Be of Value to Somebody
  • Closing
  • Note
  • References
  • Chapter Eight: Analogies of a BlackBerry: The Foundation and Impact of the Inaugural Morgan and Helen Chu Endowed Chair in Asian American Studies at UCLA (Bach Mai Dolly Nguyen and Cynthia Maribel Alcantar)
  • Dr. Teranishi’s Educational and Career Trajectory
  • Impact on the Field of Higher Education
  • Impact on Asian American Studies and Education
  • Impact on Individuals
  • Conclusion
  • Note
  • References
  • Chapter Nine: The Development of a Legacy: Paying it Forward (Sheetal Sood / Amy E. Lein)
  • Introduction
  • Chapter Purpose
  • Developing Personal Connections
  • The Pursuit of Knowledge
  • The Generosity and Strength of Elaborate Feedback
  • Supporting Student Interests
  • Fostering Collaboration
  • Bringing an Academic Profession to Light: Student Induction
  • Conclusion
  • Note
  • References
  • Chapter Ten: From Dreaming of Being a Biologist to Becoming an Endowed Professor in Higher Education: When Passion and Diligence Meet Opportunity (Xinye Hu / Yanli Ma)
  • Introducing Dr. Shouping Hu
  • Research and Teaching Achievements
  • Forging a Pathway from Biology to Higher Education
  • Research Contributions
  • Understanding Financial Influences on Student College Decisions
  • Identifying Student Engagement Conducive to Desirable Outcomes
  • Connecting Financial Factors and Student Engagement
  • The Center for Postsecondary Success
  • Our Experiences with Dr. Hu
  • From Xinye Hu
  • From Yanli Ma
  • Conclusion
  • References
  • Chapter Eleven: Lucky to Be Alive: Ming Ming Chiu’s Persistent, Creative Path Via Computer Science, Education, and Statistics (Gaowei Chen)
  • Learning
  • Teaching
  • Post-Graduate Research
  • Analyzing Talk with Statistics
  • Corruption, Big Data, and Sexual Predators
  • Leadership and Service
  • Coda
  • References
  • Afterword: “It Really Ain’t All About Me”: Brief Reflections of a Disenchanted Puerto Rican Endowed Chair Turned Dean (René Antrop-González)
  • The Foundational Path to the Endowed Chairpersonship: My Days at the University of Wisconsin at Milwaukee
  • My Journey as an Endowed Chair in Education in the New Latinx South
  • Final Reflections
  • Reference
  • About the Book Editors
  • About the Chapter Contributors
  • Author Index
  • Subject Index
  • Series index

| ix →

Illustrations and Tables

Table I.1. Mean Time Between Ph.D. and Endowed or Distinguished Chairs/Professorships

Figure I.1. U.S. Census Regional Designations

Table I.2. Endowed or Distinguished Position by Nine Regions of the United States

Table I.3. Endowed Position by Decade

Table I.4. Distinguished Position by Decade

Table I.5. Source of Funding for Endowed or Distinguished Positions

Table 5.1. Key Components of George’s Theory of Change

Figure 11.1. Photo from Press Conference

| xi →

Abbreviations

AACTE American Association of Colleges of Teacher Education

AAPI Asian American and Pacific Islander

AASC Asian American Studies Center

AASCU American Association of State Colleges and Universities

ABA Applied Behavior Analysis

AERA American Educational Research Association

AOP Advanced Opportunity Program

ASHE Association for the Study of Higher Education

BD Behavior Disorders

BIP Behavior Intervention Plan

BRT Behavior Research and Training

CARE National Commission on Asian American and Pacific Islander Research in Education

CBER Center for Behavioral Education and Research

CEHD College of Education and Human Development

CGU Claremont Graduate University

CMSI Center for Minority Serving Institutions

CPS Center for Postsecondary Success

CPRE Consortium for Policy Research in Education

CV Curriculum Vitae

DE Developmental Education ← xi | xii →

DMA Dynamic Multilevel Analysis

DNA Dialogic Narrative Analysis

DOJ U.S. Department of Justice

DP Distinguished Professor

EBS Effective Behavior Support

EC Endowed Chair

EdUHK The Education University of Hong Kong

ELL English Language Learner

ELPS Department of Educational Leadership and Policy Studies

ETS Educational Testing Service

FSU Florida State University

FTIC First-Time-In-College

GED General Education Development

GMS Gates Millennium Scholarship Program

GOA’L Global Oversearch Adoptees’ Link

GOLD Graduate of the Last Decade

GRE Graduate Record Examination

HHS U.S. Department of Health and Human Services

HSI Hispanic Serving Institution

IDEA Individuals with Disabilities Education Act

IEP Individualized Education Plan

IES Institute of Education Sciences

IGE Institute for Immigration, Globalization, and Education

IGLAS Institute for Global-Local Action & Study

IHEP Institute of Higher Education Policy

ISU Illinois State University

KLICK! Kids Learning In Computer Klubhouses

MDA Multilevel Diffusion Analysis

MMSP Model Minority Stereotype Project

MOU Memorandum of Understanding

MSI Minority Serving Institution

MSU Metropolitan State University

MSU Michigan State University

MTSS Multi-Tiered Level of Systems of Support

NAPLeS Network of Academic Programs in the Learning Sciences

NAYRE National Association of Year-Round Education

NCLB No Child Left Behind Act

NIE National Institute of Education (see Singapore)

NIMH National Institute of Mental Health

NSSE National Survey of Student Engagement ← xii | xiii →

NORC National Opinion Research Center

NYC New York City

NYU New York University

OSEP Office of Special Education Programs

PBS Positive Behavior Support

PBIS Positive Behavioral Interventions and Supports

PIRLS Progress in International Reading Literacy Study

PISA Programme for International Student Assessment

PREPARE Promoting Responsible, Empirical, and Proactive Alternatives in Regular Education for Students with Behavior Disorders

PKU Peking University

REAPA Research on the Education of Asian and Pacific Americans, see also SIG

RQ Research Question

SBI Schema-Based Instruction

SDA Statistical Discourse Analysis

SHU Seton Hall University

SIG Special Interest Group

SSCE Social Science and Comparative Education

STEM Science, Technology, Engineering, and Mathematics

SWPBIS School-Wide PBIS

TC Teachers College, Columbia University

TIMSS Trends in International Mathematics and Science Study

TOEFL Test of English as a Foreign Language

UCD University of California at Davis

UCONN Universiy of Connecticut

UCR University of California at Riverside

UCSB University of California at Santa Barbara

UCSC University of California at Santa Cruz

UCLA University of California at Los Angeles

UH University of Houston

UIUC University of Illinois at Urbana-Champaign

ULM University of Louisiana at Monroe

UMN University of Minnesota, Twin Cities

UO University of Oregon

URI University Research Initiative

USDOE U.S. Department of Education

UW University of Washington

UWM University of Wisconsin at Milwaukee

WSA Washington State Achievers Program

WWII World War II

| xv →

Foreword

SYDNEY FREEMAN, JR.

As a millennial who has a goal of becoming an endowed or distinguished professor, I was excited, humbled, and honored when Drs. Nicholas D. Hartlep, Amardeep K. Kahlon, and Daisy Ball asked me to write this foreword. Having written and read extensively about the professoriate, particularly the Black faculty career trajectory, I am very familiar with the many gains that Black faculty have made in ascending to the highest echelons of academe through endowed chair (EC) and distinguished professorship (DP) positions. My exposure to this topic has caused me to have deep concerns about the lack of purposive and strategic development of the next generation of scholars of color and the ways in which they are socialized and supported.

If purposive and strategic development of scholars of color is a goal of academe, as it should be, it is useful to look to the experiences and contributions of those who have succeeded by advancing to the highest echelons of the academy. This unique and important book works toward this goal by providing Asian/American EC/DPs with a platform from which to share their unique experiences, advice, and strategies for a new generation of scholars. This intergenerational text honors the contributions of these trailblazers and suggests a way forward for scholars of color who hope to reach “the mountaintop of the academy” (Thompson, Bonner, & Lewis, 2016).

Asian/American faculty are an oft-overlooked group within the academy, but for a curious reason Asian/Americans are most often associated with the “model ← xv | xvi → minority” stereotype (Poon et al., 2016). As such, they are presumed to be academic superstars, which obfuscates the fact that they are the victims of institutionalized racism (Liu, 2009). This book lays bare the facts, and confirms that Asian/American faculty—as all faculty of color—face institutionalized barriers to success, even those who have earned EC/DP positions. The paucity of literature on this topic further confirms the need for this compendium of seminal scholarship.

Summary

Asian/American Scholars of Education: 21st Century Pedagogies, Perspectives, and Experiences shares the knowledge and travails of Asian/American luminaries in the field of education. This unique collection of essays acknowledges the struggle that Asian/American Education scholars have faced when it comes to being regarded as legitimate scholars deserving of endowed or distinguished status. The chapter contributors in this volume include former doctoral students, children, protégés, and colleagues of the Asian/American endowed and distinguished professors featured in the book: A. Lin Goodwin, Suzanne SooHoo, Kioh Kim, Krishna Bista, George Sugai, Yali Zou, Yong Zhao, Robert Teranishi, Asha K. Jitendra, Shouping Hu, and Ming Ming Chiu. Asian/American Scholars of Education makes an important impact by asking: Why are there so few Asian/American endowed and distinguished faculty members in education?

Details

Pages
XXIV, 204
ISBN (PDF)
9781433156649
ISBN (ePUB)
9781433156656
ISBN (MOBI)
9781433156663
ISBN (Book)
9781433149467
Language
English
Publication date
2018 (September)
Published
New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2018. XXIV, 204 pp. 2 b/w ills., 6 tables.

Biographical notes

Nicholas Hartlep (Volume editor) Amardeep K. Kahlon (Volume editor) Daisy Ball (Volume editor)

Nicholas D. Hartlep (Ph.D. in Social Foundations of Urban Education, University of Wisconsin at Milwaukee) is a teacher educator whose work has appeared in Educational Studies, Policy Futures in Education, Journal of Educational Foundations, Equity and Excellence in Education, and The Chronicle of Higher Education. He currently teaches in the School of Urban Education at Metropolitan State University in Saint Paul, Minnesota, where he serves as Associate Professor of Urban Education and Chair of the Early Childhood and Elementary Education Department. Amardeep K. Kahlon (Ph.D. in Education Administration, The University of Texas at Austin) has a keen interest in studying Asian/Americans and the impact of the model minority stereotype, particularly on South Asian/Americans. She is currently Professor at Austin Community College in Austin, Texas. Daisy Ball (Ph.D. in Sociology, Virginia Tech) studies the intersection of race and the criminal justice system. Her forthcoming book, Model Minority or Criminal Threat? Asian/Americans at Virginia Tech Following Horrific Crimes, examines the campus climate for Asian/Americans following the deadliest school shooting in U.S. history. She is Assistant Professor of Criminal Justice at Roanoke College in Salem, Virginia.

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Title: Asian/American Scholars of Education