REAPA NEWSLETTER Fall 2015

REAPA Newsletter

Fall 2015

Message from Newsletter Co-Editors

REAPA Members! Please consider submitting articles to the newsletter as we would love to highlight your research, academic experiences, and personal experiences. We'll be soliciting updates and materials from you twice a year. The next REAPA Newsletter deadline is April 1, 2016. Please send

something in! Also, if you have ideas for how to improve the Newsletter, please do not hesitate to contact us. We look forward to featuring your work in a future edition of the REAPA Newsletter!

Kim katruong@gmail.com & Kari karikokka@gmail.com

Newsletter Co-Editors

Message from REAPA Chair

Table of Contents Message from REAPA Chair

1

Message from Newsletter Co-Editors 1 Reflecting on My Career in Education and the REAPA SIG by Clara C. Park, PhD

2

Beating the Odds: Three Tips to Help you Complete your Doctorate while Working Full-

Time by Vijay Pendakur, Ed.D.

3

Being a Mom and a Doctoral Student by Liza Talusan

5

Research Brief: Educational and Civic Outcomes for Underrepresented Asian Americans by Varsha Ghosh

6

Incoming REAPA Officer

7

Incoming Graduate Student Representative

7

Call for Nominations

7

Publications 8

News, Comings, and Goings 10

Around Academia 10

WELCOME once again to the Fall Newsletter! This issue is jam packed with exciting content. A big thank you to Professor Clara C. Park for sharing with us a portrait of her amazing career. Professor Park has helped laid some important foundation for our scholarly community. Big kudos as well must go out to Dr. Vijay Pendakur and Liza Talusan for their advice on writing, family, and priorities during doctoral studies. Please keep an eye out for announcements about awards, publications, community events, and other details related to Asian American and Pacific Islander education. I’m also very pleased to welcome Kari Kokka to the executive committee as co-editor of this wonderful newsletter. As always, please do not hesitate to share with us your ideas for improving our SIG. I look forward to (re)connecting with you very soon.

Vichet Chhuon

REAPA Chair, 2014-2016

The AERA REAPA SIG promotes inquiry into educational and equity issues affecting Asian and Pacific Americans, facilitates interdisciplinary discussions around these issues, and provides

members with colleagueship and support.

Message from REAPA Chair

REAPA NEWSLETTER | Fall 2015 2

Reflecting on My Career

in Education and the

REAPA SIG

I began my teaching career as an ESL, English, and bilingual teacher Los Angeles Unified School District in the late 1970’s, and was a district administrator of ESL and bilingual education programs with Torrance Unified School District in California. I later became an ESL, bilingual/multicultural, and literacy/reading methods professor at California State University, Northridge where I taught and coordinated ESL and bilingual teacher preparation programs for the last 26 years. Given the shortage of Asian bilingual teachers in the state of California in spite of growing Asian English language learners, I became a charter member of Asian Bilingual Teacher Education Program Consortium of six California State Universities in 1997, and currently am the Director of CSU Asian BTEP Consortium. For the last four years, I have prepared over 100 Chinese, Filipino, Hmong, Korean, and Vietnamese bilingual teachers with $2 million of external grant from the U.S. of Education. I was the founding president of California Association for Asian and Pacific American Education (CAAPAE) in 1995, and the president of National Association for Asian and Pacific American Education (NAAPAE) in 2004-2006. My research interests include learning style preferences, for which I received an award from the SIG- Learning Environments of the AERA in 2001. Some of this research has been published in Equity & Excellence in Education, Urban Education, Learning Environment Research: An

International Journal, and the National Association of Secondary School Principal (NASSP) Bulletin. I also conducted research on a variety of topics: Educational aspirations of Southeast Asian students, in C. C. Park, A.L. Goodwin, & S. J. Lee ((Eds.) (2001), Research on the Education of Asian and Pacific Americans (1-20); educational and occupational aspirations of Korean youth in Los Angeles. In R. Endo, C. C. Park, N. Tsuchida (Eds.) (1998), Current issues in Asian and Pacific American education (pp.65-76); educational and occupational aspirations of Asian American students, in C.C. Park, A. L. Goodwin, and Stacey J. Lee (Eds.) (2003), Asian American Identities, Families, and Schooling (135-156); Learning in America: The Hmong American Experience, in C. C. Park, R. Endo, and A. L. Goodwin (Eds.) (2006), Asian and Pacific American Education: Learning, Socialization, and Identity (3-18); and Addressing the Shortage of Asian Bilingual Teachers: A Case Study, in C.C. Park, R. Endo, and X. L. Rong (Eds.) (2009), New Perspectives on Asian American Parents, Students, and Teacher Recruitment (137-164). My involvement with REAPA SIG began when the annual AERA meeting was held in San Francisco in 1994. Later in 1998, I became the program chair of REAPA SIG, and continued the work for two consecutive years while A. Lin Goodwin, Teachers’ College, Columbia University, was the REAPA SIG Chair. Subsequently, I served as the chair of REAPA SIG for two consecutive years. As the Chair of REAPA SIG, I instituted the scholarship programs for graduate students after I saw the predicament of graduate students who could not afford to attend annual AERA meetings, even when their papers were selected for the program. The tradition continues on to this day. In view of a dearth of research literature on the issues and needs of Asian and Pacific American education, I also began to publish a research anthology on Asian and Pacific American educational issues to create a viable, additional venue for emerging and junior Asian American scholars to publish their research papers that they presented at the annual AERA meetings. I continued to publish these volumes with a fair mind of representing each different Asian and Pacific Islander group whenever feasible. The first two volumes of the REAPA research anthology were published with the co-editorship of Clara C. Park, A. Lin Goodwin, and Stacey J. Lee. They are Research on the Education of Asian and Pacific Americans (2002) and Asian American Identities, Families, and Schooling (2003). The publication of these two volumes was a collaborative effort between the REAPA SIG and California Association for Asian and Pacific American Education (CAAPAE), a California organization to play the advocacy role for Asian American students in k-16 programs, for which I was the president. Between 2004 and 2006, while I was the president of National Association for Asian and Pacific American Education (NAAPAE), a national organization to play the advocacy role and address the unique educational needs and issues of Asian and Pacific American students in k-16 programs, I published three subsequent volumes in collaboration with NAAPAE: Asian and Pacific American Education: Learning, Socialization, and Identity (2006), co-edited by Clara C. Park, Russell Endo, then, NAAPAE publication chair, and A. Lin Goodwin; Asian American Education: Acculturation, Literacy Development, and Learning (2007), co-edited by Clara C. Park, Russell Endo, Stacy Lee, and Xue Lan Rong; and New Perspectives on Asian American Parents, Students, and Teacher Recruitment (2009), co-edited by Clara C. Park, Russell Endo, and Xue Lan Rong, thus helping these research anthologies become the national voice for Asian and Pacific American education. Then, two more volumes of REAPA Research Anthology were published, Asian American Education: Identities, Racial Issues, and

by Clara C. Park, Ph.D. Professor of Secondary Education & Coordinator of ESL & Bilingual Teacher Preparation Programs, College of Education, California State University, Northridge

Director of California State University Asian Bilingual Teacher Education Program Consortium

REAPA NEWSLETTER | Fall 2015 3

Languages (2011) and Educating Asian Americans: Achievement, Schooling, and Identities (2013). These two volumes were co-edited by Russell Endo and Xue Lan Rong. All these volumes were published by Information Age Publishing, Inc. Prior to the publication of these anthologies, I also co-authored and co-edited Current Issues in Asian and Pacific American Education, a NAAPAE Publication (1998), with Russell Endo and John Nobuya Tsuchida. In addition, I co-authored and co-edited (with Marilyn Chi) Asian-American Education: Prospects and Challenges (1999), the first comprehensive book on Asian American education. This book has two chapters of each of the seven major Asian American groups (Chinese, Cambodian, Filipino, Hmong, Japanese, Korean, and Vietnamese): one chapter on sociocultural background, and the other on linguistic background. This book was very well-received by educational practitioners and wider educational community across the country, especially where large numbers of Asian American students are concentrated. Lastly, my advice for emerging scholars is to try to write whenever feasible. It is important to set aside some block of time just for conducting research or writing, i.e., summer vacation, instead of teaching classes during summer for extra income. Once you finish your research and write it up, present it at an educational practitioners’ conference if the content is related to curricular matters or professional development for teachers or at a research conference, i.e., AERA, if it is a research paper. However, what is important is to revise it based upon the feedback you get from your session participants. Currently a call for papers is out for volume 8 of the REAPA sponsored Anthology, which is being co-edited by A. Lin Goodwin and Russell Endo. REAPA members who are interested in submitting their paper are encouraged to contact either professors A. Lin Goodwin goodwin@tc.columbia.edu or Russell Endo russell.endo@ucdenver.edu.

Beating the Odds: Three Tips to Help you Complete your Doctorate while Working Full-Time

One of the most vivid memories I have from my doctoral program is of my dining room table. I’d recently finished data collection for my narrative inquiry study of the racial identity development of Asian American college freshmen, and now my dining table was littered with transcripts, Post-It Notes, highlighters, a copy of my first three chapters, and a two stale cups of coffee. It was an iconic doctoral picture: potential academic glory subsumed by an overwhelming sense of futility and despair. It was also a Wednesday night, past my bedtime, and my full-time job, as the director of a multicultural student affairs department, didn’t seem to care that the turbulent waters of my dissertation writing process threatened to drag me down into their dark undercurrents and hold me there until I screamed, “ABD! ABD!”

Completing a doctoral program while working full-time might be the right strategy for a number of higher education scholar-practitioners…but that doesn’t make it any easier to do! As I look back over my experience, a number of lessons emerge, many of which I wish I knew before starting on the journey. In an effort to keep this article short and readable, I developed three key recommendations I’d like to share with you to help you beat the odds in this daunting task.

If you haven’t started a doctoral program yet, and are considering whether to pursue a full-time doctorate, or to continue working full-time while doing your doctorate at night, consider your learning and working style. If you can successfully learn by working in short, 45 to 60 minute increments, versus longer 2-3 hour blocks of time, then perhaps the full-time job, part time doc student strategy is a

by Vijay Pendakur, Ed.D. Associate Vice President California State University – Fullerton www.vijaypendakur.com

Interested in submitting

content for volume 8 of the

REAPA sponsored Anthology?

Contact

goodwin@tc.columbia.edu

and

russell.endo@ucdenver.edu

REAPA NEWSLETTER | Fall 2015 4

good fit for you. As a full-time student affairs professional, I found that I rarely had lengthy blocks of time to work on my doctoral reading, writing, or brainstorming projects. What I did have, was numerous short increments of time in which I could flip open a book or an article and start furiously power-skimming. Or, I had an hour here or there, every other day, to get some writing done. For me, this worked well because I can’t concentrate on any one thing for long periods of time anyway, so working intensely for short bursts fit my learning/working style. But, I have a number of colleagues that are much more productive if they can set aside several uninterrupted hours for reading or writing. Think carefully about the structure of your life if this is your learning/working style and you’re considering working full-time while pursuing your doctorate. What other obligations do you have? Are you in a partnership? Do you have children? Do you care for an elder? Does your job require you to work nights and weekends? If the structure of your life doesn’t support your learning/working style, coursework is going to be challenging and the dissertation writing process might be impossible.

If you’ve decided to pursue a doctorate while working full-time, develop a list of priorities for your life and rank order them. Keep this list handy, as the rigors of balancing work and school can easily cause you to experience personal “mission drift.” If your first priority is to be a stellar employee at your job, how will you not let school diminish your productivity and effectiveness at work? If your top priority is to be a fully present partner/wife/husband, how will you contain the craziness of doctoral work to hours that will still allow you to be fully engaged at home? As an over-committed scholar-practitioner, your time is your currency. If you aren’t spending it in a way that matches your priorities, how fast will you drift away from living the life you need to live?

Form a well-curated Board of Trustees to support you through the process. This is actually a strategy I adapted from my work life. My mentors told me early on that at each stage of my career, I would need a strong Board to help me be successful. I also find this to be remarkable true for completing a doctoral degree while working full-time! My suggestions for potential board members:

1. Chief Interlocutor: An intellectual companion for you to talk through ideas and research with. This person should have a depth of knowledge on the topics you are writing about so they can productively brainstorm and problem solve with you. And…not someone from your committee. That’s a different relationship altogether! 2. Kleenex Companion: An amazing listener that can offer you empathy and hugs. Preferably someone who has completed their doctorate, so they know your special pain. 3. Fellow Sojourner: A classmate that started coursework at the same time as you, or who is on a similar timeline as you. Someone you really connect with, have a similar sense of humor with, and enjoy spending time with. Having someone that knows the granular details of your experience that you can process with is extremely important. Friends and family might care about you, but they don’t know who your professors and classmates are. Your Fellow Sojourner can offer you a critical social connection within the doctoral experience that can lift your spirits and deepen your

resilience as you move through each phase of the process. 4. Major Payne: Who loves you so much that they will tell you the truth, give you some real talk, and call you on your stuff? Your Board of Trustees cannot be effective if they simply agree with everything you’re sharing. You need someone who you can turn to when you need tough love, healthy challenge, and a kick in the pants. Protip: See Major Payne after you’ve had a good session with your Kleenex Companion. 5. High Pontiff of Perspective: This final Board position is critical. Who in your life do you enjoy spending time with that doesn’t care about your doctoral life, intellectual passions, or academic intrigue? The High Pontiff of Perspective’s role is to remind you that there are other things going on in the world, and in your life, that matter…beyond the doctoral journey. One of the problems with doctoral work is that the budding scholar can begin to get so wrapped up in the niche problems of academic life that they lose perspective on the big picture. The big picture perspective is the foundation for sustaining your long-term work as a scholar-practitioner. I remember a number of my classmates from my doctoral program agonizing for well over a year about which specific research question and methodology to pick. The faculty would try and nudge them along with advice like, “Remember, your dissertation is not the only research you’re going to do in your life.” Or, “A good dissertation is a done dissertation!” And, as frustrating as these platitudes can be while you’re in the process, they are true. The barrier to actually believing this sage wisdom is often a loss of perspective. My classmates that lost extremely valuable momentum in their doctoral journey often struck me as not being able to see their doc work as one slice of a much larger pie. So, choices that are important, such as a research question or a proper methodology, became inflated to existential/ontological crises. As funny as that sounds, I’ve never met anyone who started a doctoral program intent on going All But Dissertation…but many do. Having someone in your life that grounds you and reminds you of what is really important can be a key strategy to sustaining your momentum and not getting bogged down in granular choices that, at the end of the day, aren’t as important as we often make them out to be.

Let me end this article with another vivid memory from my doctoral experience. I remember waking up really early on a Saturday morning. My parents were in town and my "Fellow Sojourner" from my doc program had arrived at my apartment with a large coffee for me. My wife was gathering driving directions and we were all preparing to cram into one little sedan to head to Commencement and the hooding ceremony! There were powerful speeches, the President of the University shook my hand and congratulated me, and my chair managed to hood me without accidentally snagging the hood on my snazzy, velvety doctoral hat (I think there's a real word for that thing!). I had lunch with my family and dinner with friends. There was wine and steak and scotch. The next day was Monday. I woke up when I always did, took the train to my job, drank more coffee, and cleared email. Life was good. And life was the same.

REAPA NEWSLETTER | Fall 2015 5

Being a Mom and Doctoral Student

My house is eerily quiet. Well, it is quiet except for the washing machine that sounds like an army tank rolling through my basement; the unrelenting whining of my dog who is desperate to be let out; the roaring of cars and motorcycles that seem to be drag racing outside of my window; and the dull hum of a television show that I should have stopped watching in order to write this piece. But it is still so quiet. In addition to the daily noises in my day, I am used to hearing the sound of my 12- year old daughter’s iTunes playlist through her bedroom door, the giggling of my 9-year old daughter as she gets lost in her latest book, and the yelling that comes from my 6-year old son (and my husband) as they play a game on the Xbox in the living room. In this last week of summer, just as they do every August, my children are visiting their grandparents. I had dreams of using this “me-time” to work on my dissertation. I had high hopes of all the things I would get done: transcription, coding, analysis, and journaling my preliminary findings. I would work out each day before going to the office. I would eat salad, bake complex vegetarian recipes like stuffed peppers and quinoa and plate them in a Pinterest-worthy fashion. I would take a break from macaroni and cheese, peanut butter and jelly sandwiches with the crusts cut off, and yogurt in a squeeze tube. I would sit and actually savor my food, letting it roll through all of my taste buds. I would take a break from conversations like, “Just one more bite” and “Seriously, just one more bite” and “I mean it, just take one more bite.” But most important, I would take a break from feeling guilty about paying as much attention to my research as I do to my children. For the past four years, my children have witnessed that my growing pile of books has matched their existing pile of books. Next to Curious George (Ray & Ray, 2003), Minecraft: Master Handbook (Williams, 2015) and Walter the Farting Dog (Kotzwinkle & Murray, 2001) are my school books, The Oxford Handbook of Qualitative Research (Leavy, 2012), The History of Higher Education (Wechsler & Goodchild, 2008), and The Misrepresented Minority (Museus, Maramba & Teranishi, 2013). In fact,

more than a few times, I have arrived at class, opened my book bag, and found that I had grabbed Harry Potter and the Sorcerer’s Stone (Rowling, 1999) when I should have grabbed my sociology textbook. My son is now 6-years old. For more than half of his life, I have been a doctoral student. My first day of class was just after his 2

nd birthday,

and I wanted to make a good first impression to my professors and new classmates. As I reached into my bag to grab a pen and notebook, I still remember the feeling of embarrassment when I realized I had a diaper (unused, don’t worry) tucked into my bag. I carefully navigated untangling the wire-spiral of the notebook from the Velcro side of the diaper, trying not to draw too much attention to myself. I was not sure whether it was okay to be a Mom in this group, and when it was time to do introductions, I recall intentionally leaving out that I was a mother. Would others see my identity as a mother as strength? Would they see my mother-identity as a weakness, as a barrier to late night study sessions, and as a distraction to group projects and presentations? More importantly, would I let my motherhood be a weakness? In an effort to be a dedicated, serious and driven doctoral student, I squeezed my doctoral work into every moment of my day. And, those moments were usually at the expense of paying attention to my children. Instead of cheering them on a karate practice, I had my nose buried in my books, highlighting key passages and inserting colorful, arrow-shaped sticky notes into the margins. Even after karate class was over, my children would sit beside me until I hit a good part in the chapter to close my book. At night, instead of reading bedtime stories to the two younger children, I asked my 8-year old daughter to read to them. From the bedrooms, they would yell, “Mom, we’re done. We’re going to bed now!” when the book was done. That phrase replaced me tucking them into their sheets, kissing them on their foreheads, and turning off their lights as I carefully closed the door, leaving it open just a crack for the hallway light to come into the room. Now, they turned off the lights, tucked themselves into bed, and said “Goodnight” to each other. During those times, I tried positive self-talk. I told myself, repeatedly, that it was good for my children to see me, their Mom, going to school and doing homework. It was good for them to learn how to be more independent. It was good for them to hear me talk to myself while reading passages about inequity and oppression in higher education. A few times, they even asked me what I was so upset about, and we talked about what I was reading. We talked about how race, class, and gender informed experiences that students had in their classrooms. And, in turn, my children told me how they see these issues in their public school. As my oldest child matured, she started conversations with me about ways in which she noticed some of the children in her classes unfairly treated by a teacher. The two older children came home and told me that some of their classmates were telling jokes that were racist and homophobic, and they told me how they handled those situations. Those moments helped me to feel empowered that my children were learning how to live and learn in a world that does not always embrace who they are as multiracial children. I was proud to be a doctoral student. I was proud to learn new knowledge that I could share with my children. And, I was proud that they were learning how to use that information in their elementary school lives. But, there were also times when I felt like a failure. There were many times that I cried. There were times when I wanted to quit my program and go back to being the Mom they remembered. I wanted to go back and cheer them on at karate, tuck them in at night, and read to them before they fell asleep. I felt guilty. I felt like a bad Mother. I felt like I had failed them and me.

by Liza Talusan Graduate Student Representative, REAPA Doctoral Candidate, University of Massachusetts, Boston

REAPA NEWSLETTER | Fall 2015 6

At the end of this academic year, I will graduate. It has been a challenging four years mixed with work, school, parenting, career changes, financial challenges, identity, and health issues. I will have finished my doctoral program while working full-time in student affairs, as a leader in our national organizations, and as a mother of three young children. Four years ago, when I started this program, I had no idea what this journey had in store for me. In that first semester, during a low point when I questioned whether this was the right decision and the right time for me to be a doctoral student, I had to find a way to keep motivated. In that first semester, I drafted my “Acknowledgements” section of my dissertation. Doing so was a way to remind me why I wanted to engage in doctoral studies, to keep my eyes on the prize, and to encourage me along the way. I never knew exactly what kind of changes would happen between my children and me, but I had enough insight to know that they would be integral to my completion. And, in the first few lines of those acknowledgements, written four years ago, I penned this: This dissertation is dedicated to my children, Joli, Jada, and Evan, who began this journey towards my doctorate while they were learning how to read, write, and even walk. There were many nights during which my writing, reading and research seemed to have been more important than their chapter books, juice boxes, and after school activities. For five years, you may have felt as if they were not as important; and, I assure you, you were. For you were the reasons why I persisted and saw this journey to the end. Every day that I looked into your eyes was reason enough to keep going.

Research Brief: Educational and Civic Outcomes for Underrepresented Asian Americans

The goal of this study was to understand the experience of Asian American/Pacific Islander (AAPI) students who participate in service as part of a class or structured internship to understand the impact on post-college civic engagement, professional and educational choices. The participants were all under-represented Asian American groups, specifically first generation, low income students of Cambodian, Filipino, Laotian, and Vietnamese descent. In particular, we focused on former students of service learning courses offered through Asian American Studies department at Tufts University and University of Massachusetts, Boston that used service sites located in Asian American communities. Eleven students from two four-year universities were included in this study. The service learning experience had a strong impact the impact on post-college civic engagement, professional and educational choices. Students reported greater self-awareness about personal identity, increased academic engagement and the critical need to be engaged in the political process.

The experience identified numerous professional opportunities in teaching, social work, communications, entrepreneurship, urban planning and community development. All of the students reported how the experienced was motivation to stay civically engaged so that their communities were represented in the political process and to make sure the AAPI community received appropriate services. For example, through her placement one woman decided to go into the field of mental health as there were few culturally competent providers; another woman went into politics because she saw that the needs of Boston’s Chinatown were addressed only when residents could engage policymakers.

This study was unique from previous studies about the impact of service learning on civic and educational outcomes in that it was solely focused on classes and service sites focused on the immigrant Asian American experience. When looking at student impact and development, most of the most service learning research reflects the perspective those who are predominantly white, middle class and working in low-income neighborhoods, most of which are neighborhoods of color. Given the challenges to full civic participation of communities of color, especially those that are low-income, higher education needs to understand all the ways it can develop the civic leadership of underrepresented students.

This qualitative survey sought to identify and amplify the unique experiences of under-represented Asian American who engage in service while in college. This research was supported by a grant from the US Department of Education, Asian American and Native American Pacific Islander-Serving Institutions

Program.

by Varsha Ghosh Doctoral Student, University of Massachusetts Boston Graduate Researcher, Institute of Asian American Studies

Interested in writing a REAPA

Newsletter article? Email

katruong@gmail.com and

karikokka@gmail.com

REAPA NEWSLETTER | Fall 2015 7

INCOMING REAPA OFFICER

Kari Kokka

Newsletter Co-Editor kari_kokka@mail.harvard.edu Please welcome our newest REAPA officer, Kari Kokka. Kari is currently a doctoral student at the Harvard Graduate School of Education studying social justice mathematics education and urban STEM teacher retention. In addition, she is a Performance Assessment Development and Research Associate at the Stanford Center for Assessment, Learning, and Equity (SCALE). Prior to her work with SCALE she was a math teacher and math coach for ten years in New York City at Vanguard High School, a member of the New York Performance Standards Consortium. She completed her M.A. with the Stanford Teacher Education Program and her B.S. in Mechanical Engineering at Stanford University. She is co-founder and co-organizer of the Creating Balance in an Unjust World Conference on Math Education and Social Justice . The next conference is www.creatingbalanceconference.orgJanuary 15-18, 2016 in San Francisco, CA.

INCOMING GRADUATE STUDENT REPRESENTATIVE

Liza Talusan - liza.talusan@gmail.com Please welcome our newest graduate student representation, Liza Talusan. Liza is a doctoral candidate at the University of Massachusetts Boston. She is finishing up her dissertation which focuses on the academic socialization experiences of Asian American and Pacific Islander doctoral students in higher education. Liza has also worked on a research project examining the impact of the Satisfactory Academic Progress program on students who identify as first generation college students; low income; and students of color. Liza's current research project is exploring the experiences of graduate students and early

career faculty who identify as parents. Liza identifies as a second generation Filipina American, is the mother of three young children, and is a scholar-practitioner active in ASHE and NASPA as well as AERA. She is involved as a graduate representative because she has come to understand how important it is to be supported in culturally relevant ways as an AAPI doctoral student in higher education and hopes to continue the support for others.

CALL FOR NOMINATIONS

2016-2018 REAPA SIG CHAIR

During the 2016 SIG elections we will be electing a new Chair (two-year term). Please consider running for this office. Inquiries and nominations may be sent to the SIG Chair (Vichet Chhuon) at: . vichet@umn.edu

2016 EARLY CAREER AWARD

The REAPA SIG leadership is pleased to announce our first annual call for nominations for the Early Career Award. This award is presented to a scholar whose program of research has had a significant impact on our understanding of Asian Americans and/or Pacific Islanders and education. For the purposes of this award, we define an early career scholar as an individual who is scholar, practitioner, or untenured faculty member who is within 7 years of completing the terminal degree. Both SIG members and non-members may apply, as long as their scholarship relates to Asian Americans and/or Pacific Islanders and education. Nominations and self-nominations will be accepted. The nomination form can be found at: http://www.emailmeform.com/builder/form/N3cYd81a9a The .nomination deadline is January 8, 2016. Questions about this award should be directed to Candace Chow, REAPA SIG's secretary, at candace.chow@utah.edu Award Recipients will be notified in February 2016, and will be formally recognized at the REAPA business meeting.

2016 DISTINGUISHED SCHOLAR AWARD

The REAPA SIG leadership is pleased to announce our annual call for

nominations for the Distinguished Scholar Award. This award is

presented to a scholar whose program of research has had a significant

impact on our understanding of Asian Americans and/or Pacific

Islanders and education.

Both SIG members and non-members may apply, as long as their

scholarship relates to Asian Americans and/or Pacific Islanders and

education. Nominations and self-nominations will be accepted.

The nomination form can be found at:

http://www.emailmeform.com/builder/form/391P56c2f7tXbnNfzM The .

nomination deadline is January 8, 2016. Questions about this award

should be directed to Candace Chow, REAPA SIG's secretary, at

candace.chow@utah.edu

REAPA NEWSLETTER | Fall 2015 8

PUBLICATIONS

Chen, A. Y. (2015). Educational inequality: An impediment to true democracy in the

. Sociology Study, 5(5), 382-390. United States Cherng, H. Y. (2015). Social isolation among

. racial/ethnic minority immigrant youthSociology Compass, 9(6), 509-518. Chhuon, V., & antonio, a. l. (Eds.). (2015). Forty and forward: Research on the new second generation of Southeast Asian

[Special issue]. Journal of American studentsSoutheast Asian American Education and Advancement, 10(2). Craig, Cheryl J. & Zou, Yali. (2015). A narrative inquiry into schooling in China:

. Journal of three images of the principalshipCurriculum Studies, 47(1), 141-169. Endo, R. (2015). How Asian American female teachers experience racial micro-aggressions from pre-service preparation to their

. Urban Review, 47(4), professional careers601-625. Goodwin, A. L., Del Prete, T., Reagan, E., & Roegman, R. (2015). A closer look at the practice and impact of “rounds”. International Journal of Educational Research. Goodwin, A. L., Low, E. L., & Ng, P. T. (2015). Developing teacher leadership in Singapore: Multiple pathways for differentiated journeys. The New Educator, 11(2), 107-120. Goodwin, A. L., Low, E. L., Ng, P. T., Yeung, A. S., & Cai, L. (2015). Enhancing playful teachers’ perception of the importance of ICT use in the classroom: The role of risk taking as a mediator. Australian Journal of Teacher Education, 40(4), 8. Hannum, E., Cherng, H. Y., & Wang, M. (2015). Ethnic disparities in educational attainment in China: Considering the implications of interethnic families. Eurasian Geography and Economics, 56(1), 8-23. Hartlep, N. D. (Ed.). (2015). Modern Societal Impacts of the Model Minority Stereotype. IGI Global. Hartlep, N. D., & Hensley, B. O. (Eds.). (2015). Critical storytelling in uncritical times: Stories disclosed in a cultural foundations of

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Fasching-Varner, K., & Hartlep, N. D. and others (Eds). (2015). The assault on communities of color: Exploring the realities of race-based violence Lanham, MD: Rowman & . Littlefield. Hartlep, N. D., & Porfilio, B. J. (Eds.). (2015). Killing the model minority stereotype: Asian American counterstories and complicity. Charlotte, NC: Information Age Hilburn, J., Rong, X. L., Parkhouse, H., & Turner, A. (2015). Teaching newcomers inclusively: Social studies in a new gateway state. Social Studies Research and Practice, 10(1), 41-64. Johnston, M. P., Pizzolato, J. E., & Kanny, M. A. (2015). Examining the significance of "race" in college students' identity within a "postracial" era. Journal of College Student Development, 56(3), 227-242. Kanagala, V. (2015). Entering the gates of the academy: Transitions into the professoriate .The Vermont Connection, 36(3), 11-15. Kim, M. J., Lee, H., Kiang, P., Watanabe, P., Torres, M. I., Halon, P., ... & Church, D. R. (2015). Debunking the myth: low knowledge levels of HBV infection among Asian

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REAPA NEWSLETTER | Fall 2015 10

NEWS, COMINGS, AND GOINGS Amanda Assalone recently graduated from the Higher Education PhD program at the University of North Texas. She also moved from Dallas to Atlanta and started a new job as the Postdoctoral Research and Policy Analyst at the Southern Education Foundation (SEF).

http://www.southerneducation.org Vichet Chhuon (also Associate Professor in the Curriculum and Instruction Department and Faculty in Asian American Studies at the University of Minnesota), was recently named as the recipient of the National Association for Multicultural Education's 2015 Carl A. Grant Presidential Research Award. Previous winners of this prestigious award include Thomas Philips, H. Richard Milner IV, Luis Moll, and Gloria Ladson-Billings. Nicholas Hartlep was recognized by Winona State University with the Distinguished Young Alumni Award. http://winonastatenews.com/7539/distinguished-young-alumnus-nicholas-hartlep/ Nicolas Hartlep launched the Model Minority Stereotype Project (MMSP) at . www.nicholashartlep.com Tang T. Heng recently transitioned from graduate student to an Assistant Professor position in the Curriculum, Teaching, and Learning department at the National Institute of Education, Singapore. Xavier Hernandez has achieved PhD candidacy in Education Policy Studies at the University of Illinois, Urbana-Champaign. His dissertation, entitled "Filipino American College Student Identities: Exploring Regional Racial Formation on Campus" is under the direction of Dr. Yoon Pak. Bic Ngo was recently named the Rodney S. Wallace Professor for the Advancement of Teaching and Learning in the College of Education and Human Development at the University of Minnesota. Julie J. Park (University of Maryland) and OiYan A. Poon helped launch a website with information and resources on AAPIs and the affirmative action debate, as well as the ongoing Harvard lawsuit:

.The website is a collaboration http://www.asianamericancivilrights.orgbetween academic researchers, policymakers, and over 135 Asian American, Native Hawaiian, and Pacific Islander community‐based organizations. Judy W. Yu is the Education Advisor to the Museum of Chinese in America (MOCA) for the National Endowment for the Humanities (NEH) Summer Institute entitled: The Chinese Exclusion Act and Immigration in America for the Summer of 2016. http://www.mocanyc.org/learn/teachers/neh-institute

AROUND ACADEMIA

Amanda Assalone and Charles Lu at the Texas Higher Education Symposium in San Antonio, Texas, August 2015

Vichet Chhuon with Dr. Carl Grant, Past President of NAME (1993-1999); Hoefs-Bascom Professor of Education at the University of Wisconsin-Madison

Nicolas Hartlep giving his award speech at Winona State University, September 2015

REAPA NEWSLETTER | Fall 2015 11

Mitsu Narui and Kimberly A. Truong in NYC, November 2015

Soua Xiong presenting at ASHE 2015

Vijay Kanagala with 1/3 of the Faculty of Color 2014 cohort at ASHE 2015

Nicole Reyes and Vijay Kanagala taking selfies at ASHE 2015

Jason Chan selfie at ASHE 2015

Marc Johnston Guerrero with colleagues at ASHE 2015

REAPA NEWSLETTER | Fall 2015 12

SNAAPS Social at ASHE 2015

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