Joanne Choi

Joanne Choi (M.A. ’20)

Arts and Humanities; Teaching of English--Initial Certification (Grades 7-12) 

Poster Title: Uncovering the Model Minority Narrative: A Case Study on AAPI Students in High-Achieving Secondary Schools

Abstract: Asian American and Pacific Islander (AAPI) students, particularly in “elite” secondary schools such as Stuyvesant High School and Bergen County Academies, often face pressures to adhere to societal expectations of high academic achievement based on the “model minority” myth. Due to possible pre-existing expectations from educators for high performance, AAPI students may be negatively affected by potentially harmful, implicit bias. Assuming a singular identity for AAPI students conceals their struggles and may consequently minimize their unique stories into a homogeneous, deindividualized narrative as opposed to acknowledging the possibility of multiple lived narratives, resulting in invisibilization in their learning communities and unawareness by educators of best pedagogical practices to address students’ distinct needs and challenges. Guided by the theoretical frameworks of critical race theory and culturally responsive pedagogy, my research will attempt to devise potential methods for educators to identify and address AAPI students’ unique struggles and challenges, often unexposed due to the implications of AAPI-specific stereotype. Specifically, I am interested in studying the relationship between ethnographic/home backgrounds of students and the development of possible educational challenges as well as emphasis placed on education. A concerning dearth of research exists surrounding critical race theory in secondary education for AAPI students in comparison to the existing and developing theories for African American and Latino/Hispanic students. Increased awareness of the cultural experiences and perspectives of AAPI students would enable educators to create more inclusive learning spaces for all students, address potential misconceptions surrounding AAPI students due to implicit biases, and respond appropriately to these challenges in the form of culturally responsive pedagogical practices. My research design includes a distribution of an anonymous online questionnaire for secondary AAPI students at Stuyvesant High School and Bergen County Academies, two high-performing, entrance exam-based schools. I will also facilitate in-depth individualized interviews for several students. Through developing greater cultural proficiency, educators will be better equipped to support all students and effectively teach in classrooms with diverse learners from multiple socio-cultural backgrounds.

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