“I didn’t know I could have a voice”: how Asian American childhood experiences shaped lived identities

Abstract

Purpose

The purpose of this study was to gain insight into Asian Americans’ experiences with racism during elementary, middle and high school and how those experiences shape the ways they describe their racial identity.

Design/methodology/approach

This study used a qualitative research design and narrative inquiry strategy. The authors used Chang’s (1993) Asian Critical Race Theory framework to examine participant’s descriptions of experiences with racism during elementary, middle and high school and how these experiences shape how they describe their Asian American racial identity.

Findings

Participants’ narratives revealed a common theme of silencing through two major processes: acceptance of the Asian American identity as an “other” and measuring the Asian American self against the barometers of physical appearance and the model minority stereotype.

Originality/value

This study contributes to the literature on Asian Americans by examining how experiences as a child shape how they have come to perceive their racial identity in relation to their overall self-concept. The authors argue that Asian American experiences have been excluded from discourse on race in education as the model minority and perpetual foreigner stereotypes have allowed for this marginalization.

Citation

Pedraza, C.A.A. and Guillaume, R.O. (2023), "“I didn’t know I could have a voice”: how Asian American childhood experiences shaped lived identities", Journal for Multicultural Education, Vol. 17 No. 3, pp. 330-342. https://doi.org/10.1108/JME-04-2022-0054