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ERIC Number: ED569217
Record Type: Non-Journal
Publication Date: 2005
Pages: 46
Abstractor: ERIC
A Report on the Status of Asian Americans and Pacific Islanders in Education: Beyond the "Model Minority" Stereotype
Lee, Stacey J.
National Education Association
In January 2005, the National Education Association (NEA) partnered with the Asian Pacific American Institute for Congressional Studies (APAICS) to host the National Summit on Asian and Pacific Islander Issues in Education. The Summit brought together over 50 researchers, leaders of national organizations, and NEA members to discuss the status of Asian American and Pacific Islander (AAPI) students in U.S. schools. Presentations and discussion groups focused on the diversity of backgrounds, experiences, and achievement levels among AAPI students, the impact of the federal No Child Left Behind Act on AAPI students, challenges of teaching to and teaching about AAPIs, and recommendations and resources for advocating change. This report draws on the presentations, discussions, and resources from the Summit. This report will go behind the model minority stereotype in an effort to reveal the complex and diverse realities of Asian American and Pacific Islander students. It will examine the ways that ethnicity, social class, gender, religion, and generation inform AAPI student experiences and achievement. It will focus attention on how race and racism continue to influence AAPI student identities and experiences. The report will also examine the impact of current educational policies and practices on AAPI students and will conclude with recommendations and resources for action. [This report was written with Kevin K. Kumashiro.]
National Education Association Research Department. 1201 16th Street NW, Washington, DC 20036. Tel: 800-229-4200; Fax: 770-280-4134; Web site:
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Education Association
Grant or Contract Numbers: N/A