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being seen and understood
Tackling Stereotypes: Empowering Teachers to Build
More Inclusive Classrooms for All Students
The Asian American community in the U.S. often faces discrimination, racial stereotyping, and microaggressions both within society and in the classroom. In Las Vegas, the Cyrus Tang Foundation recognizes the need to better support Asian American educators and students in a time where Asian hate crimes have risen significantly. To address this, Drs. Julie Pham and Jeff Shih have developed a 15-hour professional development micro course specifically designed for Nevada teachers.
This course, aimed at reshaping perceptions and deepening understanding of Asian American communities, filled within 15 minutes of its release and now has a waitlist for its second cohort. Delivered via Zoom, the program uses micro-learning techniques to dismantle stereotypes, challenge misconceptions, and equip educators with accurate historical and cultural knowledge, enabling them to foster more inclusive learning environments.
"In the exploration of history, the narratives we choose to learn shape not only our understanding of the past but also influence our perceptions of the present and the future. AAPIs are changing the face of America. In 2021, AAPIs make up about 6% of the U.S. population and are the country’s fastest-growing racial group.
With a population of more than 20 million, AAPIs are expected to grow to 35 million by 2060. They have created ethnic enclaves such as Chinatown(s) and are settling into major metropolitan cities. But most people know very little about AAPI's history and migration journey because ethnic, Asian American, and Pacific Islander studies have been excluded from K-12 curriculum. By examining the experiences of AAPIs, we all will gain valuable perspectives that challenge monolithic views of the American story, promoting a more inclusive and accurate portrayal of our nation's history because I believe AAPI history is American history."
Dr. Julie Pham
There are over 40
Asian countries and
over 2000 languages
Even within a single country, there can be significant linguistic diversity. For example, India has hundreds of languages and dialects spoken across its regions.
AAPI communities speak a variety of languages and dialects. For instance, Chinese includes Mandarin, Cantonese, and several other dialects; Indian languages include Hindi, Tamil, Bengali, and others; Pacific Island languages include Samoan, Tongan, and Chamorro, among others.
Tape v. Hurley (1885)
is one of the earliest
civil rights decisions
against racist policies
that segregated students
based on race.
In 1885, the Tape family legally challenged the San Francisco Board of Education when their daughter was denied access to public education. This case struck down all school board policies that barred Chinese students from California schools. However, upon return to school, the daughter, Mamie Tape was still denied enrollment. The school superintendent later pushed for legislation to create “separate but equal” schools, a precursor to Plessy v. Ferguson (1896)
The Native Hawaiian
sovereignty movement
of the 1970s stands
as a pivotal chapter
in the history of Hawaii,
marked by the pursuit of justice, cultural revitalization, and the assertion of Native Hawaiian rights.
Emerging against the backdrop of a complex history that includes the overthrow of Hawaii and subsequent annexation by the United States, this movement sought to rectify historical injustices, reclaim ancestral lands, and assert the right to self-determination for Native Hawaiians. Rooted and fueled by a desire to protect sacred lands, the sovereignty movement brought forth legal challenges, organized protests, and contributed to a broader discourse on indigenous rights in the late 20th century. This historical moment set the stage for ongoing discussions and advocacy surrounding Native Hawaiian sovereignty, ensuring cultural preservation, justice, and recognition for Native Hawaiians.
The different waves
of AAPI immigration
to the United States
shaped their experiences
and cultural i
dentities today.
The migration began in the mid-19th century, primarily with Chinese laborers arriving during the Gold Rush (around 1849) and later working on the Transcontinental Railroad. This was followed by a second wave in the early 20th century, which included Japanese, Korean, and Filipino immigrants. The third wave, which started in the 1960s, was largely influenced by the Immigration and Nationality Act of 1965, leading to a surge of immigrants from countries like Vietnam, Laos, and Cambodia, especially after the Vietnam War. Each wave brought diverse cultures, experiences, and contributions, significantly enriching American society.
meet the team
>>>
>>>
Dr. Jeff Shih
Associate Dean
Overall coordination of the project and supervision of the postdoctoral scholar
Dr. Julie Pham
Postdoctoral Scholar
Course development,
module creation, enrollment management, assessment & feedback, certification, collaboration, reporting, research, audience engagement,
training support
[ the course curriculum ]
1.
introduction module:
overview of course
2.
First module:
Historical Context
and Migration Flow
3.
Second module:
AAPIs in Nevada
4.
Third module:
AAPI and their
Educational Experiences - K-12
5.
Fourth module:
Cross Cultural Solidarity
6.
synthesis module:
course wrap up
and final assessment
after the training participants reflected:
“I gained the most knowledge in this module by learning about the specific challenges faced by AAPI students, such as language barriers, cultural misunderstandings, and the model minority myth, which brings to light the resilience required to succeed in the educational system. During this module I also enjoyed how it highlighted the importance of advocating for more inclusive and supportive educational policies which I feel my school district is lacking. It is crucial to recognize the efforts of AAPI families and communities in supporting their children’s education emphasizes the value of collective effort and mutual support. By becoming more understanding I can encourage current and future generations to contribute actively to their communities.”
“Understanding the varied reasons behind AAPI migration (economic opportunities, escaping persecution, etc.) highlights the multifaceted nature of AAPI identities. This complexity enriched my own sense of self, and has me acknowledging the layered narratives that contribute to contemporary AAPI identities. The varied reasons is also a focal point that I would hope the teaching community can showcase the support our students would need in order for us to create an environment for the student to be at peace to learn comfortably. “
“When it comes to educational experiences and my perceptions of the AAPI community, the model minority myth is a stereotype that I have bought into and believed in the past. I did have Asian friends growing up and they were very academically driven. I just believed that being driven and excelling was part of their culture, that their parents would stand for nothing less. I did not understand that this myth put immense pressure on my classmates, and was a fallacy. Fast forward years later, becoming a teacher, I was very much still under the impression and the lie of this myth. Knowing more about this harmful stereotype helps me to reframe my thinking around academic success and the pressure that society places on my AAPI students. I now know that this myth obscures and hides challenges that my students may be experiencing or their families have experienced in the past. By recognizing and being empathetic to these unique experiences, I can be more incluse of the learning environment in my classroom.”
exploring aapi
Experiences & Interconnections: Society, Nevada, and Education
Web lecture series by UNLV College
of Education Scholarship, led by
Doctor Julie Pham.
>>>
Associate Dean
UNLV College of Education
jeff shih
What impact has CTF support had on your work?
Simply put, the work around the creation of an online course about the Asian American experience in Nevada would not be possible without CTF support. CTF funded our postdoctoral scholar, Julie Pham, who is the primary creator of the course. We look forward to bringing this knowledge to current and future teachers, who will then pass along the knowledge to their students.
What inspires you to give back?
My parents, who are both immigrants, have instilled in me the values of education, hard work, and giving back. They have always been very conscious of the impact and importance of community. Their desire to foster cultural knowledge and social connections of Chinese American children led them to found the Westside Chinese School in West Los Angeles in 1981.
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