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"More complicated than a numbers gam...

Poon, Oi Yan Anita.

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"More complicated than a numbers game": A critical race theory examination of Asian Americans and campus racial climate.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	"More complicated than a numbers game": A critical race theory examination of Asian Americans and campus racial climate./
作者:	Poon, Oi Yan Anita.
面頁冊數:	232 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1211.
Contained By:	Dissertation Abstracts International71-04A.
標題:	Asian American Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3405578
ISBN:	9781109722673

"More complicated than a numbers game": A critical race theory examination of Asian Americans and campus racial climate.
Poon, Oi Yan Anita.

"More complicated than a numbers game": A critical race theory examination of Asian Americans and campus racial climate. - 232 p.

Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1211.

Thesis (Ph.D.)--University of California, Los Angeles, 2010.

In the Grutter and Gratz Supreme Court decision, proponents of affirmative action claimed that a critical mass of minority students could effectively counter racial marginalization often experienced by students of color due to their racial status. On some campuses, Asian Americans as a pan-ethnic population enjoy a critical mass in undergraduate enrollments, and therefore present an opportunity for scholars to explore the relationship between critical mass, racial marginalization, and racial power within campus racial climate.

ISBN: 9781109722673Subjects--Topical Terms:

1669629
Asian American Studies.

"More complicated than a numbers game": A critical race theory examination of Asian Americans and campus racial climate.
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245 1 0 $a "More complicated than a numbers game": A critical race theory examination of Asian Americans and campus racial climate.
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500 $a Adviser: Don T. Nakanishi.
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520 $a In the Grutter and Gratz Supreme Court decision, proponents of affirmative action claimed that a critical mass of minority students could effectively counter racial marginalization often experienced by students of color due to their racial status. On some campuses, Asian Americans as a pan-ethnic population enjoy a critical mass in undergraduate enrollments, and therefore present an opportunity for scholars to explore the relationship between critical mass, racial marginalization, and racial power within campus racial climate.
520 $a Using UCLA as a case study of a campus environment with a critical mass of Asian Americans and controversies over racial disparities in college access, I conducted in-depth interviews of 25 randomly selected Asian American UCLA undergraduates, who represent a diversity of ethnicities, genders, academic majors, and socio-economic class. My dissertation explores ways in which Asian American college students continue to be racially marginalized, based on their experiences of racial microaggressions despite critical mass due to a campus racial climate that maintains White dominance and privilege. I also analyzed the data to show how Asian American college students engage in behaviors that conform to, reinforce, and resist White racial dominance and power.
520 $a My project contributes to the literature on campus racial climate through a lens of Critical Race Theory. It also contributes toward the growing literature on Asian American experiences in education. Findings indicate that Asian American college students experience a range of racial microaggressions within the campus environment, indicating that critical mass is limited in its ability to mitigate racial marginalization. Students were also found to engage in various forms of responses to microaggressions that either reinforced or resisted dominant racist ideologies. Racial microaggressions are manifestations of structural racism, and are therefore important to study in order to assess campus racial climate. Based on this study, I present a Critical Race Theory Model to study Campus Racial Climate.
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