Transformative Practices for Minority Student Success Accomplishments of Asian American and Native American Pacific Islander–Serving Institutions

Between 2000 and 2015 the Asian American Pacific Islander population grew from nearly 12 million to over 20 million--at 72% percent recording the fastest growth rate of any major ethnic and racial group in the US.This book, the first to focus wholly on Asian American and Native American Pacific Islander Institutions (AANAPISIs) and their students, offers a corrective to misconceptions about these populations and documents student services and leadership programs, innovative pedagogies, models of community engagement, and collaborations across academic and student affairs that have transformed student outcomes.The contributors stress the importance of disaggregating this population that is composed of over 40 ethnic groups that vary in immigrant histories, languages, religion, educational attainment levels, and socioeconomic status. This book recognizes there is a large population of underserved Asian American and Pacific Islander college students who, given their educational disparities, are in severe need of attention. The contributors describe effective practices that enable instructors to validate the array of students’ specific backgrounds and circumstances within the contexts of developing such skills as writing, leadership and cross-cultural communication for their class cohorts as a whole. They demonstrate that paying attention to the diversity of student experiences in the teaching environment enriches the learning for all. The timeliness of this volume is important because of the keen interest across the nation for creating equitable environments for our increasingly diverse students.This book serves as an important resource for predominantly white institutions who are admitting greater numbers of API and other underrepresented students. It also offers models for other minority serving institutions who face similar complexities of multiple national or ethnic groups within their populations, provides ideas and inspiration for the AANAPISI community, and guidance for institutions considering applying for AANAPISI status and funding. This book is for higher education administrators, faculty, researchers, student affairs practitioners, who can learn from AANAPISIs how to successfully engage and teach students with widely differing cultural backgrounds and educational circumstances.

Foreword—Robert T. Teranishi Preface—Dina C. Maramba and Timothy P. Fong Introduction—Dina C. Maramba and Timothy P. Fong Part One. Student Service Programs 1. The Student Service Operation for Success Program for Asian American and American Pacific Islander Students—Meiling Hayama Wu-Winiarski, Kim Geron, Scott Miyake Geron, and Annie Hoang 2. Promising Outcomes in an Intervention Program in Higher Education. Academic and Social Shifts With Students in the Full Circle Project—Joshua Haro, Zachary T. Goodman, and Greg M. Kim-Ju 3. Transfer and Transform. Using Learning Communities to Support the Transition of Asian American and Pacific Islander Transfer Students—Jason Sumi 4. Career Development to Engage and Empower Asian American Students. The Evolution of Effective Programming—Jennifer Barone and Patricia Akemi Neilson Part Two. Critical and Culturally Responsive Pedagogy 5. Exploring the Nexus of Student Development and Ethnic Studies Research. Conceptualizing Course Content and Practice for a First-Year Learning Community—James O. Fabionar 6. “Even though I am speaking Chinglish, I can still write a good essay”. Building a Learning Community Through Critical Pedagogy and Translingual Practice—Charitianne Williams 7. Asian American Studies and AANAPISI Writing Initiatives—Pratna Kem, Sara Boxell, and Peter Nien-chu Kiang 8. AANAPISI Knowledge Coproduction. Digital Storytelling in Asian American Studies—Shirley Suet-ling Tang Part Three. Student Leadership Development 9. “Now I’m Able to Make a Difference”. Teaching and Learning Critical Leadership Praxis for Asian American Students—Melissa Ann Canlas 10. Cultivating Leadership for Asian American Pacific Islander Students—Rikka Venturanza and Mai Nguyen 11. From Student to Scholar Perspective. Cultivating Asian American and Pacific Islander Student Leaders Through Cross-Campus and Community Collaborations—Chao Vang Part Four. Assessment and Cross-Campus Community Collaborations 12. Power in Partnerships. Racial Politics in Reciprocity and Transformation at an AANAPISI—Mae Lee and Rowena M. Tomaneng 13. Assessing Student Success. Rethinking the Role of Program Evaluation and Assessment Through Integrative, Multipronged Approaches—Su Jin Gatlin Jez, Connie Tan, andColleen Moore 14. Developing Leadership Skills Through University Cohort Programs—Sierra K. Dimberg, Rosalyn Sandoval, and Greg M. Kim-Ju Conclusion. The Future of AANAPISI. Challenges and Implications for Higher Education Institutions—Timothy P. Fong and Dina C. Maramba Appendix Editors and Contributors Index

Dina C. Maramba is an associate professor of higher education at Claremont Graduate University’s School of Educational Studies. She was previously an assistant and associate professor of student affairs administration and affiliate faculty of Asian and Asian American studies at the State University of New York (SUNY), Binghamton.Maramba’s research interests include access and success of underserved college student populations; Asian Americans/Pacific Islanders and Filipina/o Americans in higher education; equity, diversity, and social justice issues in higher education; the impact of college environments on students; and minority serving institutions. Her teaching areas have included foundations of student affairs in higher education, university diversity, access and retention in higher education, and Asian Pacific Americans in higher education.Maramba has worked more than 10 years as a practitioner and administrator in programs designed to increase the number of underrepresented students in higher education. Previously, she served as director of the Student Support Services TRIO program at the University of California, San Diego; as a resident director at both Colorado State University and the University of California, Santa Barbara; and as a coordinator of Upward Bound at Colorado State University. Timothy P. Fong is Professor of Ethnic Studies at California State University, Sacramento. His research specialty areas include comparative race and ethnic relations, contemporary immigration, politics and public policy, community studies, higher education equity and student engagement, and qualitative methodology (ethnography and oral history).Dr. Fong is also the Project Director and Principal Investigator for the Full Circle Project (FCP) a project funded by the U.S. Department of Education. FCP is a comprehensive approach to implement a strategically focused, campus-wide effort to improve retention and graduation rates of underrepresented Asian American and