EDUCATIONAL RESEARCH FOR ASIAN AMERICAN WELL-BEING
Socio-Ecological Theory
The current trend of educational research focuses on deficit-based approaches to reforming education, particularly to increase student achievement scores. Asian Americans are collectively perceived as performing well on achievement tests, and have been frequently overlooked in educational literature. However, by prioritizing achievement scores and neglecting the well-being of students, we are sending the message that we value students that are "good at math," but that we have little concern for students' real lives, interests, or concerns. Social constructivism: reflect on this guiding question.
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1. How can we support the well-being of Asian American students, drawing upon research from AsianCrit and emotion regulation theories?
Henderson, DeCuir-Gunby, & Gill (2016)
"It Really Takes a Village": A Socio-Ecological Model of Resilience for Prevention Among Economically Disadvantaged Minority Youth
The authors reviewed assets and promotive factors in family, schools, and community systems for a socio-ecological model of resilience and prevention of negative educational and health outcomes for economically disadvantaged ethnic minority (EDEM) youth. They discussed how each system effects students' positive well-being. Family systems include caregivers and extended networks of family members, and family systems play an integral role in the well-being and academic success of EDEM youth. Building trust and family cohesion reduces student stress and deters engagement in deviant behavior. School systems can provide opportunities to implement culturally responsive practices through school climate, family collaboration, and culturally responsive curricula. Community systems become integral extensions of family systems. Community systems support not only EDEM students' academic needs, but also psychological, physical, and psycho-social developmental needs. The premise of socio-ecological systems is the interdependence of these systems, as relational ties are strengthened, collective resources are gathered for positive student well-being. It is imperative to support ethnic minority students from a collectivist strength-based perspective, not from an individualistic victim-based paradigm.
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Notes: This article provides a significant theoretical model for supporting economically disadvantaged ethnic minority students through promotive student assets within family, school, and community systems of support. I argue that such a model is also necessary for supporting Asian American student well-being within a culturally relevant context. Asian Americans are predominately an immigrant population. By partnering with Asian American communities, school systems, and families, we can promote student well-being from a culturally sustaining approach. It is important to support Asian American youth's access to mainstream American resources, while also sustaining their cultural identities and values. Asian American students are not invisible robots. We must see their perspectives, hear their concerns, and holistically support their academic, social, and psychological well-being.
Asian American Identity & Emotions: Towards a Socio-Ecological Support System
My Research Proposal
How can we support the academic, social, and psychological well-being of Asian Americans, building upon promotive factors of racial and ethnic identity? I offer a research design that integrates AsianCrit theory and culturally specific emotion regulation theory to lay the foundation of developing socio-ecological systems of support for Asian American youth.
Reflections
Please review by reflecting on these concluding questions:
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1. Why is it significant to support Asian American students' academic, social, and psychological well-being from a socio-ecological model of support?
2. What are potential limitations to implementing socio-ecological models of support for Asian American youth?
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Next, we will conclude the tutorial system with review and assessment.