{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/132782"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/132782","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Becoming, learning, and belonging: A Qualitative study on Asian American alumni reflections on high social racial identity formation, Asian American curriculum, and building community","abstract":"This dissertation presents a descriptive qualitative study on the high school experience of Asian American students. Asian American alumni from a magnet high school located in a large Midwest city reflect on and share their experiences navigating high school. Through semi-structured interviews and thematic analysis, this research examines and presents how Asian American high school students were shaped by their social interactions in high school, as well as the effect of exposure to or lack of exposure to Asian American history in their high school curriculum. Examining how high school shapes how Asian American students view themselves provides guidance on how educators and policy decisions can support Asian American students and other students from historically minoritized groups. Utilizing Asian Critical Race Theory as the theoretical framework and Culturally Relevant/Sustaining Pedagogies as conceptual frameworks, the research highlights how Asian American students construct their identity and create a sense of belonging in educational spaces that often render them invisible. Key findings show how the Model Minority Myth (MMM) continues to exist in education spaces, but Asian American students challenged the MMM. At the same time, Asian Americans find space for themselves and belonging in schools through the importance of Asian American educators and cultural clubs. The themes in this research show how embedding culturally responsive and sustaining approaches positively affect Asian Americans. The research contributes to growing emphasis on more culturally relevant curricula and inclusive approaches in the classroom. In addition, this research examines the positive impact of an inclusive curriculum as states mandate more culturally relevant curricula.","abstract_html":"This dissertation presents a descriptive qualitative study on the high school experience of Asian American students. Asian American alumni from a magnet high school located in a large Midwest city reflect on and share their experiences navigating high school. Through semi-structured interviews and thematic analysis, this research examines and presents how Asian American high school students were shaped by their social interactions in high school, as well as the effect of exposure to or lack of exposure to Asian American history in their high school curriculum. Examining how high school shapes how Asian American students view themselves provides guidance on how educators and policy decisions can support Asian American students and other students from historically minoritized groups. Utilizing Asian Critical Race Theory as the theoretical framework and Culturally Relevant/Sustaining Pedagogies as conceptual frameworks, the research highlights how Asian American students construct their identity and create a sense of belonging in educational spaces that often render them invisible. Key findings show how the Model Minority Myth (MMM) continues to exist in education spaces, but Asian American students challenged the MMM. At the same time, Asian Americans find space for themselves and belonging in schools through the importance of Asian American educators and cultural clubs. The themes in this research show how embedding culturally responsive and sustaining approaches positively affect Asian Americans. The research contributes to growing emphasis on more culturally relevant curricula and inclusive approaches in the classroom. In addition, this research examines the positive impact of an inclusive curriculum as states mandate more culturally relevant curricula.","abstract_has_math":false,"creators":["Park, Anna"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Lee, Sharon","Pak, Yoon","Kang, Hyun-Sook","Mason, Curtis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12","date_published":"2025-12","updated_at":"2026-07-22T22:25:07Z","subjects":["Asian American","Asian American students","curriculum","culturally relevant pedagogy","culturally sustaining pedagogy","model minority myth","belonging"],"languages":["en"],"rights":["Copyright 2025 Anna Park"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/132782","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lee, Sharon","Pak, Yoon","Kang, Hyun-Sook","Mason, Curtis"]},{"key":"dc:creator","label":"Author","values":["Park, Anna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-12","2025-11-26"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Asian American","Asian American students","curriculum","culturally relevant pedagogy","culturally sustaining pedagogy","model minority myth","belonging"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Anna Park"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/132782"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This dissertation presents a descriptive qualitative study on the high school experience of Asian American students. Asian American alumni from a magnet high school located in a large Midwest city reflect on and share their experiences navigating high school. Through semi-structured interviews and thematic analysis, this research examines and presents how Asian American high school students were shaped by their social interactions in high school, as well as the effect of exposure to or lack of exposure to Asian American history in their high school curriculum. Examining how high school shapes how Asian American students view themselves provides guidance on how educators and policy decisions can support Asian American students and other students from historically minoritized groups. Utilizing Asian Critical Race Theory as the theoretical framework and Culturally Relevant/Sustaining Pedagogies as conceptual frameworks, the research highlights how Asian American students construct their identity and create a sense of belonging in educational spaces that often render them invisible. Key findings show how the Model Minority Myth (MMM) continues to exist in education spaces, but Asian American students challenged the MMM. At the same time, Asian Americans find space for themselves and belonging in schools through the importance of Asian American educators and cultural clubs. The themes in this research show how embedding culturally responsive and sustaining approaches positively affect Asian Americans. The research contributes to growing emphasis on more culturally relevant curricula and inclusive approaches in the classroom. In addition, this research examines the positive impact of an inclusive curriculum as states mandate more culturally relevant curricula.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2027-12-01","The student, Anna Park, accepted the attached license on 2025-11-26 at 07:18.","The student, Anna Park, submitted this Dissertation for approval on 2025-11-26 at 07:41.","This Dissertation was approved for publication on 2025-11-26 at 08:13.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22963 on 2026-02-19 at 20:09:45"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Becoming, learning, and belonging: A Qualitative study on Asian American alumni reflections on high social racial identity formation, Asian American curriculum, and building community"]}]}],"canonical_facts":{"dc:contributor":["Lee, Sharon","Pak, Yoon","Kang, Hyun-Sook","Mason, Curtis"],"dc:creator":["Park, Anna"],"dc:date":["2025-12","2025-11-26"],"dc:description":["This dissertation presents a descriptive qualitative study on the high school experience of Asian American students. Asian American alumni from a magnet high school located in a large Midwest city reflect on and share their experiences navigating high school. Through semi-structured interviews and thematic analysis, this research examines and presents how Asian American high school students were shaped by their social interactions in high school, as well as the effect of exposure to or lack of exposure to Asian American history in their high school curriculum. Examining how high school shapes how Asian American students view themselves provides guidance on how educators and policy decisions can support Asian American students and other students from historically minoritized groups. Utilizing Asian Critical Race Theory as the theoretical framework and Culturally Relevant/Sustaining Pedagogies as conceptual frameworks, the research highlights how Asian American students construct their identity and create a sense of belonging in educational spaces that often render them invisible. Key findings show how the Model Minority Myth (MMM) continues to exist in education spaces, but Asian American students challenged the MMM. At the same time, Asian Americans find space for themselves and belonging in schools through the importance of Asian American educators and cultural clubs. The themes in this research show how embedding culturally responsive and sustaining approaches positively affect Asian Americans. The research contributes to growing emphasis on more culturally relevant curricula and inclusive approaches in the classroom. 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