anti-Asian Racism Research Articles

Vital best practices for antiracist patient engagement in AYA oncology research and advocacy: A Delphi study of BIPOC AYA experts.

12136 Background: In the thick of the ongoing global crises of the COVID-19 pandemic, uprisings against anti-Black racism and police brutality, and anti-Asian racism and violence, Black, indigenous, and people of color (BIPOC) adolescent and young adult (AYA) cancer patients may be particularly vulnerable and exploited. Whilst embroiled in sociopolitical complexity, BIPOC AYAs are increasingly called upon to contribute as patient advocates in AYA oncology research and advocacy. Researchers, clinicians, and advocates in AYA oncology must dismantle long-standing racism and create meaningful structural change. The purpose of this study is to derive vital best practices for implementing antiracist patient engagement in AYA oncology research and advocacy that are co-developed by BIPOC AYA cancer patients and oncology professionals. Methods: We utilized a modified Delphi technique with a panel of BIPOC AYA cancer patients (n = 32) to build consensus opinions on professional recommendations from a prior study ( Cheung et al., 2021 ), and to generate antiracist best practices in patient engagement. The Delphi study was comprised of three consecutive and iterative survey rounds over the course of 8 months in 2021; participants were BIPOC AYAs diagnosed with cancer between ages 15-36 years. Results: Results detail best practices for the implementation of antiracist patient engagement across all research activities within the Patient-Centered Outcomes Research Institute’s (PCORI) Framework for Patient Engagement. For example, BIPOC AYAs agreed with oncology professionals’ high priority recommendation for including BIPOC AYAs at the highest levels of decision making in research topic selection. As such, a best practice is for researchers to ensure that such representatives not only hold BIPOC AYA identity, but also hold direct experience with the particular oncology diagnosis, issue, or other outcome of interest. Additionally, BIPOC AYAs concurred with oncology professionals’ high priority for “transparency, honesty, and trust” as a core principle for best practices in patient engagement. They further explained that trustworthy relationships are especially important when collaborating with teens and young adults, who are developmentally just coming into their own. When describing successful experiences of inclusion, participants ranked “build collaborative relationships with BIPOC AYA communities and listen to patients not usually heard” and “recruit a diverse range of BIPOC patients and let them give actual input into the study” as the highest priority best practices. Conclusions: Findings from this study are instructional for AYA oncology researchers, clinicians, and advocates to prevent harmful tokenism and implement genuine antiracist inclusion to advance health equity. Future research should investigate best practices within unique clinical settings.

Editors' Preface

Editors' Preface Diane C. Fujino and Lisa Sun-Hee Park This special issue of the Journal of Asian American Studies presents a wide range of scholars raising critical questions about the work of Asian American studies. The guest editors, Cathy J. Schlund-Vials, Lily Anne Y. Welty Tamai, and Paul Spickard, invited scholars to wrestle with the inter/discipline of the field at the fortieth anniversary of the founding of the Association for Asian American Studies in 1979. Several of the essays began as presentations at the 2018 AAAS, and all had drafts completed before the pandemic. COVID-19 disrupted this special issue, as it did all our personal, professional, and collective lives. Many authors revised their essays in 2021, revisiting their ideas through the lens of the urgencies of the global health pandemic as well as the intensified focus on anti-Asian racism and antiblack state violence. The seventeen scholars in this special issue interrogate—from different disciplines, methods, and perspectives—the work of Asian American studies, not as a static field, but as one responsive to scholarly theorizing and to interventions and changes in the material and discursive society in which we are embedded. The essays vary widely. But taken as a whole, this issue makes explicit and implicit inquiries about the kinds of questions that frame Asian American studies and what this then obscures. They wonder whether the original goals of the field—with its focus on, as the guest editors note, "communities, partnerships with activism, solidarity with other communities of color, and defense against racism and gender and class oppression"—ought to be the primary mechanisms animating the field, or in what ways these ideas have shifted and towards what new formations. This is not to suggest that there is a disavowal of the original goals of the field. In fact, many authors suggest that the ideas and critiques and activist struggles that established the field either remain or, having shifted away, are now being revisited. While some might assume that Asian American studies [End Page v] is "designed for the advancement of Asian-raced people," it is, as Kandice Chuh states, "a way of bringing to bear the critique of power as the energizing force of the field." Her essay invites us to re-evaluate the meanings of what we think we understand about the field and its interrogations of power. Several of the essays work to critique and expand the field, and, perhaps seemingly paradoxically, some "newer" ideas actually reactivate ideas permeating the field's founding. Yê´n Lê Espiritu, in her article in this issue, looks at the ways critical refugee studies demands the global study of race, imperialism, and war, beyond the domestic landscape of what some consider Asian American studies. Lisa Yoneyama invites the field to consider how transpacific critique, as well as Native Pacific Islander studies and Southeast Asian studies, shapes Asian American studies. Josephine Nock-Hee Park, borrowing from Roderick Ferguson, asks what it means when we replace redistribution power with representational frameworks. She uses her own experiences at the university to critique narratives of success and to explore what is gained and what is lost through institutionalization. Naoko Shibusawa similarly uses compelling examples from her own experiences in various campus struggles to offer reflections on solidarity. She delves into the tensions swirling today among people centering antiblackness and Afro-pessimism to the exclusion of other kinds of racisms. Her musing on the specific and nuanced ways in which anti-Asian racism manifests (as a "sucker-punch" in her formulation) reminds us of Mitsuye Yamada's widely circulated essay, "Invisibility is an Unnatural Disaster." Jean-Paul R. Contreras deGuzman, and Douglass Ishii in a separate essay, share candid reflections on the life of contingent labor in the university and what is being asked of a field that claims to center critiques of power and work for transformative justice. We are proud to have redesigned the journal's cover to feature artwork, and view the cover's visual image as evocation of the themes in this issue. The artist, Cece Carpio, identifies as an Asian American, Filipina Indigenous immigrant who specializes in creating public art locally, nationally, and internationally. Her...

Standing against Anti-Asian Racism in America.

Standing against Anti-Asian Racism in America.

Beyond unfounded: examining conservative criticism of Asia literacy in the Australian curriculum

ABSTRACT In recent times, the Australian Curriculum has shifted towards valuing Asia literacy. ‘Asia and Australia’s engagement with Asia’ is a cross curriculum priority that signifies how the Australian Curriculum now places an importance on Asia literacy. This article positions Asia literacy discourses within the Australian context, which reveals historical and contemporary anti-Asian racism. Furthermore, the conservative hostiles against Asia literacy have paralleled this contextual backdrop and communicated several arguments that uphold Euro-centric hegemony in the Australian curriculum.

코로나19 팬데믹과 아시아라는 스타일

The anti-Asian racism that has manifested during the coronavirus pandemic recalls the long history of Asian racialization. It recalls the ways in which Asians have been imagined as a doubled figure to bear both racial otherness and historical transformation. The anti-Asian racism also hearkens back to the liminal space inhabited by the Asian body, a precarious position between human and inhuman. The Asian body exists as a sign, not an entity, on which a series of epidermal racial markers appear and onto which all the anxieties around the virus are projected in the displaced form of hate. As an anthropomorphized form for this pandemic’s complex relation to human life, the Asiatic figure becomes a synecdoche for the unprecedented crisis in its retention of these old racial markers. Chang-rae Lee’s On Such a Full Sea (2014) stages this blurred line in the category of race between discrimination (difference) and indiscrimination (identity) through the adventure of a “tiny” Asian girl, Fan. Analyzing the way in which Lee delves into Fan’s unique animacy, this paper argues that On Such a Full Sea stylizes the figure of Asia in two ways. First, the writer coordinates, both in the text’s form and content, the unique feature of Asian racialization in which the Asiatic figure is imagined as an emblem of crisis. Second, through Fan’s movement and its impact upon other characters, Lee also renders the style as a mode of response to affective disturbances of the present and thereby shapes Fan as an embodiment of the crisis style.

Model Minority Mutiny: addressing anti-Asian racism during the COVID-19 pandemic in social work

ABSTRACT The rise of anti-Asian racism during the COVID-19 pandemic signaled a lasting and ongoing history of racism in the United States. These events were a reminder to reexamine the condition of Asians and Asian Americans in the field of social work in the U.S. The purpose of this article is to support inter-solidarity movements in social work to uplift the lived experiences of Asian Americans with four recommendations: conceptualizing and positioning the Asian American identity, acknowledging the heterogeneity of the Asian American population, integrating Asian American history in the social work curriculum, and using research strategies to address anti-Asian racism uplift the experiences of Asian Americans.

Weaponizing and De-weaponizing Antiracist Discourse

Since the beginning of the COVID-19 pandemic and Trump’s branding of the virus as the “China” or “Wuhan” virus, anti-Asian sentiment has swept through the United States, resulting in developments involving antiracist discourse. Our commentary draws upon these events and other recent incidents in the United States to demonstrate the power that words have when weaponized for particular ideologies or groups. Adopting McConnell-Ginet’s (2020) notions of semantic authority and semantic mastery, the commentary further delves into how racist discourse, when successfully weaponized through social media and political groups, creates tensions for teachers and administrators in the language classroom. Next, we highlight two examples of anti-Asian racism to show not only the psychological but also the physical harm that comes from weaponized language. Our commentary concludes with a call for students to be more critically aware of prevalent discourse through antiracist pedagogical resources (Anya, 2021; Baker-Bell, 2020; Flores & Rosa, 2019) in language and literacy education, and the role professional organizations have in supporting antiracist ideologies through their own form of countermeasures via statements of support.

Anti-Asian Racism and COVID-19: How It Started, How It Is Going, and What We Can Do.

Anti-Asian Racism and COVID-19: How It Started, How It Is Going, and What We Can Do.

Conceptualizing anti-Asian racism in Canada during the COVID-19 pandemic: A call for action to social workers

ABSTRACT Anti-Asian racism in Canada has emerged from the COVID-19 pandemic and become more rampant. This article integrates Canadian postcolonialism, a critique of Canadian multiculturalism, and a framework of intergroup prejudice to conceptualize the covert anti-Asian racism that is entrenched in Canadian society. How COVID-19 exposes and “legitimizes” anti-Asian racism is further analyzed and included in this conceptualization. This conceptualization also includes social workers’ leading roles in combating anti-Asian racism through reforming and integrating client interventions, cultural policy, social context, and offers directions that can guide future social work research and practice in improving social justice during this crisis.

Anti-Asian Racism and Racial Justice in the Classroom

This article discusses the urgent issues and concerns about anti-Asian racism in our society and provides several pedagogical strategies to counter anti-Asian racism. We begin by discussing the history and context of anti-Asian racism in the US, from which we trace the historical origins and contexts of anti-Asian racism, violence, and stereotypes in popular culture and media. After that, we share several anti-Asian racism teaching strategies and practices, drawn from and influenced by the creative artworks of Asian contemporary artists such as Lisa Wool-Rim Sjöblom, Amanda Phingbodhipakkiya, and Monyee Chau, who demonstrate subverting racism against Asians during the COVID-19 global pandemic. Finally, after engaging our students in anti-Asian racism lessons, we share their art projects and written testimonials about anti-Asian racism. As a result, we strongly encourage educators to use, in their art curriculum, both history and contemporary artworks by artists to address anti-Asian racism and social justice.

Acknowledging Anti-Blackness, Overlooking Anti-Asian Racism: Missed Developmental Opportunities for Chinese American Youth.

This paper explores the pathways and barriers to critical consciousness development for Chinese American youth. Thirty‐five interviews conducted in 2020 with high‐school‐aged students in Chicago were analyzed to better understand young people’s experiences developing an understanding of anti‐Asian racism and anti‐Blackness. Results indicated that participants overwhelmingly engaged in sustained conversations about Black Lives Matter and/or made efforts to address anti‐Blackness within their families, but engaged in limited conversations about anti‐Asian racism. Furthermore, conversations at home and school often failed to contextualize anti‐Asian racism, specifically in relation to the experiences of other oppressed groups. Findings highlight a need for research on and practice with Chinese American adolescents to recognize the unique racial positioning of Asian Americans under White supremacy.

A Resident-Led Initiative to Advance Diversity, Equity, Inclusion, and Antiracism in a Pediatrics Residency Program.

A racially and ethnically diverse physician workforce is critical to meeting the needs of the United States' increasingly diverse patient population. Unfortunately, Black, Latinx, American Indian, and Alaska Native communities remain underrepresented in medicine. The disproportionate impact of the COVID-19 pandemic by race/ethnicity and increased public attention to anti-Black and anti-Asian racism have inspired a growing national discourse on addressing systemic racism. Within academic medicine, there has been a call for the fundamental incorporation of antiracism into medical training and professional competency. From the perspective of a group primarily led by residents who are women of color, we describe our 6 years of experience leading a Diversity Committee that catalyzed sustained and systemic efforts to advance diversity, equity, inclusion (DEI), and antiracism at a large urban pediatrics residency program. We outline the implementation and key outcomes of the Diversity Committee's ongoing initiatives to increase resident diversity, foster an inclusive learning environment, develop a resident curriculum on DEI and antiracism, and center the needs and wisdom of the communities that our institution serves. Finally, we highlight challenges and lessons learned to inform other institutions striving to advance DEI and antiracism in academic medicine.

International Doctoral Students Negotiating Support from Interpersonal Relationships and Institutional Resources During COVID-19

The COVID-19 pandemic has greatly affected international students around the world. Chinese international students are challenged in their daily life and study due to the travel restrictions, disruption of research, closure of labs, and the rise of anti-Asian racism. This study investigates the challenges, especially psychological ones, faced by international doctoral students from China studying in the U.S. and explores how their social networks and support systems help them navigate their life and study during the pandemic. In light of social networks and support theory, we interviewed 20 Chinese international doctoral students studying in the U.S. and found that falling in between intimate relationships and student-institution relationships, academic departments and advisors are able to provide all types of support, namely, instrumental, informational, and emotional. Their ability to provide emotional support was heavily overlooked, especially during a global crisis. Concerted efforts must urgently be put together to deal with the mental health of international doctoral students on campus and rebuild a supportive and hospitable U.S. higher education system. This study can contribute to the scholarship of international higher education by capturing international doctoral student experiences and perceptions in this crucial time and assesses higher education institutions’ capability to support international students.

Is teaching anti-Black racism relevant when recreating a post-COVID nursing curriculum?

Abstract During the COVID-19 pandemic several issues were galvanized as global urgencies. One of which was racism, following reports that Black and low-income communities were disproportionately impacted by the pandemic (Public Health Agency of Canada, 2021) and the lack of race-based data in Canada (Ahmed et al.,2021). But it was the racially induced killing of George Floyd and others that brought global awareness through the Black Lives Matter movement of the extent of structural and institutional racism. We witnessed a convergence of protests regarding anti-Black racism, anti-Indigenous racism, anti-Asian racism, and more recently Islamophobia. These series of events have led to emerging and compelling questions from millennials and Generation Zs within the nursing classroom. Nursing education is called to embrace and draw upon multiple forms of pedagogies, methodologies, and theories that reflect and support student learning and enquiry (Coleman, 2020; Prendergast et al., 2020;). Nursing education’s longstanding history with colonial frameworks, practices, and standards (Holmes, 2008; McGibbon et al, 2014; Waite & Nardi, 2019), attests to the need to decolonize the nursing classroom, which in effect will decolonize colonial practices within clinical settings. One approach to assist nursing education in the classroom and workplace setting is introducing anti-Black racism (ABR) within the nursing curricula. ABR was coined by Akua Benjamin (2003) to explain the historical, lived experiences of African Canadians, and how colonial legacies in policies and institutions continue to mask racist practices. ABR creates spaces of resistances that can protect recipients and providers of the healthcare system and can disclose and rupture any invisible forms of inequitable practices. Based on the four tenets of ABR, which are, history, experience, invisibility, and legacy, ABR creates critical thinking and dialogues across multiple barriers, therefore providing opportunities for transformative learning and action. By implementing ABR within the nursing curricula, nurses may gain meaningful insights into the various ways racism plays out in the lived experiences of Black, Indigenous, and People of Colour by engaging the student into historical events and lived experiences that expound on varied forms of physical, mental and social enslavements. This presentation will conceptually illustrate the relevance of implementing anti-Black racism within Canadian nursing curricula as an effective strategy that can respond to issues pervading the current climate as well as support student learning and development. As nursing has an ethical responsibility to prepare and educate students to care and protect patients, nursing is also called upon to decolonize its classroom, reform educators and students, and create new practices that will reflect a new, post covid curricula.

Raising Love in A Time of Lovelessness: Kuwentos of Pinayist Motherscholars Resisting COVID-19’s Anti-Asian Racism

ABSTRACT This proposal begins with a critical race commentary on how the current day anti-Asian racism is nothing more than a similar playing out of the United States’s handbook on anti-Asian sentiment. Then the paper takes a narrative turn employing Pinay methodologies such as kuwentos. Each kuwento illuminates how Pinay Motherscholars navigate the hate found in a patriarchal and whitesupremacist academy and the white supremacy in their own communities under anti-Asian COVID-19, while still raising their Filipino children with love and in love. Though Motherscholars writ large are experiencing a similar exhaustion of working while rearing children, Pinay Motherscholars are experiencing a deeper exhaustion from working while not only rearing but also protecting, debunking, and saving our children’s identities, souls, and hearts in the face of anti-Asian racism. To illuminate this compounded exhaustion, interspersed throughout the paper is a poetic assemblage that serves as a forever literary metaphor of what it is like to raise love in a time of lovelessness.

A Critical Study of Chinese International Students’ Experiences Pursuing American Higher Education in the Age of Trump and COVID-19

My dissertation consists of two study areas, examining Chinese international students’ experiences pursing American higher education in the Age of Trump and COVID-19. Although I address different issues in each area, they have a common theme of better understanding the current generation of Chinese international students against the backdrop of Sino-US tensions, the global pandemic, and anti-Asian racism in the US. Drawing on theories in international education, the first area stresses the role of human agency and demonstrates that Chinese students tend to live and study resiliently amid current heightened uncertainties. The other one focuses on how Chinese international students perceive race and racism in the US. Through semi-structured interviews and follow-up exchanges at the climax of two anti-racist US social movements, the Black Lives Matter and Stop Asian Hate, the findings reveal that Chinese students held contrastive views on race and racism before and after their arrival, due to the disjuncture between ideological indoctrination in the home country and experiential exploration in the host country.

Screening Anti-Asian Racism

Abstract The global pandemic of COVID-19 has exacerbated anti-Asian racism—the demonization of the Asian American and Pacific Islander communities as viral origins—in the United States. Offering strategies for inclusion and for identifying tacit forms of misogynistic racism, this article analyzes the manifestation of the ideas of yellow peril and yellow fever in recent films and television series. The spectatorial aspect of racism has both fetishized Asian bodies and erased Asianness from content creators' visual landscapes. These case studies reveal that racialized thinking is institutionalized as power relations in the cultural and political life, take the form of political marginalization of minority groups, and cause emotional distress and physical harm within and beyond the fictional universe.

Review: To Live and Defy in LA: How Gangsta Rap Changed America, by Felicia Angeja Viator

Review: <i>To Live and Defy in LA: How Gangsta Rap Changed America</i>, by Felicia Angeja Viator

Introduction

Introduction

Beyond multiculturalism: revisioning a model of pandemic anti-racism education in post-Covid-19 Canada

Canada was the first country in the world to establish multiculturalism as its official policy for the governance of diversity. Canadian multiculturalism has gained much popularity in political and public discourses in the past 50 years, and it has also received no less criticism as to its effectiveness in addressing issues of racism. There have also been ambiguities over the meaning and intention of multiculturalism, leading to divergent understandings of multiculturalism as an ideal of inclusion and equity, on the one hand, and a mere political rhetoric, on the other. On the occasion of celebrating the 50th anniversary of Canada’s official multiculturalism policy, this article re-visits Canada’s multiculturalism by reviewing its history and ethos and critically examining its actual effects as manifested during the Covid-19 pandemic in Canada. The rise of anti-Asian racism, anti-Black racism, and anti-Indigenous racism incidents in the pandemic reveals that multiculturalism has in effect, sustained a racist and unequal society of Canada with racism entrenched in its history and ingrained in every aspect of its social structure. Multiculturalism tolerates cultural difference but does not challenge an unjust society premised on white supremacy. The anti-racism movement mobilized by racialized communities in Canada indicates that multiculturalism has failed to respond to racialized communities’ pressing demand for social change and action for social justice. The article concludes with a proposed alternative framework to multiculturalism, that is, pandemic anti-racism education model, to centre the issue of race and racism in an action-oriented, inclusive, and empowering approach toward a future of a just society.