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In 2021, Illinois became the first state in the United States to require that K-12 students learn about Asian American history. Illinois achieved this when lawmakers passed House Bill 376 (H.B. 376), colloquially known as the Teaching Equitable Asian American Community History (TEAACH) Act. H.B. 376 received praise for being the first legislation of its kind, and its passage inspired similar bills in New Jersey, Connecticut, and Rhode Island. Given the bill's influence, it is imperative to consider its language and utility. This critical policy analysis specifically investigates lawmakers' employment of the term "Asian American." The analysis ultimately argues that H.B. 376 is a necessary first step in breaking centuries of silence and dislocation for Asian Americans; however, the bill advances a social definition—or sociopolitical understanding—of "Asian American" that is potentially harmful. [ABSTRACT FROM AUTHOR]

This qualitative study explores perceptions of Asian American high school students in social studies. The study finds that students interpret their experiences of learning social studies in various ways. The different perspectives of students on social studies are influenced by beliefs and practices of social studies teachers in curriculum and instruction, along with interplay of racial, ethnic, and cultural identities of Asian American students. The findings of this study suggest the need for comprehensive, diversified curriculum and culturally relevant pedagogy in social studies. [ABSTRACT FROM AUTHOR]

Scholarship suggests that bilingual students' translanguaging skills – their multilingual and multimodal communicative competencies – should be leveraged as a valuable meaning-making resource and that translanguaging pedagogies can disrupt linguistic hierarchies and the ideologies of race, class, and nationhood that constitute them. Nevertheless, much of the scholarship in this area considers students' language practices in unmonitored classroom moments, often in violation of curriculum language expectations for monolingual usage. This qualitative study draws upon 1 year of ethnographic observation and field notes, audio-recorded classroom interactions, and semi-structured interviews in a 5th grade dual immersion (DI) classroom to examine one teacher's deliberate allowances for translanguaging despite administrative language separation requirements and the ambivalence they produced, and students' subsequent meaning-making processes in class. This work highlights the particular dispositions and curriculum arrangements that teachers can rely upon to create a dynamic bilingual environment for students and offers insights into how teachers of emergent bilingual students should be prepared. [ABSTRACT FROM AUTHOR]

The article talks about the Summer Institute in Asian American Studies (SIAAS) project and discusses the meaning of Asian American critical work from other shores across the Pacific. Topics discussed include the SIAAS being a platform to create a nexus for scholars and students located in Asian and Pacific areas to consider issues including migration, urban renewal and human rights that affect Asia, America and Asian America areas.

The article explores the students-generated movement that birthed Asian American Studies in the late 1960s and addresses the needs of students in the field. It notes the efforts of Asian American students for more relevant and accessible education to their communities, influenced by the Civil Rights Movement and international liberation struggles. Mentioned is the structured curricula created by scholars that emphasized the nature of social identities including race, gender, and sexuality.

This study is a chapter in a larger work, in which the authors explore how eight college-educated Asian American professional men negotiate the model minority image to present the performative constructions of their multiple identities within the racialized and gendered context of U.S. organizations where they work. The authors first discuss the participants' perceptions of how others view their social identities as part of a homogenized concept, regardless of their diverse Asian American subjectivities. Then, they examine how the participants engage in performative aspects of the model minority image to promote positive impressions on others and to empower themselves in U.S. organizations. Exploring the subjective standpoint of being the model minority in the context of mainstream organizations, the authors aim to further reconsider the concept of identity as relational in the context of intercultural interactions. [ABSTRACT FROM AUTHOR]

Presents the author's observations about Asian American studies at the University of California in Los Angeles (UCLA) as the UCLA celebrates the 35th anniversary of the UCLA Asian American Studies Center. Impact of Asian American Studies on Asian American students and the Asian American community; Launching of the Department of Asian American Studies; Comments on articles and authors featured in the 2004/2005 issue of "Amerasia."

The article talks about the Summer Institute in Asian American Studies (SIAAS) project that intends to further Asian American Studies in Taiwan and Asia. Topics discussed include what the SIAAS project indicates about the institution­alization of Asian American Studies, the projects first event in Taipei that brought together students and scholars, and the journals commitment to tracking Asian American Studies' developments within and outside the United States.