The Push for Asian American Native American Pacific Islander-Serving Institutions: Highlighting the Perspectives of Student Activists

This paper documents the involvement of students who advocated for what eventually became the federal designation for Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs). Through interviews with 12 student activists, we document students' motivations for mobiliz...

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Bibliographic Details
Published in:The Journal of higher education (Columbus) Vol. 93; no. 2; pp. 195 - 219
Main Authors: Park, Julie J., Dizon, Jude Paul Matias
Format: Journal Article
Language:English
Published: Columbus Routledge 23.02.2022
Taylor & Francis Ltd
Subjects:
Activism
Advocacy
Asian American and Pacific Islander Serving Institutions
Asian American Students
Asian Americans
Asian Americans And Pacific Islanders
Barriers
Educational Legislation
Federal Legislation
Higher Education
Higher Education Act
Minority Serving Institutions
Motivation
Pacific Islander people
Pacific Islanders
panethnicity
Peer Relationship
Race
racial formation
Student Attitudes
Student Motivation
Student Needs
Students
ISSN:0022-1546, 1538-4640
Online Access:Get full text
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Summary:This paper documents the involvement of students who advocated for what eventually became the federal designation for Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs). Through interviews with 12 student activists, we document students' motivations for mobilizing, as well as the challenges they encountered. Students identified motivations such as gaining additional resources, seeking recognition through the legislation, and fostering proactive approaches to activism. Challenges included motivating their peers beyond immediate self-interest and the overshadowing of individual subgroup concerns within the broader Asian American and Pacific Islander community. We comment on the ways in which the push for AANAPISIs represents a racial project within a broader process of racial formation, and highlight both the possibilities and limitations of student advocacy.
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ISSN:0022-1546
1538-4640
DOI:10.1080/00221546.2021.1979848