This essential and urgent book presents research-based understandings about Asian American early childhood, bringing to light the battle Asian Americans face against American nativism from their early years experiences. The first of its kind in academic literature, the book addresses the well-known issue of underrepresentation of Asian Americans in early childhood education research and practice, and in American society in general. Using the intersectionality and multiple identities perspectives, the authors explore a myriad of inaccurate cultural perceptions and misrepresentations, centering within-group differences among Asian American children and giving particular attention to disempowered groups among them. Issues related to socioeconomic status, gender, dis/abilities, linguistic backgrounds, and minority groups among Asian American populations are addressed, with implications for researchers and educators as well as context for examining the policies that cause inequities among Asian American children.This book is key reading for early childhood education researchers, professors, and graduate students to become more productively engaged in discussions and practices toward racial justice.
This essential and urgent book presents research-based understandings about Asian American early childhood, bringing to light the battle Asian Americans face against American nativism from their early years experiences.
Recenzijos
"There is a severe lack of research on the Asian American early childhood education. The authors of Early Childhood and the Asian American Experience address this issue by offering a critical, intersectional analysis of Asian American early childhood education rooted in Asian-centric theorizing and paradigms. This book is an important, impactful intervention in educational research." Wayne Au, Dean and Professor, University of Washington Bothell, Editor, Rethinking Schools.
Early Childhood and the Asian American Experience: Exploring Intersectionality and Addressing Misrepresentations is a necessary book that provokes readers to rethink the stereotype of Asian-American children as the model minority. I commend the authors for their valuable insights on justice-centered teaching by addressing misrepresentation and offering pathways for inclusivity in early childhood education. Okhee Lee, Ph.D. Professor, Steinhardt School of Culture, Education, and Human Development, New York University
Acknowledgements
Chapter
1. Introduction: Framework for Asian American Early Childhood
Education
Introduction
Asian American Early Childhood
The Model Minority Stereotype
Cultural Emphasis on Education in Asian Communities
Languages of Asian American Early Childhood
Nuances of Lack of Representation
Theoretical Influences for This Book
Asian Traditional Values and Asian American Parenting Practices
Our Review of AsianCrit based on Early Childhood Education Perspectives
Alternative Theories for Asian American Early Childhood Education
Designing a New Framework for this Book: Intersectionality of Asian American
Early Childhood
Cultural Dimensions of Asian American Early Childhood
Representation of Asian American Children
Intersectionality and Socioeconomic Realities in Asian American Early
Childhood Education
Navigating Our Research Lens: Our Reflexivity and Positionality for This
Significant Book
Chapter
2. Suda () about Asian Beliefs for Early Childhood Research and
Practice
Introduction
The Suda Approach of Korean American Early Childhood Scholars Research and
Practice
What is Suda?
Suda as Theoretical Framework of Korean American Early Childhood Scholars
Suda as Research Methods of Korean American Early Childhood Scholars
Former Research with Suda in Korean American Families with Young Children
Suda for Childrens Exploration of Racial/cultural Identity and Racism
Suda Examining Our Own Early Education Practice
Suda in Play-Based Family Literacy Practice in Korean American Families
Other Early Childhood Approaches Based On Asian Traditional Beliefs
Eco-Early Childhood Education in Korea
An Inclusion Approach through Confucian Beliefs in Hong Kong
Thich Nhat Hanhs Interbeing for Understanding Immigrant Childrens Lived
Experiences
Explaining Play in the East Indian Context with Hindu
Conclusion
Chapter
3. Understanding Social and Emotional Learning (SEL) for Asian
American Children: Evolving Perspectives and Imperatives
Current State of Social and Emotional Learning in Early Childhood Education
Importance of SEL in Early Childhood
Cultural Responsiveness of SEL in Early Childhood
Asian American Childrens Social and Emotional Learning
Societal Perspectives Influencing Asian American Childrens SEL
Asian American Families Perspectives and Experiences of Their Childrens
SEL
Implications for Supporting Asian American Childrens Social and Emotional
Learning
Promoting Culturally Responsive SEL Training in Early Childhood Teacher
Education
Amplifying the Voices of Asian American Children in SEL Research
Conclusion: Beyond Model Minority Stereotypes
Chapter
4. Invisible and Untold Poverty among Asian American Children in
Early Childhood
Introduction
Why is Poverty in Asian Americans Untold and Invisible?
Model Minority Myth
The Lack of Data and Aggregated Data of Asian Americans
Asian American Children in Poverty Studied in Early Childhood Education
Journals
The Process of Selection for Journals in Early Childhood Education
Asian American Children in Poverty Studies in the Selected Journals
Comprehensive focus: Studies addressing Asian American children in poverty
Partial focus: Studies addressing Asian American children in poverty
Discussion
Future Research
Educators
Limitations of the
Chapter
Chapter
5. Multicultural Picturebooks on Asian or Asian American Children and
Their Families
Multicultural Picturebooks on Asian or Asian American Children
Underrepresentation and Misrepresentation of Asian American Children in
Picturebooks
Under-representation
Misrepresentation
Research Studies on Unpacking Underrepresentation and Misrepresentation of
Asian/Asian Americans in Childrens Picturebooks
Research Studies on Korean/Korean Americans in Childrens Picturebooks
Research Studies on Chinese/Chinese Americans in Childrens Picturebooks
Research Studies on Japanese/Japanese Americans in Childrens Picturebooks
Research Studies on Filipino/Filipino Americans in Childrens Picturebooks
Research Studies on Taiwanese/Taiwanese Americans in Childrens
Picturebooks
Going Beyond Individual Asian/Asian American Cultures Portrayed in
Childrens Picturebooks: Racism and Intersectionality
Trends of Multicultural Picturebooks on Asian/Asian American Before and
After the COVID-19 Pandemic
Chapter
6. Unpacking the Intersectional Invisibility of Asian American
Children with Disabilities in Early Childhood Research
Introduction
The Intersectional Invisibility of Asian American Children with
Disabilities
What We Learned from Research about the Parents of Asian American Children
with Disabilities and Their Culture
The Cultural Context of Asian American Children with Disabilities
Parents Difficulties and Strengths
What We Learned from Childrens Literature Research about Asian American
Children with Disabilities: the In/Visibility of Asian American Children with
Disabilities in Picturebooks
Henry in A Friend for Henry
Chamnan in Bread Song
The Deaf Sister in I Have a Sister My Sister is Deaf
The Need for More Mirror/Window Books that Positively Represent Asian
Americans with Disabilities
Implications
For Teaching Practice
For Researchers
Chapter
7. Asian American Parents Perceptions of their Childrens
Experiences in the Predominantly White Community
Introduction
Asian American Children and Families in Predominantly-White Communities
Heritage Language and English for Asian Americans in Predominantly White
Communities
Current Study
Methods
Context
Participants
Data
Procedures
Data Analysis
Findings
Super Double Minority
Dissonance between Expectations of Heritage Language Learning and Stark
Reality
Diverse Language Experiences of Asian American Children
Teaching the Kids is Very Tricky.: Writing Development in Heritage
Languages
Living in PWS: Advantage or Disadvantage?
Discussion
Conclusion
Index
Sohyun Soh Meacham, PhD, is an Associate Professor of Literacy Education at the University of Northern Iowa.
Su-Jeong Wee, PhD, is an Assistant Professor of Child and Family Studies at California State University, Los Angeles.
Jinhee Kim, PhD, is an Associate Professor of Elementary and Early Childhood Education at Kennesaw State University.
Sophia Han, PhD, is an Associate Professor of Early Childhood Education and Teacher Education at the University of South Florida.
Wu-Ying Hsieh, PhD, is an Associate Professor of Early Childhood Special Education at the University of Northern Iowa.
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