Aeriel A Ashlee | Saint Cloud State University (original) (raw)
Papers by Aeriel A Ashlee
ProQuest LLC eBooks, 2019
Routledge eBooks, Jun 21, 2023
Journal of Asian American Studies, 2019
's Invisible Asians explores Korean adoptees' experiences in a transnational context. It depicts ... more 's Invisible Asians explores Korean adoptees' experiences in a transnational context. It depicts for the reader the full circle of transnational adoption from Korea (birth country) to America (adoptive country; mostly white American middle-class households) and back to Korea to search for their birth parents and identity. To draw a vivid picture in narrating the (previously untold) stories of Korean adoptees, the author deploys a variety of methodologies such as collecting oral history, in-depth interviews, and participant observation, as well as discourse analysis on newspapers and policy documents. In doing so, the book invites readers to experience the fascinating stories of Korean adoptees and their earnest search for racial and national identity, which is constantly reshaped and negotiated within multiple boundaries. The book consists of eight chapters, including an introduction and conclusion. Chapter 1 contextualizes the research in terms of both theory and method. Chapters 2 and 3 introduce the historical background of Korean adoptees from the Cold War to the rise of transnational adoption in the 1970s and 1980s. Chapter 4 specifically discusses the Korean adoptee experience in Minnesota, the largest state that arranges Korean adoption programmes in the US. Chapters 5 and 6 explore the identity politics and negotiation of Korean adoptees in terms of their hybrid identities in between whiteness and Asianness (racial identity), as well as Americanness and Koreanness (national identity). This book makes a few important departures from previous adoption studies. First, unlike most previous research on transracial adoption, whose primary focuses were either adoption agencies or (adoptive) parents, Park Nelson's book skillfully privileges adoptee voices in order to highlight adoptee experiences through their own narratives and perspectives. Over the 60 years of the history of Korean adoptees in the US, adoption studies have mainly considered "parents as primary agents of adoption processes" and "high cultural assimilation and normalization of adoptees as a measure of adoption success" (18). Because assimilation was considered to be a successful outcome of transracial adoption, Korean adoptees' racial/ethnic identity has rarely been discussed as if race does not matter, instead depicting these adoptees as perfectly assimilated subjects
International Journal of Qualitative Studies in Education, Apr 23, 2020
For much of our lives, we have struggled with not feeling enough in our racial identities, believ... more For much of our lives, we have struggled with not feeling enough in our racial identities, believing one could identify as an Asian or Black person in the "right" way. This quest toward racial authenticity has resulted in feelings of shame and failure, as we strived to reach a marker that was unachievable. In this duoethnography, we explore the meaning we have made of racial authenticity, as we also worked through power differentials coming to newfound understanding of ourselves as racialized beings. Specifically, we wrestle with four larger ideas: family, whiteness, the fleeting nature of feeling racially enough, and agency. We close with implications for practice for those wishing to push back against racial authenticity and build solidarity across minoritized racial identities.
University of Illinois Press eBooks, Apr 15, 2020
This chapter features a critical race counterstory from an Asian American womxn of color about he... more This chapter features a critical race counterstory from an Asian American womxn of color about her doctoral education and graduate school socialization. Framed within critical race theory, the author chronicles racial microaggressions she endured as a first-year higher education doctoral student. The author describes the ways in which the model minority myth is wielded as a tool of white supremacy and how the pervasive stereotype overlaps with the imposter syndrome to manifest in a unique oppression targeting Asian American graduate students. The author draws inspiration from Asian American activist Grace Lee Boggs, which helps her resist the intersectional oppression of white supremacy and patriarchy present within academia. The chapter concludes with recommendations to support womxn of color graduate students.
Routledge eBooks, Jun 21, 2023
ProQuest LLC eBooks, 2019
Genealogy, May 18, 2022
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
International Journal of Multicultural Education, 2017
This critical collaborative autoethnography examines how three “womxn” of color (Asian American, ... more This critical collaborative autoethnography examines how three “womxn” of color (Asian American, Latina, and African American) graduate students experience and resist intersectional racism and sexism in higher education. The authors reflect on their individual journeys to “wokeness” and share their collective process of cultivating a community of “sista” scholars integral to their wellness, wokeness, and persistence in an oppressive educational system.
Journal of Student Affairs Research and Practice, 2010
Whether indirectly from governmental and non-governmental organizations or directly from higher e... more Whether indirectly from governmental and non-governmental organizations or directly from higher education institutions, students receive messages that they should study abroad. Studying in a foreign country is considered essential if students are to be marketable to future employers and prepared to lead the U.S. into a new era. Despite the presence of such messages, the understanding of what it means to be absent from the undergraduate student population willing and able to study in a foreign country is severely limited. Importantly, what are the perceptions and experiences of students who repeatedly hear the value of study abroad and who, at the same time, are not willing and/or able to participate? The purpose of this critical
This chapter features a critical race counterstory from an Asian American womxn of color about he... more This chapter features a critical race counterstory from an Asian American womxn of color about her doctoral education and graduate school socialization. Framed within critical race theory, the author chronicles racial microaggressions she endured as a first-year higher education doctoral student. The author describes the ways in which the model minority myth is wielded as a tool of white supremacy and how the pervasive stereotype overlaps with the imposter syndrome to manifest in a unique oppression targeting Asian American graduate students. The author draws inspiration from Asian American activist Grace Lee Boggs, which helps her resist the intersectional oppression of white supremacy and patriarchy present within academia. The chapter concludes with recommendations to support womxn of color graduate students.
International Journal of Qualitative Studies in Education
Journal of Asian American Studies
Self-authorship – that is one's internal capacity to generate their own beliefs, identity, and re... more Self-authorship – that is one's internal capacity to generate their own beliefs, identity, and relationships – is regularly touted as a core learning outcome in higher education. Many college and university educators employ the Learning Partnerships Model (LPM) as a framework for fostering self-authorship with college students. However, in this article, four doctoral students argue that the LPM may be limited if uncritically applied to diverse populations. Using Critical Race Theory as both a theoretical and analytical framework, the authors critique the misappropriation of the LPM in student affairs. Drawing upon their own experiences as students and educators, the co-authors (1) argue that there are important considerations and cautions in applying LPM to racially and culturally diverse populations, (2) critique the LPM's emphasis on individualism, and (3) explore the unacknowledged benefits to White students' learning, development, and growth at the expense of their Peers of Color. The purpose of this study is to examine the limitations of self-authorship and the LPM in the context of contemporary diversity in higher education, with the aim of moving student affairs educators toward more culturally relevant and inclusive models of student development. The Learning Partnerships Model (LPM) is an empirically grounded approach to promoting self-authorship and adult development (Baxter Magolda, 2004).
This critical collaborative autoethnography examines how three " womxn " of color (Asian American... more This critical collaborative autoethnography examines how three " womxn " of color (Asian American, Latina, and African American) graduate students experience and resist intersectional racism and sexism in higher education. The authors reflect on their individual journeys to " wokeness " and share their collective process of cultivating a community of " sista " scholars integral to their wellness, wokeness, and persistence in an oppressive educational system. Why We Write Our Stories Wokeness Revealed Notes References Author Contact To be woke is not just a political ideology, It is an unretractable existence A contradictory remedy of healing and pain. The cultivation of a deep and necessary consciousness of survival that slices white patriarchal supremacy and wounds the heart—opening minds. Our eyes never shut. Our voices never seize. We are courageous, we are fierce, we are exhausted. And yet we persist. We are Alive. We are here. We are WOKE.
Whether indirectly from governmental and non-governmental organizations or directly from higher e... more Whether indirectly from governmental and non-governmental organizations or directly from higher education institutions, students receive messages that they should study abroad. Studying in a foreign country is considered essential if students are to be marketable to future employers and prepared to lead the U.S. into a new era. Despite the presence of such messages, the understanding of what it means to be absent from the undergraduate student population willing and able to study in a foreign country is severely limited. Importantly, what are the perceptions and experiences of students who repeatedly hear the value of study abroad and who, at the same time, are not willing and/or able to participate? The purpose of this critical
ACPA Developments
With increasingly diverse college student populations, exploring intersections of identity has be... more With increasingly diverse college student populations, exploring intersections of identity has become a central programmatic and developmental focal point within student affairs in higher education. Often this means educators pay particular attention to student communities who experience multiple points of marginalization. In this article, the authors assert that exploring intersectionality for those with privileged and dominant identities is also necessary to engage in transformative social justice work.
ProQuest LLC eBooks, 2019
Routledge eBooks, Jun 21, 2023
Journal of Asian American Studies, 2019
's Invisible Asians explores Korean adoptees' experiences in a transnational context. It depicts ... more 's Invisible Asians explores Korean adoptees' experiences in a transnational context. It depicts for the reader the full circle of transnational adoption from Korea (birth country) to America (adoptive country; mostly white American middle-class households) and back to Korea to search for their birth parents and identity. To draw a vivid picture in narrating the (previously untold) stories of Korean adoptees, the author deploys a variety of methodologies such as collecting oral history, in-depth interviews, and participant observation, as well as discourse analysis on newspapers and policy documents. In doing so, the book invites readers to experience the fascinating stories of Korean adoptees and their earnest search for racial and national identity, which is constantly reshaped and negotiated within multiple boundaries. The book consists of eight chapters, including an introduction and conclusion. Chapter 1 contextualizes the research in terms of both theory and method. Chapters 2 and 3 introduce the historical background of Korean adoptees from the Cold War to the rise of transnational adoption in the 1970s and 1980s. Chapter 4 specifically discusses the Korean adoptee experience in Minnesota, the largest state that arranges Korean adoption programmes in the US. Chapters 5 and 6 explore the identity politics and negotiation of Korean adoptees in terms of their hybrid identities in between whiteness and Asianness (racial identity), as well as Americanness and Koreanness (national identity). This book makes a few important departures from previous adoption studies. First, unlike most previous research on transracial adoption, whose primary focuses were either adoption agencies or (adoptive) parents, Park Nelson's book skillfully privileges adoptee voices in order to highlight adoptee experiences through their own narratives and perspectives. Over the 60 years of the history of Korean adoptees in the US, adoption studies have mainly considered "parents as primary agents of adoption processes" and "high cultural assimilation and normalization of adoptees as a measure of adoption success" (18). Because assimilation was considered to be a successful outcome of transracial adoption, Korean adoptees' racial/ethnic identity has rarely been discussed as if race does not matter, instead depicting these adoptees as perfectly assimilated subjects
International Journal of Qualitative Studies in Education, Apr 23, 2020
For much of our lives, we have struggled with not feeling enough in our racial identities, believ... more For much of our lives, we have struggled with not feeling enough in our racial identities, believing one could identify as an Asian or Black person in the "right" way. This quest toward racial authenticity has resulted in feelings of shame and failure, as we strived to reach a marker that was unachievable. In this duoethnography, we explore the meaning we have made of racial authenticity, as we also worked through power differentials coming to newfound understanding of ourselves as racialized beings. Specifically, we wrestle with four larger ideas: family, whiteness, the fleeting nature of feeling racially enough, and agency. We close with implications for practice for those wishing to push back against racial authenticity and build solidarity across minoritized racial identities.
University of Illinois Press eBooks, Apr 15, 2020
This chapter features a critical race counterstory from an Asian American womxn of color about he... more This chapter features a critical race counterstory from an Asian American womxn of color about her doctoral education and graduate school socialization. Framed within critical race theory, the author chronicles racial microaggressions she endured as a first-year higher education doctoral student. The author describes the ways in which the model minority myth is wielded as a tool of white supremacy and how the pervasive stereotype overlaps with the imposter syndrome to manifest in a unique oppression targeting Asian American graduate students. The author draws inspiration from Asian American activist Grace Lee Boggs, which helps her resist the intersectional oppression of white supremacy and patriarchy present within academia. The chapter concludes with recommendations to support womxn of color graduate students.
Routledge eBooks, Jun 21, 2023
ProQuest LLC eBooks, 2019
Genealogy, May 18, 2022
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
International Journal of Multicultural Education, 2017
This critical collaborative autoethnography examines how three “womxn” of color (Asian American, ... more This critical collaborative autoethnography examines how three “womxn” of color (Asian American, Latina, and African American) graduate students experience and resist intersectional racism and sexism in higher education. The authors reflect on their individual journeys to “wokeness” and share their collective process of cultivating a community of “sista” scholars integral to their wellness, wokeness, and persistence in an oppressive educational system.
Journal of Student Affairs Research and Practice, 2010
Whether indirectly from governmental and non-governmental organizations or directly from higher e... more Whether indirectly from governmental and non-governmental organizations or directly from higher education institutions, students receive messages that they should study abroad. Studying in a foreign country is considered essential if students are to be marketable to future employers and prepared to lead the U.S. into a new era. Despite the presence of such messages, the understanding of what it means to be absent from the undergraduate student population willing and able to study in a foreign country is severely limited. Importantly, what are the perceptions and experiences of students who repeatedly hear the value of study abroad and who, at the same time, are not willing and/or able to participate? The purpose of this critical
This chapter features a critical race counterstory from an Asian American womxn of color about he... more This chapter features a critical race counterstory from an Asian American womxn of color about her doctoral education and graduate school socialization. Framed within critical race theory, the author chronicles racial microaggressions she endured as a first-year higher education doctoral student. The author describes the ways in which the model minority myth is wielded as a tool of white supremacy and how the pervasive stereotype overlaps with the imposter syndrome to manifest in a unique oppression targeting Asian American graduate students. The author draws inspiration from Asian American activist Grace Lee Boggs, which helps her resist the intersectional oppression of white supremacy and patriarchy present within academia. The chapter concludes with recommendations to support womxn of color graduate students.
International Journal of Qualitative Studies in Education
Journal of Asian American Studies
Self-authorship – that is one's internal capacity to generate their own beliefs, identity, and re... more Self-authorship – that is one's internal capacity to generate their own beliefs, identity, and relationships – is regularly touted as a core learning outcome in higher education. Many college and university educators employ the Learning Partnerships Model (LPM) as a framework for fostering self-authorship with college students. However, in this article, four doctoral students argue that the LPM may be limited if uncritically applied to diverse populations. Using Critical Race Theory as both a theoretical and analytical framework, the authors critique the misappropriation of the LPM in student affairs. Drawing upon their own experiences as students and educators, the co-authors (1) argue that there are important considerations and cautions in applying LPM to racially and culturally diverse populations, (2) critique the LPM's emphasis on individualism, and (3) explore the unacknowledged benefits to White students' learning, development, and growth at the expense of their Peers of Color. The purpose of this study is to examine the limitations of self-authorship and the LPM in the context of contemporary diversity in higher education, with the aim of moving student affairs educators toward more culturally relevant and inclusive models of student development. The Learning Partnerships Model (LPM) is an empirically grounded approach to promoting self-authorship and adult development (Baxter Magolda, 2004).
This critical collaborative autoethnography examines how three " womxn " of color (Asian American... more This critical collaborative autoethnography examines how three " womxn " of color (Asian American, Latina, and African American) graduate students experience and resist intersectional racism and sexism in higher education. The authors reflect on their individual journeys to " wokeness " and share their collective process of cultivating a community of " sista " scholars integral to their wellness, wokeness, and persistence in an oppressive educational system. Why We Write Our Stories Wokeness Revealed Notes References Author Contact To be woke is not just a political ideology, It is an unretractable existence A contradictory remedy of healing and pain. The cultivation of a deep and necessary consciousness of survival that slices white patriarchal supremacy and wounds the heart—opening minds. Our eyes never shut. Our voices never seize. We are courageous, we are fierce, we are exhausted. And yet we persist. We are Alive. We are here. We are WOKE.
Whether indirectly from governmental and non-governmental organizations or directly from higher e... more Whether indirectly from governmental and non-governmental organizations or directly from higher education institutions, students receive messages that they should study abroad. Studying in a foreign country is considered essential if students are to be marketable to future employers and prepared to lead the U.S. into a new era. Despite the presence of such messages, the understanding of what it means to be absent from the undergraduate student population willing and able to study in a foreign country is severely limited. Importantly, what are the perceptions and experiences of students who repeatedly hear the value of study abroad and who, at the same time, are not willing and/or able to participate? The purpose of this critical
ACPA Developments
With increasingly diverse college student populations, exploring intersections of identity has be... more With increasingly diverse college student populations, exploring intersections of identity has become a central programmatic and developmental focal point within student affairs in higher education. Often this means educators pay particular attention to student communities who experience multiple points of marginalization. In this article, the authors assert that exploring intersectionality for those with privileged and dominant identities is also necessary to engage in transformative social justice work.