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Journal articles on the topic 'The model minority stereotype'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Dawd, A. M., F. Y. K. Oumar, and C. S. Cukur. "Dynamics in the Contents of Self-Stereotyping and its Implication in Inter-Group Relations." Social Psychology and Society 12, no. 2 (2021): 23–40. http://dx.doi.org/10.17759/sps.2021120202.

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Objectives. Developing a comprehensive model to understand intergroup relationship through integrating two constructs usually used to be examined discretely; self-stereotyping and stereotyping. Background. Today’s understanding of intergroup behavior is firmly grounded in concepts related to stereotypes. In literature, apparently, there are, two dominant approaches in studying stereotype’s effect on intergroup relations. The first approach focuses on the effect of dominant group’s stereotype on intergroup relation, while the second approach focuses on studying the impacts of self stereotyping on victims. Furthermore, minority groups’ self-sterotyping is considered to be derived from the dominant groups’ stereotype. As a result, the prevailing approaches are insensitive to the dynamics in self-stereotype and its implication to the intergroup relationship. In this article, it is claimed that the etiology of intergroup behavior could be better understood by considering a mutually interacting groups’ perspective. Methodology. Systematic approach of reviewing the prevailing literature pertaining to stereotyping and self-stereotyping and integrative analysis method to develop new perspective. Conclusion. Intergroup relation involves the interaction of two or more groups each of them having stereotypes regarding their own group and outgroup. Thus, in this paper, we argued that, the etiology of intergroup behavior cannot be adequately understood without employing the belief system of mutually interacting groups. Hence, we integrated self-stereotyping and other’s stereotypes and the behaviors that emerge during intergroup relations is predicted using the dynamics in the content/valence of minority group members’ self-stereotyping simultaneously with the dominant groups’ stereotype. The integration of these two approaches appears to offer the most adequate explanation for the complex nature of intergroup behavior.

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2

Everhart, Robert. "Unraveling the "Model Minority" Stereotype: Listening to Asian American Youth.:Unraveling the "Model Minority" Stereotype: Listening to Asian American Youth." Anthropology Education Quarterly 29, no. 1 (March 1998): 132–33. http://dx.doi.org/10.1525/aeq.1998.29.1.132.

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3

Mize, Trenton D., and Bianca Manago. "The Stereotype Content of Sexual Orientation." Social Currents 5, no. 5 (March 15, 2018): 458–78. http://dx.doi.org/10.1177/2329496518761999.

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The stereotype content model provides a powerful tool to examine influential societal stereotypes associated with social groups. We theorize how stereotypes of gender, sexuality, and a group’s status in society combine to influence societal views of sexual orientation groups—placing particular emphasis on stereotypes of warmth and competence. In two survey experiments, we collect quantitative measures of stereotype content and open-response items on the stereotypes of bisexual individuals. We predict—and find—that gay men and lesbian women face disadvantaging stereotypes; bisexual men and women, however, face the most severely negative stereotypes of any sexual orientation group—with aggregate judgments of low warmth and competence. In the second study, using a diverse sample, we show that stereotypes about sexual orientation groups are largely culturally consensual. We conclude by emphasizing the importance of comparative approaches that consider both advantaged and disadvantaged groups to fully contextualize stereotypes of minority groups.

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4

Taylor, Charles R., and Barbara B. Stern. "Asian-Americans: Television Advertising and the “Model Minority” Stereotype." Journal of Advertising 26, no. 2 (June 1997): 47–61. http://dx.doi.org/10.1080/00913367.1997.10673522.

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5

Ball, Daisy. "America’s “Whiz Kids”? Ambivalence and the Model Minority Stereotype." Sociological Spectrum 39, no. 2 (March 4, 2019): 116–30. http://dx.doi.org/10.1080/02732173.2019.1608339.

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6

Yi, Stella S., Simona C. Kwon, Rachel Sacks, and Chau Trinh-Shevrin. "Commentary: Persistence and Health-Related Consequences of the Model Minority Stereotype for Asian Americans." Ethnicity & Disease 26, no. 1 (January 21, 2016): 133. http://dx.doi.org/10.18865/ed.26.1.133.

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<p>Fifty years ago, the term model minority was coined to describe the extraordinary ability of Asian Americans to overcome hardship to succeed in American society. Less well-known is how the model minority stereotype was cultivated within the context of Black-White race relations during the second half of the 20th century, and how this stereotype, in turn, has contributed to the understanding and prioritization of health disparities experienced by Asian Americans. The objectives of this article are to define the model minority stereotype, present its controversies, and provide examples of its social and health-related consequences (ie, implications for obesity and tobacco) across multiple levels of society and institutions. A salient theme throughout the examples provided is the limitation of data presented at the aggregate level across all Asian subgroups which masks meaningful disparities. The intent is to increase the visibility of Asian Americans as a racial/ethnic minority group experiencing chronic disease health disparities and deserving of health-related resources and consideration. <em>Ethn Dis</em>. 2016;26(1):133-138;doi:10.18865/ed.26.1.133</p>

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7

Ford, Donna Y., and Stacey J. Lee. "Unraveling the "Model Minority" Stereotype: Listening to Asian American Youth." Journal of Negro Education 65, no. 2 (1996): 248. http://dx.doi.org/10.2307/2967321.

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8

Padgett, Jessica K., Evelina Lou, Richard N. Lalonde, and Joni Y. Sasaki. "Too Asian? The model minority stereotype in a Canadian context." Asian American Journal of Psychology 11, no. 4 (December 2020): 223–32. http://dx.doi.org/10.1037/aap0000203.

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9

Thompson, Taylor L., and Lisa Kiang. "The model minority stereotype: Adolescent experiences and links with adjustment." Asian American Journal of Psychology 1, no. 2 (2010): 119–28. http://dx.doi.org/10.1037/a0019966.

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10

Sánchez-Junquera, Javier, Berta Chulvi, Paolo Rosso, and Simone Paolo Ponzetto. "How Do You Speak about Immigrants? Taxonomy and StereoImmigrants Dataset for Identifying Stereotypes about Immigrants." Applied Sciences 11, no. 8 (April 16, 2021): 3610. http://dx.doi.org/10.3390/app11083610.

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Stereotype is a type of social bias massively present in texts that computational models use. There are stereotypes that present special difficulties because they do not rely on personal attributes. This is the case of stereotypes about immigrants, a social category that is a preferred target of hate speech and discrimination. We propose a new approach to detect stereotypes about immigrants in texts focusing not on the personal attributes assigned to the minority but in the frames, that is, the narrative scenarios, in which the group is placed in public speeches. We have proposed a fine-grained social psychology grounded taxonomy with six categories to capture the different dimensions of the stereotype (positive vs. negative) and annotated a novel StereoImmigrants dataset with sentences that Spanish politicians have stated in the Congress of Deputies. We aggregate these categories in two supracategories: one is Victims that expresses the positive stereotypes about immigrants and the other is Threat that expresses the negative stereotype. We carried out two preliminary experiments: first, to evaluate the automatic detection of stereotypes; and second, to distinguish between the two supracategories of immigrants’ stereotypes. In these experiments, we employed state-of-the-art transformer models (monolingual and multilingual) and four classical machine learning classifiers. We achieve above 0.83 of accuracy with the BETO model in both experiments, showing that transformers can capture stereotypes about immigrants with a high level of accuracy.

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11

Nguyen, Dao Q. "Review of Unraveling the “model minority” stereotype: Listening to Asian American youth." Cultural Diversity and Ethnic Minority Psychology 17, no. 1 (January 2011): 122–23. http://dx.doi.org/10.1037/a0019603.

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12

Choi, Yoonsun, and Benjamin B. Lahey. "Testing the Model Minority Stereotype: Youth Behaviors across Racial and Ethnic Groups." Social Service Review 80, no. 3 (September 2006): 419–52. http://dx.doi.org/10.1086/505288.

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13

Tuan, Mia. "Unraveling the "Model Minority" Stereotype: Listening to Asian American Youth." Journal of Asian American Studies 1, no. 2 (1998): 198–201. http://dx.doi.org/10.1353/jaas.1998.0015.

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14

Iwamoto, Derek, C. W. Lejuez, Erica Hamilton, and Margaux Grivel. "Model minority stereotype, psychological distress, substance use among Asian-American young adults." Drug and Alcohol Dependence 146 (January 2015): e146. http://dx.doi.org/10.1016/j.drugalcdep.2014.09.315.

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15

Cheng, Alice W., Janet Chang, Janine O’Brien, Marc S. Budgazad, and Jack Tsai. "Model Minority Stereotype: Influence on Perceived Mental Health Needs of Asian Americans." Journal of Immigrant and Minority Health 19, no. 3 (May 31, 2016): 572–81. http://dx.doi.org/10.1007/s10903-016-0440-0.

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16

Kim, Jacqueline H. J., Qian Lu, and Annette L. Stanton. "Overcoming constraints of the model minority stereotype to advance Asian American health." American Psychologist 76, no. 4 (May 2021): 611–26. http://dx.doi.org/10.1037/amp0000799.

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17

Zhang, Qin. "Asian Americans Beyond the Model Minority Stereotype: The Nerdy and the Left Out." Journal of International and Intercultural Communication 3, no. 1 (February 2010): 20–37. http://dx.doi.org/10.1080/17513050903428109.

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18

Yu, Tianlong. "Challenging the Politics of the “Model Minority” Stereotype: A Case for Educational Equality." Equity & Excellence in Education 39, no. 4 (December 2006): 325–33. http://dx.doi.org/10.1080/10665680600932333.

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19

Suzuki, Bob H. "Revisiting the Model Minority Stereotype: Implications for Student Affairs Practice and Higher Education." New Directions for Student Services 2002, no. 97 (2002): 21–32. http://dx.doi.org/10.1002/ss.36.

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20

Thompson, Taylor L., Lisa Kiang, and Melissa R. Witkow. "Discrimination, the Model Minority Stereotype, and Peer Relationships Across the High School Years." Journal of Youth and Adolescence 49, no. 9 (June 19, 2020): 1884–96. http://dx.doi.org/10.1007/s10964-020-01268-0.

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21

Lee, Stacey. "More than "Model Minorities" or "Delinquents": A Look at Hmong American High School Students." Harvard Educational Review 71, no. 3 (September 1, 2001): 505–29. http://dx.doi.org/10.17763/haer.71.3.k055628l18wp51v6.

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Hmong American youth are often stereotyped by the popular press as either high-achieving "model minorities" or low-achieving "delinquents." In this ethnographic study, Stacey Lee attempts to move beyond the model minority image of 1.5-generation students and the delinquent stereotype of second-generation students to present a more complex picture of Hmong American students' school experiences. The author explores the way economic forces, relationships with the dominant society, perceptions of opportunities, family relationships, culture, and educational experiences affect Hmong American students' attitudes toward school, and the variation that exists among 1.5- and second-generation youth. This article provides insight into how forces inside and outside school affect attitudes toward education, and suggests possibilities for ways in which schools might better serve these students. (pp. 505–528)

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22

Trytten, Deborah A., Anna Wong Lowe, and Susan E. Walden. "“Asians are Good at Math. What an Awful Stereotype” The Model Minority Stereotype's Impact on Asian American Engineering Students." Journal of Engineering Education 101, no. 3 (July 2012): 439–68. http://dx.doi.org/10.1002/j.2168-9830.2012.tb00057.x.

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23

Lee, Stacey J. "Behind the Model-Minority Stereotype: Voices of High- and Low-Achieving Asian American Students." Anthropology & Education Quarterly 25, no. 4 (December 1994): 413–29. http://dx.doi.org/10.1525/aeq.1994.25.4.04x0530j.

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24

RYU, MINJUNG. "Understanding Korean Transnational Girls in High School Science Classes: Beyond the Model Minority Stereotype." Science Education 99, no. 2 (February 18, 2015): 350–77. http://dx.doi.org/10.1002/sce.21142.

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25

Chen, Szu-Yu, Tzu-Fen Chang, and Kristy Y. Shih. "Model Minority Stereotype: Addressing Impacts of Racism and Inequities on Asian American Adolescents Development." Journal of Child and Adolescent Counseling 7, no. 2 (May 4, 2021): 118–31. http://dx.doi.org/10.1080/23727810.2021.1955544.

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26

Vrkljan, Brenda H. "Dispelling the Disability Stereotype: Embracing a Universalistic Perspective of Disablement." Canadian Journal of Occupational Therapy 72, no. 1 (February 2005): 57–60. http://dx.doi.org/10.1177/000841740507200111.

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Background. The notion of universalism was introduced to me during my first year of PhD studies in Rehabilitation Science. During a class discussion, we debated the merits of two theoretical perspectives that offered contradicting views as to the most effective means to facilitating a shift in societal perceptions of disability. As exemplified by the World Health Organization's current model of health, the International Classification of Functioning, Disability and Health (ICF), there has been a shift from a minority group analysis towards a universalistic perspective of disablement. Purpose. This paper introduces readers to the underlying concepts of both minority group analysis and universalism and, in doing so, proposes that universalism is closely aligned with the underlying constructs of occupational therapy. Universalism provides a comprehensive framework that can be utilized by occupational therapists to encourage the development of health and social-related policies that promote inclusiveness, yet still the respect the differences that exist among individuals. Practice Implications. By improving their familiarity with such theories, occupational therapists may be better positioned to contribute to policy development within their respective treatment and/or community settings.

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27

Park, Soyoung. "Beyond Underrepresentation: Constructing Disability with Young Asian American Children to Preserve the “Model Minority” Stereotype." Pacific Early Childhood Education Research Association 13, no. 3 (September 30, 2019): 73–95. http://dx.doi.org/10.17206/apjrece.2019.13.3.73.

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28

Rodriguez-Operana, Victoria C., Rashmita S. Mistry, and Yu Jung Chen. "Disentangling the myth: Social relationships and Filipino American adolescents’ experiences of the model minority stereotype." Asian American Journal of Psychology 8, no. 1 (2017): 56–71. http://dx.doi.org/10.1037/aap0000071.

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29

Wexler, Jade, and Nicole Pyle. "Dropout Prevention and the Model-Minority Stereotype: Reflections from an Asian American High School Dropout." Urban Review 44, no. 5 (June 30, 2012): 551–70. http://dx.doi.org/10.1007/s11256-012-0207-4.

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30

Yi, Varaxy, Jacqueline Mac, Vanessa S. Na, Rikka J. Venturanza, Samuel D. Museus, Tracy Lachica Buenavista, and Sumun L. Pendakur. "Toward an Anti-Imperialistic Critical Race Analysis of the Model Minority Myth." Review of Educational Research 90, no. 4 (June 18, 2020): 542–79. http://dx.doi.org/10.3102/0034654320933532.

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Over the past three decades, many higher education scholars have engaged in efforts to counter the stereotype that Asian Americans achieve universal and unparalleled academic success. While most of these scholars adopt an anti-oppression approach, some researchers have claimed that this literature reinforces oppressive deficit paradigms. To understand this conflict in existing literature, the current authors utilize an anti-imperialistic approach to analyze scholarship on the model minority myth. The current analysis reveals little evidence that research on the myth reinforced hegemonic deficit thinking. Instead, authors find that scholars largely utilized complex and multifaceted antideficit approaches, challenged dominant essentialist model minority frames, engaged in strategic (anti-)essentialism to navigate complex pan-racial contexts, and reframed the myth to achieve diverse purposes that speak to different audiences. Several implications for conducting critiques of literature reviews and future research on the myth are discussed.

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31

Lee, Ki-Young, and Sung-Hee Joo. "The Portrayal of Asian Americans in Mainstream Magazine Ads: An Update." Journalism & Mass Communication Quarterly 82, no. 3 (September 2005): 654–71. http://dx.doi.org/10.1177/107769900508200311.

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Mass-circulation magazines were analyzed for the frequency and nature of advertising portrayals of Asian Americans, along several dimensions related to the “model minority” stereotype. Findings were compared with those for African Americans and Hispanics. Despite some improvement in the frequency and scope of representation, the presence of Asian Americans is still limited to narrowly defined stereotypical roles. Logistic regression analyses provided further support for the findings. Drawing on both cultivation and expectancy-violation theory frameworks, the authors suggest that, to the extent that the stereotype is reflected and reinforced through advertising, biased and undue expectations may be formed, resulting in negative consequences for the group members.

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32

Yoo, Jinyoung Jinnie. "Does the Model Minority Image Work?: Consumer Responses to the Model Minority Stereotypes in Ads." Journal of Promotion Management 26, no. 6 (April 1, 2020): 911–41. http://dx.doi.org/10.1080/10496491.2020.1745983.

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33

Priscott, Tamsin, and Robert Anthony Allen. "Human capital neurodiversity: an examination of stereotype threat anticipation." Employee Relations: The International Journal 43, no. 5 (February 8, 2021): 1067–82. http://dx.doi.org/10.1108/er-06-2020-0304.

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PurposeThe purpose of the study was to test the assumption of similarities between neurodivergents and other minority groups regarding their reaction to stereotype threat. In addition, it aimed to identify the source of stereotype threat and the neurodivergent's response to it.Design/methodology/approachTwo studies were conducted. Study 1 employed three exercises consisting of brochures, learning sets and posters to test organisational cues, notions of intelligence and situational cues. It collected data from 53 participants to establish whether stereotype threat observed in visible difference such as race, gender and intelligence is equally relevant to neurodiversity. Study 2 consisted of interviews with 44 participants to establish stereotype threat source, reaction and effect on declaration of invisible difference.FindingsNeurodivergents, defined by their invisible difference, react similarly to those with a visible difference with respect to organisational cues and stereotype threat. They will cognisantly define their behaviours depending upon those cues and stereotype threat. In doing so, they draw upon previous personal and work experiences. After the event, they will make a comparison to their assessment. If it is similar to their assessment, it reinforces it; however, if it is dissimilar, the neurodivergent will make an adjustment to the assessment. In both cases, the experience will form part of a future threat assessment.Research limitations/implicationsThe research is limited by its interpretivist nature and sample comprising personnel within a UK government organisation.Practical implicationsThe research has practical implications for employers, providing managers with a model to understand the impact a neurodivergents' previous experiences can have on their ability to interact within the workplace. Such understanding can provide insight into how best to utilise human capital.Originality/valueThis study makes a contribution to theory by expanding knowledge of neurodiversity in the workplace and by identifying the neurodivergents' reaction to the anticipation of a stereotype threat. In addition, it offers the stereotype threat anticipation conceptual model as a representation of the cognitive decisions made by neurodivergents to conceal or reveal their invisible difference.

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34

Zhou, Min, and Carl L. Bankston. "The model minority stereotype and the national identity question: the challenges facing Asian immigrants and their children." Ethnic and Racial Studies 43, no. 1 (November 20, 2019): 233–53. http://dx.doi.org/10.1080/01419870.2019.1667511.

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35

Cheng, Alice W., Derek K. Iwamoto, and Daveon McMullen. "Model minority stereotype and the diagnosis of alcohol use disorders: Implications for practitioners working with Asian Americans." Journal of Ethnicity in Substance Abuse 17, no. 3 (May 26, 2016): 255–72. http://dx.doi.org/10.1080/15332640.2016.1175990.

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36

Lee, Sung-Jae, and Mary Jane Rotheram-Borus. "Beyond the “Model Minority” Stereotype: Trends in Health Risk Behaviors Among Asian/Pacific Islander High School Students." Journal of School Health 79, no. 8 (August 2009): 347–54. http://dx.doi.org/10.1111/j.1746-1561.2009.00420.x.

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37

Booksh, Karl S., and Lynnette D. Madsen. "Academic pipeline for scientists with disabilities." MRS Bulletin 43, no. 8 (August 2018): 625–32. http://dx.doi.org/10.1557/mrs.2018.194.

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The business model for organizational diversity states that “diverse” organizations have a competitive advantage over non-“diverse organizations. These advantages arise from increased creativity,1 problem solving,2,3 decision making,4 and overall quality of results,5 among other observed outcomes. Within academia, increasing diversity benefits performance and persistence of students by reducing the deleterious effects of solo status (being the only representative of a social group)/tokenism (member of a minority social group in a given organization) and stereotype threat.

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38

Lai, Lei. "The Model Minority Thesis and Workplace Discrimination of Asian Americans." Industrial and Organizational Psychology 6, no. 1 (March 2013): 93–96. http://dx.doi.org/10.1111/iops.12015.

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In the focal article, Ruggs et al. (2013) observed that there is a dearth of racial discrimination research beyond the traditional White–Black or White–nonWhite comparisons in the industrial–organizational (I–O) literature and urged researchers to treat each minority race separately because individuals may have unique experiences with discrimination based on different racial stereotypes associated with their race/ethnicity. I agree with the above assessments. Moreover, I argue that the overlook of negative consequences of positive stereotypes of some marginalized groups, such as Asian Americans, is another “missed opportunity” that has not been addressed in the focal article. Specifically, the traditional paradigm, which tends to exclusively focus on how negative stereotypes of a marginalized group (e.g., Blacks, individuals with disabilities) lead to workplace discriminations against them, may be too narrowly focused. In this commentary, I use Asian Americans as an example to illustrate how seemingly positive stereotypes, the model minority thesis, may also lead to workplace discrimination of Asian Americans, an often overlooked minority group in the discrimination literature.

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39

Thompson, Taylor L., Lisa Kiang, and Melissa R. Witkow. "“You’re Asian; You’re supposed to be smart”: Adolescents’ experiences with the Model Minority Stereotype and longitudinal links with identity." Asian American Journal of Psychology 7, no. 2 (2016): 108–19. http://dx.doi.org/10.1037/aap0000038.

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40

Skop, Emily. "The model minority stereotype in Arizona’s anti-immigrant climate: SB 1070 and discordant reactions from Asian Indian migrant organizations." GeoJournal 82, no. 3 (February 19, 2016): 553–66. http://dx.doi.org/10.1007/s10708-016-9704-4.

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41

Museus, Samuel D. "The model minority and the inferior minority myths: Understanding stereotypes and their implications for student learning." About Campus 13, no. 3 (July 2008): 2–8. http://dx.doi.org/10.1002/abc.252.

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42

Chen, Moon S., and Betty Lee Hawks. "A Debunking of the Myth of Healthy Asian Americans and Pacific Islanders." American Journal of Health Promotion 9, no. 4 (March 1995): 261–68. http://dx.doi.org/10.4278/0890-1171-9.4.261.

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Purpose. To present evidence that the model of healthy Asian Americans and Pacific Islanders (AAPIs) stereotype is a myth. Search Method. The authors retrieved literature from the National Library of Medicine's compact disk databases (Cancerlit, CINAHL, Health, and MEDLINE), and examined pertinent federal government publications supplemented by the authors' knowledge of other published materials. Important Findings. This review paper presents three reasons why AAPIs are underserved: (1) the population growth rate has been unusually rapid and recent; (2) data regarding the health status of AAPIs are inadequate; and (3) the myth that AAPIs are model minority populations in terms of their health status was promulgated. Major Conclusions. The conclusions are as follows: (1) AAPIs are heterogenous with respect to demographic factors and health risk factors; (2) because the current databases on the health status of AAPIs include small sample sizes, both the quantity and quality of these data need to be improved with respect to appropriate gender and ethnic group representation; (3) Risk factor and mortality data for AAPIs suggest that the burden of certain preventable diseases, namely, tuberculosis, hepatitis-B, liver cancer, and lung cancer may be higher than those of any other racial and ethnic population. The model healthy AAPI stereotype is a myth.

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43

Mohite, Ragini Indrajit. "Navigating model minority stereotypes: Asian Indian youth in South Asian diaspora." South Asian Diaspora 9, no. 2 (January 20, 2017): 225–26. http://dx.doi.org/10.1080/19438192.2017.1280930.

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44

Pelfrey, William V., Steven Keener, and Michael Perkins. "Examining the Role of Demographics in Campus Crime Alerts." Race and Justice 8, no. 3 (November 4, 2016): 244–69. http://dx.doi.org/10.1177/2153368716675475.

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Colleges and universities are required by the Clery Act to issue crime alerts to members of the campus community. Issuing agencies have significant discretion in the timing and information included in crime alerts, including the perpetrator descriptors. The inclusion of perpetrator/suspect descriptions in the crime alert is intended to maximize public safety. Race descriptors may have negative consequences through the repetition of minority suspect information. To address the issue of demographic use in crime alerts, a mixed method approach was employed. A summary review of several years of crime alerts issued by a large urban university was conducted to assess the role of demographics. Qualitative data were collected through a series of focus groups and interviews addressing the balance of public safety and potential negative perceptions (perpetuated by crime alerts). Reviewed crime alerts indicate that they are largely posted for violent crimes, particularly robbery, armed robbery, and aggravated assault. Perpetrators are overwhelmingly male and largely Black. It is reasonable to question whether repeated descriptions of crime acts committed by Black males could raise, foster, or enhance negative stereotypes. Recommendations for model crime alerts and campus events are included. Consideration of stereotype impacts may influence crime alerts but circumstances and public risk may supersede these concerns.

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45

Kelsey, Mary E. "Welfare Policies and Racial Stereotypes: The Structural Construction of a Model Minority." Explorations in Ethnic Studies 17, no. 1 (January 1, 1994): 63–78. http://dx.doi.org/10.1525/ees.1994.17.1.63.

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46

Ibaraki, Alicia Yee, Gordon C. Nagayama Hall, and Janice A. Sabin. "Asian American cancer disparities: The potential effects of model minority health stereotypes." Asian American Journal of Psychology 5, no. 1 (2014): 75–81. http://dx.doi.org/10.1037/a0036114.

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47

Cheryan, Sapna, and Galen V. Bodenhausen. "When Positive Stereotypes Threaten Intellectual Performance: The Psychological Hazards of “Model Minority” Status." Psychological Science 11, no. 5 (September 2000): 399–402. http://dx.doi.org/10.1111/1467-9280.00277.

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48

Assalone, Amanda E., and Amy Fann. "Understanding the Influence of Model Minority Stereotypes on Asian American Community College Students." Community College Journal of Research and Practice 41, no. 7 (July 22, 2016): 422–35. http://dx.doi.org/10.1080/10668926.2016.1195305.

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49

Phills, Curtis E., Amanda Williams, Jennifer M. Wolff, Ashley Smith, Rachel Arnold, Katelyn Felegy, and M. Ellen Kuenzig. "Intersecting race and gender stereotypes: Implications for group-level attitudes." Group Processes & Intergroup Relations 21, no. 8 (June 13, 2017): 1172–84. http://dx.doi.org/10.1177/1368430217706742.

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Abstract:

Two studies examined the relationship between explicit stereotyping and prejudice by investigating how stereotyping of minority men and women may be differentially related to prejudice. Based on research and theory related to the intersectional invisibility hypothesis (Purdie-Vaughns & Eibach, 2008), we hypothesized that stereotyping of minority men would be more strongly related to prejudice than stereotyping of minority women. Supporting our hypothesis, in both the United Kingdom (Study 1) and the United States (Study 2), when stereotyping of Black men and women were entered into the same regression model, only stereotyping of Black men predicted prejudice. Results were inconsistent in regard to South Asians and East Asians. Results are discussed in terms of the intersectional invisibility hypothesis (Purdie-Vaughns & Eibach, 2008) and the gendered nature of the relationship between stereotyping and attitudes.

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Lee, Yomee. "From Forever Foreigners to Model Minority: Asian American Men in Sports." Physical Culture and Sport. Studies and Research 72, no. 1 (December 1, 2016): 23–32. http://dx.doi.org/10.1515/pcssr-2016-0025.

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AbstractDespite their long history in the United States, relatively little scholarly attention has been paid to Asian Americans and their lived experience in sports. The purpose of this study was to give voices to Asian American men by focusing on their experiences in sports. In particular, this study examined the experiences of East Asian and Southeast Asian American male college students who were often perceived as “foreign” and “pejoratively feminine” racialized minority yet participated in sports that were associated with dominant masculinity in the U.S. The setting of the study was as a predominately White institution located in Upstate New York where Asian Americans make up about one percent of the total student population. Qualitative research method was employed for the study. Six Asian American male students were recruited through snowball and purposeful sampling methods. In-depth interviews were conducted to reveal the rich stories of these Asian American men. The research showed that the stories of Asian American male college students were much nuanced and complicated. Specifically, this study revealed that Asian American men were constantly otherized as “forever foreigners” who did not have a legitimate citizenship in the United States. Also, Asian Americans faced unique ideas about their manhood that either highlighted emasculated and feminized masculinity or hyper-masculinity. In dealing with these situations, Asian American men employed unique cultural strategies to challenge and resist racial stereotypes through sports.

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