UC San Diego

Throughout American history and particularly in recent years, the impacts of police brutality, COVID-19, and inequity on communities of color have been topics of discussion. Asian Americans have long been labeled the "model minority," a stereotype that places undue expectations and stress on the community. This model minority myth (MMM) continues to thrive, but educational institutions are working to combat its impact. However, few studies address the MMM from an asset-based approach, focusing on recognizing students' strengths rather than their needs. Shifting this focus can better reflect the contributions students make to learning environments and challenge conventional deficit-based pedagogies that ignore the knowledge, and skills students bring.

This study examined the racial and cultural experiences of Asian Americans in U.S. society and education, especially in the context of the MMM. By advocating for an asset-based approach, it critiques the shortcomings of deficit perspectives and highlights the value of focusing on students' positive attributes. The study also explored the utilization asset-based tool, the Gallup CliftonStrengths® Assessment, which may help mitigate the effects of the MMM. Conducted through a hermeneutical phenomenological approach, the research provided insights into how higher education can better engage with the lived experiences of Asian American students, fostering an environment that values their contributions both inside and outside the classroom. The study’s key findings highlight that the MMM continues to negatively impact Asian Americans, that Asian Americans’ motivations to pursue higher education are influenced by factors beyond family expectations, and that asset-based approaches can elevate Asian American experiences while challenging the assumptions of the MMM.