AAPI children face more discrimination than any other ethnic group in the U.S.
More than 3 million AAPI students are enrolled in colleges and universities in the United States, according to an APA study.
And while they’re not as likely to be the victims of bias as Asian American and Latino students, they face even higher barriers than their Asian American counterparts.
AAPA data show that Asian Americans make up less than 5 percent of students enrolled in four-year colleges in the US.
But AAPI, the nation’s largest Asian ethnic group, make up more than 20 percent of the students enrolled at public universities.
They also have the highest rates of discrimination, according the study.
More than half of all AAPI college students have experienced a student conduct violation or been suspended for a disciplinary violation, according data collected by the APA Educational and Cultural Diversity Study.
“The experiences that our students go through are very real,” said Dr. Susan Buehler, the co-director of the study and a professor at the University of Minnesota.
“They are a very diverse group, and the diversity is very high.”
But it’s the way that discrimination is framed that is often the hardest for Asian Americans.
Buehl, who grew up in Minnesota and now lives in the Chicago area, said that her own experiences as a student have led her to believe that the Asian American experience is more complex than it is.
Bailiwick Buell is an AAPI student who says she’s seen racism and other forms of discrimination from peers and teachers in her community.
She was part of a class at a public high school that had a white student named James.
James was on the honor roll, and I was on a team that did all the honors, Buella said.
When I asked why, I was told, he was a good student, but we were not a good team, because James had a history of behavior problems.
I said, James is a good person, and you know why?
Because he was on honor roll.
And he did all right, Buhl said.
Buhll is now a teacher at a charter school in Chicago, and she said she’s noticed that the way she talks to students has changed as well.
“I don’t want to say, ‘Oh, we’re going to give you this information because it will help you feel good about yourself and your accomplishments,’ because that’s not how I have always done it,” Buhler said.
She said she also believes that the language she uses to communicate is different, and often not always in a positive way.
“Some people might not think that the English language is used to make them feel better about themselves, but I think it is,” Buello said.
“So you have to use the language that you have and understand what that is.
It’s not about you.”
BueLLAs students are sometimes treated differently than their peers in their home country, and when they get to college, they often feel that they have to prove themselves.
Beell is one of those students.
Baull says that she was born and raised in India and her parents came to the US when she was six months old.
“My family was really hard on me,” she said.
Her parents didn’t talk to her about her Asian American heritage, she said, so she didn’t have a sense of self-identity until she was older.
“When I was growing up, I didn’t understand that I was different, I just thought I was,” BeeLL said.
And it wasn’t until she went to college that she realized she was different.
BEELLS parents brought her to California to attend a prestigious college and then to Harvard.
“It wasn’t for the money, it wasn, it was just the experience that I had there,” BEEELL said.
For her, it also meant that she could meet a diverse group of people who were like her, including Asian American women, who were also in the same boat.
BECKELS parents had an experience similar to Buhls.
They were raised in Canada and were given a lot of freedom.
But their parents came from a very small, rural village, and they were taught that it was better to be poor and in the back of the line, BECKELS parents said.
In fact, they had to go to college to pay for it.
BUELLS parent also had a very strict upbringing.
She had to attend classes and do homework, she remembers.
And her parents took the opportunity to be supportive, BauLL said, but not to her.
“In my family, my parents would always say, you have a great future ahead of you,” BECKELL said, referring to the school where she is now enrolled.
“And I would always tell them, I don’t know how to make that promise, but at least you are going to go there.
And they always say to me, you will.” BuhELL