Redefining Success: Unveiling the Diverse Realities of Asian American Students in U.S. Education

The Vermont Connection Volume 46 Coalition and Insurgence: Responding to the Anti-DEI Climate in Higher Education. Article 12 April 2025 Redefining Success: Unveiling the Diverse Realities of Asian American Students in U.S. Education Jolina G. Halloran Fairleigh Dickinson University Follow this and additional works at: https://scholarworks.uvm.edu/tvc Part of the Higher Education Commons Recommended Citation Halloran, J. G. (2025). Redefining Success: Unveiling the Diverse Realities of Asian American Students in U.S. Education. The Vermont Connection, 46(1). https://scholarworks.uvm.edu/tvc/vol46/iss1/12 This Article is brought to you for free and open access by the College of Education and Social Services at UVM ScholarWorks. It has been accepted for inclusion in The Vermont Connection by an authorized editor of UVM ScholarWorks. For more information, please contact . 76 • The Vermont Connection • 2025 • Volume 46 Redefining Success: Unveiling the Diverse Realities of Asian American Students in U.S. Education Jolina Bruno Halloran This paper critically examines the multifaceted and often marginalized experiences of Asian American students within the U.S. educational system. It interrogates the pervasive “model minority” myth and its detrimental impact on academic opportunities, mental health, and systemic inequities. Expanding on these themes, the paper explores the consequences of the Students for Fair Admissions v. Harvard lawsuit and the anti-DEI climate, emphasizing how these developments exacerbate existing disparities and obscure the needs of underserved subgroups, including Southeast Asians, Pacific Islanders, and low-income Asian Americans. Drawing from personal experiences as an Asian American woman, the author illustrates the intersectionality of race, ableism, and identity, while challenging stereotypes through a nuanced analysis of the “success frame.” This paper calls for education reform that disaggregates data, addresses systemic barriers, and fosters equitable spaces where all students can thrive, advocating for a more inclusive and just future in higher education. Keywords: Asian American students, affirmative action, SFFA v. Harvard, model minority, success frame, anti-DEI climate, race and ableism Jolina Halloran, is the Associate Director of Academic Advising at Pace University in Pleasantville, NY. She successfully defended her dissertation in March 2025 and will graduate with her doctorate in Higher Education from Fairleigh Dickinson University in May 2025. She also holds a BBA in Management Information Systems and an MBA in International Business, both from Pace University. Following the tragic loss of her 19-year-old son, Jolina and her husband founded the Break the Hold Foundation (BTH), a nonprofit organization dedicated to suicide prevention and mental health education. BTH delivers Dialectical Behavior Therapy (DBT) STEPS-A programming to adolescents in several Westchester County, NY schools. More information can be found at https://BTHbreakthehold.org Despite her profound loss, Jolina continues to find beauty and magic in life. She enjoys running, meditation, and yoga. She would like to thank Dr. Fredrick Engram of Fairleigh Dickinson University’s School of Education, Ed.D. Higher Education program, for encouraging her to share her story in the VT Connection 77 • The Vermont Connection • 2025 • Volume 46 Introduction My journey as an Asian American woman from the Philippines has been shaped by the complexities of race, identity, and societal expectations. From a young age, I became aware of the racial hierarchies that permeate American society. In kindergarten, I remember being singled out and punished in ways that my White classmates were not. It wasn’t until my family moved from Queens, New York, to a predominantly White suburb that I truly understood what it meant to be “othered” because of my race. On my first day of school, a classmate yelled, “It’s a chink!” - a moment that made me acutely aware of my position in a racial hierarchy where Whiteness was the standard and individuals like me were relegated to the margins (Tatum, 2017). These early experiences of racial inequity became a defining force, shaping both my worldview and my commitment to challenging systemic discrimination. These challenges did not vanish in higher education; instead, they were magnified by the intersections of race and ableism. As a doctoral student, I sometimes found my contributions dismissed by some White classmates. My identity as an Asian American woman was further complicated by an unseen disability that affects my speech. The scars on my vocal cords marked me as different, subjecting me to ableist attitudes that compound the racial biases I already encountered (Ford, 2009). These experiences mirror a broader reality for students and professionals of color, particularly those with disabilities, who must navigate academic and professional spaces that were not designed to accommodate their needs. These personal encounters with racial and ableist prejudice fuel my dedication to creating spaces where marginalized voices are both heard and validated. My journey is not unique; it reflects the systemic inequities that continue to shape the experiences of Asian American students in education today. The “model minority” myth, often perceived as a positive stereotype, masks the diverse realities of Asian American communities and perpetuates harmful expectations that limit the potential of those who do not fit neatly into its confines (Lee & Zhou, 2015). My narrative is part of a larger conversation about redefining success and challenging stereotypes that silence so many. This paper explores themes, including the origins and implications of the “model minority” myth, the structural and institutional barriers faced by diverse subgroups within the Asian American community, and the broader implications of the anti-DEI climate on higher education. By examining these themes, I aim to contribute to an ongoing dialogue about dismantling systemic inequities and fostering a more inclusive educational environment. Background The landscape of U.S. education has long reflected diverse experiences, particularly for Asian American students. A pivotal moment came in 1965 with the Immigration Act, which coincided with the civil rights movement. This legislation marked a shift from earlier policies designed to maintain a predominantly White republic (Thelin, 2019). By permitting 170,000 immigrants annually from the Eastern Hemisphere, with preference for well-educated individuals, the Act laid the foundation for the “model minority” stereotype of Asian Americans, reinforcing a racial hierarchy that marginalized other 78 • The Vermont Connection • 2025 • Volume 46 groups (Tatum, 2017). This historical context underscores how immigration policies have shaped perceptions of racial identity and inequity within education systems. During this period, second and third (...truncated)