The Asian American, Native Hawaiian, and Pacific Islander (AANHPI) community is an important population in California. The state is home to over 7.3 million AANHPIs, with Asian Americans comprising over 15 percent of California’s population and Native Hawaiians & Pacific Islanders at almost one percent. In the last decade, this population has grown approximately 25% in the past decade. This is reflected in the student body of the California State University (CSU) system, where over 16 percent of the systemwide student body identifies as Asian American. Among Pell Grant recipients, the representation of Asian Americans is similar (15.7%), while this population comprises over 11 percent of first-generation students systemwide (this dashboard can be accessed by using valid CSU credentials for secure sign-on). It is estimated that the Native Hawaiian and Pacific Islander student body is approximately one-third of one percent systemwide. Of course, there is tremendous variability across campuses, ranging between 36.4% (San Jose State) and 3.5% (Cal Poly Humboldt) of students identifying as AANHPI when using single-race data; these proportions increase considerably when using Asian American or Native Hawaiian/Pacific Islander in combination with another race or ethnicity (which is common, especially among NH/PI groups).
As the inaugural director of the CSU Asian American, Native Hawaiian, and Pacific Islander Middle Leadership Academy (AMLA), I am honored to work with all CSU campuses to support their teams to characterize a specific issue that particular AANHPI student communities experience in achieving academic and professional success. This effort, a collaboration between the Network and the CSU AANHPI Student Achievement Program (CSU ASAP), is in alignment with goals articulated in California Education Code § 89297.1 with dedicated funding over a five-year period. Over the course of two AMLA summer convenings, it was clear that teams from 22 CSU campuses – comprised of staff, faculty, and administrators – espoused the principles of middle leadership in reflecting non-hierarchical and cross-functional approaches to creating institutional environments that facilitate equitable student success. In addition to active engagement from each campus, it was amazing to have representatives from the CSU Chancellor’s Office highlight the amazing data resources available to all campuses and guide them through data-informed approaches to identifying specific gaps experienced by AANHPIs on individual campuses. A key principle emphasized during AMLA was ensuring that AANHPI student data was disaggregated, as this population exhibits tremendous diversity of culture, ancestry, faith, immigration history, and language. When combined into a singular category, disparities in trajectories of academic success can be masked, making it important to actively and intentionally identify differences in various subgroups. Another important conversation that ensued was the limitation of using single-race data to define and enumerate AA & NH/PI student populations, as many (particularly in the NH/PI community) identify as two or more ethnicities. Typically, those who identify as two or more ethnicities are excluded from consideration of proportional representation and eligibility for designation as an Asian American/Native American/Pacific Islander-Serving Institution (AANAPISI), unless a waiver is requested.
Enhanced by expert facilitators (also representing staff, faculty, and administrators from five CSU campuses and the Chancellor’s Office), I was proud to see attendees working within and across campus teams, through a scaffolded program, to identify specific barriers faced by low-income, first-generation, and other underserved student populations in achieving academic success. Most importantly, they began the process of adapting and tailoring strategies and conditions that were responsive to campus-specific AANHPI student needs, and working as a collaborative group to develop innovative approaches to evaluate success. It was clear to me that allowing attendees the space to discuss and debate structural facilitators and barriers helped campus teams refine their goals, operationalize measurable outcomes, and develop metrics to link activities to outcomes. Attendees highlighted the importance of creating social environments which build on their identities and reinforced students’ sense of belonging. They also recognized the need for having tailored and responsive advising and counseling services, while creating programs that enhanced opportunities for peer support and mutually-reinforcing relationships with faculty surrounding research and community service opportunities. It was also important that participants were able to explore and reflect upon strategies for self-care and pursuit of pathways of fulfillment, as commitment to our student communities requires energy, stamina, and perseverance. I was also pleased to see that the principles of the Network’s Middle Leadership Academy were reflected in the AMLA leadership team, which was truly a partnership of common purpose between faculty, administrators, staff, and one student.
The AMLA is of particular importance to me. As a South Asian raised in the San Francisco Bay Area, I was all too aware of how the Model Minority Myth influenced my experiences, choices, and sense of satisfaction within a complex milieu of cultural norms and expectations.
In navigating my own journey as a student, scholar, practitioner, and educator, I recognize how important authentic and meaningful relationships with fellow students, dedicated faculty, members of my community, and professional mentors were in my own success. As a Professor of Public Health at Cal State East Bay focused on understanding and addressing AANHPI health disparities, I am keenly aware of the importance of building partnerships and coalitions among diverse communities in this population who have a common purpose to prevent disease and promote health.
My multiple identities as educator, researcher, advocate, and practitioner remind me of the unique role the CSU has and can play when bringing together professionals dedicated to student success and empowerment. I am grateful to see the strong foundation built by those who engaged in AMLA this summer and am excited to see how individual campuses come together in mutual support of a common goal: to deliver accessible and high-quality education and inspiration to those who will have opportunities for equitable success as a student and beyond their time in the CSU.