1 / 18

The Need for Disaggregated and Cross-Tabulated Data in Higher Education Policymaking

The Need for Disaggregated and Cross-Tabulated Data in Higher Education Policymaking. Robert T. Teranishi Associate Professor New York University. National Commission on Asian American and Pacific Islander Research in Education. The CARE Project.

barth
Download Presentation

The Need for Disaggregated and Cross-Tabulated Data in Higher Education Policymaking

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Need for Disaggregated and Cross-Tabulated Data in Higher Education Policymaking Robert T. Teranishi Associate Professor New York University National Commission on Asian American and Pacific Islander Research in Education

  2. The CARE Project • The purpose of the CARE Project is to conduct applied research that informs an actionable and sustainable discussion about the needs and challenges of the AAPI student population. • Examine the educational outcomes of AAPIs, placing them in a broader context of the social conditions and institutional contexts through which they occur.

  3. Perceptions of the AAPI Community • AAPIs are often referred to as a “non-minority” minority population. • “Whites and Asian Americans are jumbled together in a way that is making the distinctions between the groups less obvious” (Massey, 2008).

  4. Purpose of the Presentation • Highlight how more refined data for AAPIs captures more nuanced aspects of how race operates in contemporary society. • Consider the ways in which our understanding of AAPIs can be enhanced by accounting for the broader contexts of the social conditions and institutional settings that contribute to racial stratification.

  5. Case Study #1 Implications of data limitations for how we characterize opportunity structures for AAPIs • Community and neighborhood conditions • Access to institutional resources • Issues of racial segregation and isolation

  6. Social Indicators of Marginalized and Vulnerable AAPI Sub-Groups WESTMINSTER, CALIFORNIA Vietnamese American Community Percent of Adults with High School or Less Percent of Adults Who Speak English Less than Very Well 54.5% 67.2% BROOKLYN, NEW YORK Chinese American Community Percent of Population Foreign-Born Percent of Children Who Speak English Less than Very Well 76.8% 63.5% ST. PAUL, MINNESOTA Hmong American Community Percent of Adults with High School or Less Percent of Households With 6 or More Persons 65.4% 63.5% WAI’ANAE, HAWAI’I Native Hawai’ian Community Percent of Adults with High School or Less Percent of Families With Children That Are Below Poverty 78.5% 32.1%

  7. Indices of Dissimilarity for Selected AAPI Ethnic Enclaves, 2000 San Francisco/Daly City, CA Los Angeles/Long Beach, CA Orange County, CA Queens, NY Source: R. Teranishi, Asians in the Ivory Tower, 2010.

  8. Four-Year High School Dropout Rate Statewide and for AAPI Students in Oakland Unified School District, 2006-07 Oakland USD Source: R. Teranishi, Asians in the Ivory Tower, 2010.

  9. Case Study #2 Implications of data limitations for how we characterize AAPI participation in higher education • Bi-modal distribution of AAPIs in higher education • Stratification of college opportunities • The confounding with “others”

  10. Bi-Modal Distribution of Education Outcomes for AAPIs Whites (“normal”) AAPIs (“outliers”) Mean Score WhitesAAPIs SAT I Verbal 528 507 (All Takers, 2004) (100) (121) SAT I Math 531 577 (All Takers, 2004) (102) (123) Mean Score (%) (Standard Deviation) Source: R. Teranishi, Asians in the Ivory Tower, 2010.

  11. Distribution of SAT Math Scores, 2004 Source: R. Teranishi, Asians in the Ivory Tower, 2010.

  12. Asian, Asian American, or Pacific Islander SAT Verbal Scores by Parental Education and Parental Income, 2004 Source: R. Teranishi, Asians in the Ivory Tower, 2010.

  13. 650 SAT I Math 560 535 SAT I Verbal 502 300 350 400 450 500 550 600 650 700 Outside the U.S. In the U.S. SAT Scores of Asians, Asian Americans, or Pacific Islanders by the Location of High School Attended, 2004 Source: R. Teranishi, Asians in the Ivory Tower, 2010.

  14. Doctorates Conferred in the U.S. by Race, Citizenship, and Residency Status, 2000 Source: R. Teranishi, Asians in the Ivory Tower, 2010.

  15. Change in AAPI College Enrollment by Institutional Type, 1980-2005 Source: R. Teranishi, Asians in the Ivory Tower, 2010.

  16. Educational Attainment for AAPIs by Ethnicity, 2006-2008 High School or Less Bachelor’s Degree or More Asian American Asian American Pacific Islander Pacific Islander Note: 25 years and older. Source: CARE, Federal Higher Education Policy and the AAPI Community, 2010.

  17. Conclusion • Disaggregated data is imperative for raising awareness about the wide range of social conditions and educational outcomes among AAPIs. • Disaggregated data enables the researchers, policymaker, educators, and practitioners to identify specific needs for AAPI students and target resources where it can be most effective. • Disaggregated data will help reduce the extent to which AAPIs are being confounded with others.

  18. National Commission on Asian American and Pacific Islander Research in Education Robert Teranishi New York University (212)998-5522 robert.teranishi@nyu.edu CARE Project: http://www.nyu.edu/projects/care • an extensive annotated bibliography • a list of activities by the commission related to the project • research that examines key trends related to AAPIs in education

More Related