A Study of Teams: How It All Began The Apollo Syndrome Teams Containing Similar Personalities Identifying further Team Roles Team Leadership The Missing Team Roles Developing an inventory Unsuccessful teams Winning teams Ideal team size Features of good members of a team Teams in Public Affairs How Belbin reports developed Case Studies in Using Belbin

Management teams: Why they succeed or fail

Unraveling the “Model Minority” Stereotype: Listening to Asian American Youth. Stacey J. Lee. New York: Teachers College Press, 1996. 143 pp.

Unraveling the “Model Minority” Stereotype: Listening to Asian American Youth.

This article presents a critical review of 112 works of research on Asian Americans and Pacific Islanders (AAPIs) in higher education. It focuses on ways previous scholarship framed AAPIs in higher education, and specifically on how those works engaged in a sustained project of countering the model minority myth (MMM). Many publications on AAPIs in higher education mentioned the MMM and neglected to account for the original purpose of the MMM—to maintain anti-Black racism and White supremacy. We identified four key and interconnected limitations implicit in the counter-MMM framework that result from a lack of a critical recognition of the model minority as an instrument to maintain White dominance. Our analysis suggests that the well-established counter-MMM scholarly project is fundamentally flawed in its ability to humanistically reframe and advance research on AAPIs. Therefore, we call for a reframing of research on AAPIs in higher education.

A Critical Review of the Model Minority Myth in Selected Literature on Asian Americans and Pacific Islanders in Higher Education

The literature on first-generation college students largely focuses on the challenges and barriers they may experience in college. Yet, we do not have a clear understanding of who these students ar...

First-Generation College Students as Academic Learners: A Systematic Review:

Engaging the “Race Question”: Accountability and Equity in U.S. Higher Education

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A Data Quality Movement for Asian Americans and Pacific Islanders in Higher Education

Low rates of college success continue to be a persisting problem in the United States, particularly among Southeast Asian Americans and other populations of color. The purpose of the current inquiry was to understand how cultural community connections influence the success of Southeast Asian American college students. Qualitative methods were employed and face-to-face individual interviews were conducted with 34 Southeast Asian American undergraduates. Participants identified 3 types of connections that facilitated their success in college: physical, epistemological, and transformational cultural connections. Implications for future higher education research and practice are discussed.

Cultural Community Connections and College Success: An Examination of Southeast Asian American College Students

In this paper, we seek to advance theoretical understanding of how religion, spirituality, and spiritual capital serve as key sources for community cultural wealth (Yosso in Race Ethn Educ 8(1):69–91, 2005), influencing educational opportunity for many students of color. We synthesize existing research to show how religion and spirituality are key sources of the six forms of community cultural wealth originally identified by Yosso, and also function as a seventh form of CCW, “spiritual capital” (Perez Huber in Harv Educ Rev 79(4):704–730, 2009). We conclude by commenting on the limitations of existing studies, as well as suggestions for future research.

Spiritual Capital in Communities of Color: Religion and Spirituality as Sources of Community Cultural Wealth

Senior leadership teams are the key decision-makers invested with authority who work collectively to achieve organizational goals. While there is a rich literature on this topic across many disciplines, there is a dearth of research on this topic in higher education. In this article we argue for the need for research on senior leadership teams given their centrality in facilitating the changes needed in higher education. We summarize the key literature from other sectors in order to provide a foundation for a higher education research agenda on this topic. We also review the limited number of such studies that have been conducted in higher education, and we end with implications for practice and a proposed research agenda.

Senior Leadership Teams in Higher Education: What We Know and What We Need to Know

This article presents a case study of the 2006-2007 Asian American and Pacific Islander (AAPI) student-led Count Me In! (CMI) campaign. This successful campaign convinced the University of California (UC) to account for 23 AAPI ethnic identities in its data system. Celebrated as a victory for AAPI interests in discourses over racial equity in education, which are often defined by a Black- white racial paradigm, CMI should also be remembered as originating out of efforts to demonstrate AAPI solidarity with Black students and to counter racial wedge politics. In the evolution of the CMI campaign, efforts for cross-racial solidarity soon faded as the desire for institutional validation of AAPI educational struggles was centered. Our case study analysis, guided by sociological frameworks of racism, revealed key limitations in the CMI campaign related to the intricate relations between people of color advocating for racial justice. We conclude with cautions for research and campaigns for ethnically disaggregated AAPI data, and encourage advocates and scholars to address AAPI concerns over educational disparities while simultaneously and intentionally building coalitions for racial equity in higher education.

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Jude Paul Matias Dizon

Papers

A Data Quality Movement for Asian Americans and Pacific Islanders in Higher Education

Cultural Community Connections and College Success: An Examination of Southeast Asian American College Students

Spiritual Capital in Communities of Color: Religion and Spirituality as Sources of Community Cultural Wealth

Senior Leadership Teams in Higher Education: What We Know and What We Need to Know

Count Me In!: Ethnic Data Disaggregation Advocacy, Racial Mattering, and Lessons for Racial Justice Coalitions