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© 2010 Sharon S. Lee (UN)SEEN AND (UN)HEARD: THE STRUGGLE FOR ASIAN AMERICAN "MINORITY" RECOGNITION AT THE UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN, 1968-1997 BY SHARON S. LEE DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Policy Studies in the Graduate College of the University of Illinois at Urbana-Champaign, 2010 Urbana, Illinois Doctoral Committee: Associate Professor Yoon K. Pak, Chair Professor James D. Anderson Assistant Professor Timothy R. Cain Professor Keith Osajima, University of Redlands ABSTRACT Are Asian American college students "minorities"? Using a measure of statistical parity of a student body compared to a state's demographics, Asian Americans have often been excluded from minority student status because they are "overrepresented." As a result, universities overlook their need for culturally and racially relevant curricula and support services. Unable to argue that they are underrepresented and depicted as the "model minority," Asian American students have struggled to have their educational needs seen and heard. This dissertation examines the historical development of academic and support services for Asian American students at the University of Illinois at Urbana-Champaign (UIUC) from 1968 to 1997. UIUC is home to the largest Asian American Studies program and Asian American cultural center in the Midwest, products of years of activism by Asian American students who challenged university discourses that they were not minorities. By investigating archival and oral evidence, the complex and nuanced experiences of Asian American students are revealed, beyond misperceptions of their seamless integration in predominantly white universities and beyond model minority stereotypes. This study of Asian American students offers a broader concept of "minority status" that is currently limited by a statistical focus and a black/ white racial lens. ii This conference provides a place where Asian Pacific American students can empower themselves and others to rip off the blindfolds that have traditionally made Asian Pacific Americans invisible to others, that we can see ourselves and others not through the lens of a Western education, but through the lens of a multi-faceted, multi-dimensional model of society. This conference provides a place where we as Asian Pacific American students can rip the cotton from our ears and others' ears, so our screams, our protests, our voices of reason and passion, the voices of our community, our mothers, our fathers and children, can be heard…. By making our issues and concerns SEEN and HEARD, we begin to change the powers that be into empowerment within our own communities. —Taken from the Unseen Unheard conference program, an annual Asian American student activism conference at the University of Illinois at Urbana Champaign, December 1999 To all Asian American students who struggle to be seen and heard iii ACKNOWLEDGMENTS Undertaking a doctorate degree is no easy task, and I am first and foremost grateful to my dissertation committee for providing me with so much support. Having experienced a difficult graduate experience at the Master's level, I had considerable reservations about returning to graduate school, but the support I have found at Illinois has truly made the experience a pleasure. Thank you to Yoon K. Pak, James Anderson, Timothy Cain, and Keith Osajima for your encouragement and assurance that this project was not only important but that I had the skills and insights to carry it through completion. My committee, along with educational historians Christopher Span (UIUC), Marybeth Gasman (University of Pennsylvania), and Eileen Tamura (University of Hawaii) encouraged and cared for me as a person—not just a faceless graduate student, and for this, I will always be grateful. My adviser Yoon Pak has been a constant source of support, good humor, and wisdom. Thank you for your friendship over the years and for serving as a wonderful role model in balancing work and home life. Thank you to your family—your husband Matthew Walch and your children Hana and Ronin. Hana and Ronin provided me many hours of stress-relieving play time, hugs, and kisses and have been a joy in my life. Thank you to my wonderful colleagues, the graduate students in my department: Casey George-Jackson for your friendship and for our knitting sessions. Thank you Mario Rios Perez, one of the kindest and most generous people I have met. Thank you for reading my countless proposals, conference papers, and publications and for your laughter and encouragement. Thank you to the archivists who tirelessly assisted me by pulling series records and answering questions: Lisa Renee Kemplin, Senior Library Specialist at the University of Illinois Archives and Marcia Matika at the Connecticut State Library. A tremendous thanks also goes to iv all the present and past staff of the Asian American Cultural Center and the Asian American Studies Program at UIUC: David Chih, May Xiong, Joanne Ramirez, Linda Luk, Mary Ellerbe, Pia Sengsavanh, Viveka Kudaligama, and Kent Ono. I am eternally grateful for your generosity with sharing archival documents and providing me with invaluable resources such as copiers, fax machines, and interview space. I could not have completed this project with so much ease without your help. Thanks also to Debra Gough for assisting me with thesis formatting and to Linda Meccoli and Evelyn Grady who adeptly took care of critical administrative details. I am especially thankful to all my interviewees—for your willingness to share your histories with me, your generosity in taking time to meet with me (in person or over the phone), and your support for this study. Thank you to: James Anderson, Anida Yoeu Ali, Patricia Askew, Jeremy Bautista, Frank Bing, Cordell Bishop, Suzanne Lee Chan, Charles Chang, Richard Chang, Bill Chen, Jessica Chen, David Chih, Loretta Chou, Clark Cunningham, Samira Didos, Ock Eng, Gary Engelgau, Vida Gosrisirikul, Rhoda Gutierrez, Ross Harano, Winnie Hong Hatten, Neena Hemmady, Patricia Hirota (Cohen), Gene Honda, Linus Huang, Terence Huang, Debbie Shikami Ikeda, Michael Jeffries, Teresa Joe, Paula Kim, Bob Kumaki, Peter Lee, Steve Lee, Wanda Kawahara Lee, Stan Levy, Jody Lin, Patricia Lin, Yuki Llewellyn, Susan Maul, Joe Miller, Herman Moy, Mary Moy, Rose Moy, Terry Naddy, Warren Nishimoto, Kent Ono, Paul Poy, Umbreen Qadeer, Bill Riley, Tom Seals, Clarence Shelley, Gary Shimomura, Terry Shintani, Ramesh Subramani, Ho Chie Tsai, Rumi Ueno, Karin Wang, Albert Wong, Paul Wong, Sandra Yamate, Jonathan Ying, George Yu, and Ed Yung. Thank you also to those who spoke to me informally or off record. A very special thanks to Debbie Ikeda, Suzanne Lee Chan, Herman Moy, and Mary Moy who helped me document the history of the Asian American Alliance through providing personal archives and helping to coordinate interviews. And special thanks to v Vida Gosrisirikul, Jeremy Bautista, Patricia Lin, and Ho Chie Tsai who assisted me enormously in documenting the history of Asian American student activism in the 1980's-1990's. I am always mindful of the generosity of numerous campus and national organizations that provided me with financial assistance in completing this project. Thank you to the University of Illinois College of Education's supporters of the Letitia Walsh Fellowship and the William Bagley Chandler Fellowship, which supported my coursework. Thank you to the University of Illinois Center on Democracy for a Multiracial Society for a fellowship that assisted me in writing chapter three of this dissertation during spring semester 2009. Thank you to the Spencer Foundation for providing me with a dissertation fellowship for the 2009-2010 year, which enabled me to complete this study. Last but not least thank you to my personal support system: my dear friends and family. Thank you to the wonderful people in my life who provide me with unfailing love and support and remind me to live in the moment: Teresa Mok, Kuanwu Lin, Kapila Sankaran Love, Rachel Endo, Tysza Gandha, Joy Lei, Kevin Kumashiro, Erika Sanders, and John Jones. Thank you to my family: my parents Chinwook Lee and Aeja Sohn Lee who taught me not to be daunted by the hard work needed to accomplish any important task. To my siblings Helen Han and Dan Lee, for years of comic relief and silliness—I hope that you read this study, even though you both admitted you could not imagine reading 350 pages, let along writing something that long! Finally, I am thankful to my best friend and husband James Basney, for the countless ways you supported me as I completed my graduate program and for your enduring friendship. And thank you to my feline "kids": to my beloved Ruby (1989-2009) and to Kimmy for your companionship. vi TABLE OF CONTENTS LIST OF ACRONYMS ...................................................................................................................x SELECT TIMELINE OF ASIAN AMERICAN STUDENT ACTIVISM AT UIUC................... xi CHAPTER ONE THE STRUGGLE FOR ASIAN AMERICAN "MINORITY" STATUS .........................................................................................................................................1 Figures of Asian American Students as Model Minorities and Foreigners.........................4 Creating and Contesting Asian American Racial and "Minority" Categories.....................7 Beyond Black and White ...................................................................................................11
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