Week 3 Vietnamese, Laotian, and Cambodian American Rambaut notes that diversity is the hallmark of Vietnamese, Laotian, and Cambodian refugees coming to the United States. How are the groups similar or different from one another? What factors shaped the patterns of settlement and secondary migration that later emerged? The influx of thousands of immigrants from Southeast Asia during the mid to late 1970’s noticeable a new era in immigration to the United States because of multiple aspects. One of the characteristics that defined this new era was the region from which these new immigrants were coming. A second mannerism of this new era was that the arrival of these immigrants created a strong, negative reaction among Americans against them. Furthermore, the arrival of these immigrants led to new legislation regarding their status.  The first major influx of Cambodian immigrants who began arriving in the United States during the late 1970’s was part of a large group of refugees from Southeast Asia fleeing political instability in their homelands.             As the Indochina War, the refugee shares a common history and experience the face in War. However, “they have different social back grounds, language, cultural, and often adversarial histories, and reflect different patterns of settlement and adaption in America” (pg.178). They range from member of the elites of former back government to Vietnamese and Chinese “boat people” survivors of the killing field of Cambodia in the late 1970s, and farmer from the highlands of northern Laos” (pg.178). Each of these ethnic group there are major different in social class.  The war produced massive refugee population in United State.  According to the text during the war “the first refugee arrives in U.S was Vietnamese immigration in 1952, then Cambodian immigrant arrived in 1953 Laotian in 1959”. (pg. 181). Most of the refugee are university students.  The refugee was primarily placed in separate zip code in different state and half of the refugee are send to the state of their choice.  Like other immigrants from Southeast Asia, Cambodian immigrants have inclined to work mostly in low-wage jobs. Many have looked for work similar to what they did in Cambodia, but some who had professional training have been unable to find corresponding employment in the United States. Cambodian Americans have generally had a difficult time economically in the United States. Unemployment among them is high. Many of them have lived in poverty and been dependent on government assistance · In the chapter “Vietnamese, Laotian, and Cambodian Americans” Ruben G. Rumbaut discusses the immigration and settlement of refugees and immigrants from Vietnam, Cambodia, and Laos. Rumbaut highlights the very different experiences these groups of people went through and currently go through compared to other Asian American groups. One main driving factor that effected their settlement and adaptation was the effect that the Vietnam Wa.

1. Week 3
Vietnamese, Laotian, and Cambodian American
Rambaut notes that diversity is the hallmark of Vietnamese,
Laotian, and Cambodian refugees coming to the United States.
How are the groups similar or different from one another? What
factors shaped the patterns of settlement and secondary
migration that later emerged?
The influx of thousands of immigrants from Southeast Asia
during the mid to late 1970’s noticeable a new era in
immigration to the United States because of multiple aspects.
One of the characteristics that defined this new era was the
region from which these new immigrants were coming. A
second mannerism of this new era was that the arrival of these
immigrants created a strong, negative reaction among
Americans against them. Furthermore, the arrival of these
immigrants led to new legislation regarding their status. The
first major influx of Cambodian immigrants who began arriving
in the United States during the late 1970’s was part of a large
group of refugees from Southeast Asia fleeing political
instability in their homelands.
As the Indochina War, the refugee shares a common
history and experience the face in War. However, “they have
different social back grounds, language, cultural, and often
adversarial histories, and reflect different patterns of settlement
and adaption in America” (pg.178). They range from member of
the elites of former back government to Vietnamese and
Chinese “boat people” survivors of the killing field of
Cambodia in the late 1970s, and farmer from the highlands of
northern Laos” (pg.178). Each of these ethnic group there are
major different in social class. The war produced massive
refugee population in United State. According to the text

2. during the war “the first refugee arrives in U.S was Vietnamese
immigration in 1952, then Cambodian immigrant arrived in
1953 Laotian in 1959”. (pg. 181). Most of the refugee are
university students. The refugee was primarily placed in
separate zip code in different state and half of the refugee are
send to the state of their choice. Like other immigrants from
Southeast Asia, Cambodian immigrants have inclined to work
mostly in low-wage jobs. Many have looked for work similar to
what they did in Cambodia, but some who had professional
training have been unable to find corresponding employment in
the United States. Cambodian Americans have generally had a
difficult time economically in the United States. Unemployment
among them is high. Many of them have lived in poverty and
been dependent on government assistance
· In the chapter “Vietnamese, Laotian, and Cambodian
Americans” Ruben G. Rumbaut discusses the immigration and
settlement of refugees and immigrants from Vietnam,
Cambodia, and Laos. Rumbaut highlights the very different
experiences these groups of people went through and currently
go through compared to other Asian American groups. One main
driving factor that effected their settlement and adaptation was
the effect that the Vietnam War had on their countries and
people. The Vietnam War left Vietnam, Cambodia, and Laos the
poorest countries during that time, not only was their economy
effected, many people died, families torn apart, and lands
destroyed. Much of this devastation was due to the United
States and the excessive amount of firepower used in the war.
With this in mind should the United States take more
responsibility with the aftermath in these countries, provide
more programs to help refugees or assist them more with
leaving a harmful environment and settling to a safer one? Or
even go further with more financial assistance programs, etc.?
Week 4

3. “Asian Americans as the Model Minority: An Analysis of the
Popular Press Image in the 1960s and 1980s.” Keith Osajima.
· Keith Osajima explains that there were popular images of
Asian Americans in the 1960's and 1980's that suggested Asian
Americans were more successful than other groups because they
had superior cultural values that other minority groups. "The
political implication for those who had yet to make it was that
[other non-Asian minority] culture was not "good"
enough"(Osajima 451). How do the representations of Asian
Americans as model minorities impact their self-perception?
How did the Model Minority images make other minorities feel
about Asian Americans? About themselves? In what ways have
the images of the model minority contributed to minority-
minority conflict?
· Keith Osajima discusses the implementation of the image of
Asian Americans as “the successful minority” in the mainstream
media during the 1960’s and 1980’s. In 1966, New York Times
Magazine and U.S. News and World Report published articles
about the successful of Japanese Americans and Chinese
Americans, respectively. Multiple articles addressing Asian
Americans’ success were published in the 1980’s, citing the
esteemed role education had in Asian cultures and the fact that
they were succeeding in America without government
assistance. Several articles discussed Asian American students’
high test scores and deemed “Asian Americans as the Model
Minority.” To what degree is the image of the Model Minority a
product of empirical Asian American success and to what
degree is this a stereotype perpetuated by the media? How do
Southeast Asian communities complicate this vision of Asian
American success? What is a better way to understand Asian
American income and educational issues?
· Keith Osajima discusses how the press categorized Asian
Americans as “model minorities” during the 1960s and 1980s.
During the 1960s, the press compared Asian Americans to other

4. minority communities, thereby critiquing other minorities for
their own social underachievement. In the 1980s, the press
highlighted stories about economic resentment towards Japan
and an unease with Asian Americans being overrepresented in
universities. The public remained unconscious of how Asian
Americans in fact lagged in areas such as income and
education. What are some of the effects of the “model minority”
myth for Asian Americans today? How do such images of Asian
Americans harm or help them in low wage labor contexts and in
professional labor contexts? How do representations about Asia
and Asian Americans continue to reflect a discourse of
economic threat?
· Keith Osajima examines the similarities and differences in the
media representations of Asian Americans in the 1960s and
1980s. In the 1960s, Asian Americans were compared to other
minorities to push the belief that racism was insignificant and
what mattered was good family and ethnic culture to succeed in
the US. The image of the Model Minority was used to
delegitimize the message of the Civil Rights Movement. In the
1980s, Asian Americans were compared to white Americans to
push the belief that they were stealing jobs and competitive
positions at elite universities. In what ways does the media
continue to perpetuate the stereotype that Asian Americans are
model minorities? What role does this stereotype play in the
present? Is this image a source of empowerment or
disempowerment for Asian Americans? Is this image
empowering or disempowering for other minority groups? How
so? Offer examples.
“Multiculturalism and Racial Stratification.” Neil Gotanda
· According to Gotanda, color-blind cultural markers played a
significant role in how the defendant and the victim were
represented by the judge in the case of People v. Soon Ja Du.
Color-blindness is when race is made insignificant in applying
for a job and in applying to college. Cultural markers are marks

5. of our culture; for example, a group may have high rates of
entrepreneurship, or low rates of college degree attainment.
These “characteristics” are easily converted into racial
stereotypes, even within their broader project of colorblindness.
Judge Karlin, who was in charge of this case, made sure to not
bring up race in her discussion, but she indeed used stereotypes
pertaining to Du and Harlins so her audience could make out a
clear racial hierarchy. What are the cultural characteristics
Judge Karlin attributes to Du and Harlins? How do images of
the model minority affect both how she understands Du and
Harlins? How do the distinct cultural characteristics contribute
to a racial hierarchy between Karlin, Du, and Harlins? How do
these racial representations help justify Du’s punishment? Use
evidence from the reading to support your claims.
· Neil Gotanda discusses how the image of the Model Minority
helps articulate a racial hierarchy, which plays out in the trial of
Du Soon Ja, for the killing of Latasha Harlins. According to
Gotanda, Judge Karlin was operating within a colorblind
discourse that privileges cultural characteristics to define group
characteristics. Within this framework, Karlin alludes to images
of the Model Minority Asian American shopkeeper, who is set
against an image of Black criminality and danger. To what
extent do such implicit racial biases affect perceptions of
criminals and victims? What cultural challenges do we face in
getting courts to recognize biases in cases that involve distinct
minority groups, when a crime involves one minority group
against another? Can the Model Minority myth also harm Asian
Americans in the court system?
“Great Expectations: The Negative Consequences and Policy
Implications of the Asian American ‘Model Minority’
Stereotype.” Michael Tayag.
· Michael Tayag notes how the model minority myth has been
based on attributing Asian Americans with strong family and
cultural values. While the stereotype seems complementary in
many ways, Tayag identifies the negative psychological and

6. institutional effects the stereotype brings to Asian American
youth. How can a seemingly positive stereotype encourage
experiences of depression, low self-esteem, and institutional
neglect for Asian Americans? How can the image of the model
minority encourage the erasure of Asian American problems and
experiences? How can these personal and institutional
tendencies be effectively challenged and reversed?
· The term “Model Minority” suggests that Asian Americans set
the bar for social achievement for all minority groups. Many
Asian Americans argue that this stereotype of Asian Americans
as high achievers has created high expectations, thereby
exacerbating depression and anxiety, which come from a fear of
failure and a constant pressure to perform. Because Asian
Americans are perceived as great students, so many of their
needs go unrecognized and unserved. Using the text to support
your claims, explain how the perception of Asian Americans as
good students, or as model minorities, can harm these students.
How does a positive stereotype become harmful? Which Asian
American students are likely to be harmed by this stereotype?
What can educational institutions do to better serve Asian
American students?
· Michael Tayag argues that the stereotype of the model
minority has caused psychological and educational problems
within the Asian American communities. For some Asian
American students, high expectations from family and society
can have negative mental health impact. Describe some of the
common mental health issue within the Asian American
community. What are some common contributors to mental
distress for Asian Americans? How does the stereotype about
the model minority impact Asian American students? Are Asian
Americans model minorities? What happens when people are
expected to be excellent, but they and their community are
struggling? What suggestions does Tayag make to address these
student issues?

7. Week 5
· The article introduces issues of minority-minority conflict for
Asian Americans as immigrants in the United States. Here we
look at conflicts between Korean Americans and African
Americans. Many Korean Americans faced challenges entering
the labor market because of language barrier, non-
transferability of their educational credentials and also
discrimination. Those were the reasons that self-employment
rates were high within their community. The establishment of
their businesses in the South Central area raised anger among
African Americans because they saw Koreans taking their
money out of their neighborhood. African Americans always
had a thought that people from other race see them as a lower
class which caused a racial conflict with Asian Americans.How
have issues in South Los Angeles changed since the LA
Uprisings? Is there significant improvement for local residents?
Local business owners? How are the issues that ignited the
violence in 1992 still pertinent in 2017?
· This article provides us with background information about
the Korean-Black conflicts that arose during the 1970s and
persisted into the 1990s. Korean-Americans had their own
perceptions of African Americans and African Americans had
their own perceptions of Korean-Americans. African Americans
believed that Korean-Americans, “look at black people as if
they were animals” (275). The main reason for the start of these
conflicts, as argued by the authors, was the separation of class
positions between the Koreans and Blacks.The riots/rebellions
of 1992 were a turning point in the Korean-black conflict and
were caused by group protests with violence deriving from
economic tensions. Korean merchants experienced huge
economic losses in the South Central area. What is your overall
impression about the “Korean-Black conflict” after reading the
article about the Korean Americans in relation to the African
Americans and how their stereotypical views affected the
economy? Do you believe that these stereotypical views and

8. prejudices held by the different races directly caused the
Korean-black conflict? How did the nature of the Korean-black
conflict change with the turning point of the riots/rebellions in
1992?
“The New Chinese Immigration and the Rise of Asian American
Politics in Monterey Park, California.” Leland T. Saito and John
Horton.
· The author discusses how for a while there was a lack of Asian
American participation in politics, until Lily Chen joined office
in Monterey Park. Along with this, it was mentioned that one of
the biggest issues for Asian Americans in Monterey Park was
Civil Rights. The Anglo Americans thought that the Asian
Americans were not wanting to assimilate to Western
Culture. Explain why the “English Only” sign issue was so
significant for both Anglo and ethnic communities in Monterey
Park. How did the struggle of language on business signage
come to represent larger cultural and political struggle? How
did it help mobilize an ethnic political response?
· Monterrey park, in Los Angeles, California, changed
ethnically from 1960-1990. Originally made up of mostly
Latinos and Japanese Americans, Monterey park shifted to
majority Chinese. While Japanese and Chinese Americans lived
in neighboring areas, they differed in significant ways. The
Japanese even resented the Chinese for some of the ways they
had changed the city. Despite ethnic difference, they came
together to support more Asian representation politically, as
Anti-Asian policies, local residents learned, could be combated
by local political engagement. Although there are multiple
Asian ethnic groups, they are so small that they can garner
greater political and social force if they pool their resources
under the racial category of "Asian American." What are the
advantages of aggregating Asian American interests? What are
the disadvantages of this aggregation? How can Asian

9. Americans work more effectively with other minority groups to
set policy goals and of advocate for minority interests?
· Monterey Park in California is an area that has a large
majority of non-white population. Asian American population in
Monterey Park has been through many challenges and
discrimination. One challenge for Asian American coalition
building has been the challenge of unifying distinct ethnic
groups, such as the Japanese and Chinese. Yet even Chinese
immigrants from Taiwan, Hong Kong, and Vietnam had a hard
time identifying with a singular Chinese ethnic identity. What
can Asian Americans do to unite political unity? What are the
challenges of this “unification”? How can we incorporate the
diversity of Asian identity and experience into a broad Asian
American political agenda?
“’Racial Profiling’ in the War on Terror: Cultural Citizenship
and South Asian Muslim Youth in the Unites States.” Sunaina
Maira.
· The War on Terror has massively impacted global society, and
people who are Arabs, South Asian, or Muslim are treated with
extreme prejudice. These groups have been criminalized by the
U.S. and its policies, making it justified to invade and/or punish
the nations from which these groups come.After reading the
article, reflect on these questions: Do you think The War on
Terror is indeed necessary? Are there any similarities between
what is happening now after the events of 9/11 and what
happened to the Japanese Americans after the attack on Pearl
Harbor in WWII? What are the relevant similarities and
differences?
· The article describes how South Asians, especially Muslims,
were subject to “racial profiling” for the purpose of “national
security” after the attacks of September 11. It caused cultural
and religious isolation for Muslims in this country. This is
clearly controversial because their rights and citizenship are

10. almost ignored by the law. In what ways does the War on Terror
ask us to believe that the Civil Rights of the Muslim community
must be restricted to safeguard National Security? How does the
country justify this trade off? Is the War on Terror making the
US and the world safer? How can we protect the nation and the
civil liberties of Americans seen as foreign threats? What are
the lessons from Japanese Internment?
· In the aftermath of 9/11 people were afraid and vulnerable to
discourse that targeted Muslims, changing these communities
and triggering a series of miseries. As a way of waging a War
on Terror, some Muslim Americans were questioned and even
imprisoned without any reasoning. My question is: Is it fair for
police to interrogate someone about their past based on race?
What role does racial profiling play in creating a culture of law
and order? Also, why are Europeans, as a community, rarely
profiled as criminal on the basis of race? What does it say about
our culture that African Americans, Muslims, Hispanics or
Asians can be so easily profiled? If possible, give some
incidents to strengthen your claims.
· The article discusses the impact of the “Patriot Act” on the
South Asian Americans of Muslim faith. The “Patriot Act” is
the hastily passed government law that allows the United States
government to spy on any and all citizens as well as anyone
within its country’s borders in the name of national security to
prevent terrorist acts. This act was passed as a knee-jerk
reaction to the September 11th, 2001 attacks on the World
Trade Center, which were committed by followers of the
Muslim faith. Subsequently, South Asian Americans and
Muslims were unfairly targeted. Do you feel that it is acceptable
for the US government to institute the PATRIOT ACT, which
allows the NSA to spy on citizens in the name of “national
security”? Or do you think this Act was specifically targeting
people of the Muslim faith, allowing the government to judging
a person based on their ethnicity? Would the PATRIOT ACT be
less objectionable if it targeted only those from specific
religious or ethnic groups? If the PATRIOT ACT is

11. problematic, what should the replacement policy do instead?
Week 6
Coalitions and Class Considerations
“Interracial Politics: Asian Americans and Other Communities
of Color.” Claire Jean Kim and Taeku Lee.
· Claire Jean Kim and Taeku Lee explain how the “model
minority myth functions ideologically to reproduce racial
hierarchy in America by essentializing and homogenizing Asian
American experiences, exaggerating American prosperity and
downplaying Asian American needs, arousing black resentment
towards Asian Americans, delegitimating black demands for
social programs and legitimating racially discriminating
arrangements” (546). As one can see, this stereotype can
contribute to tension and conflict between these Blacks and
Asian Americans. How do you think can be done to combat the
myths and stigmas associated around one’s class and ethnicity?
· Although Asian Americans have been able to form coalitions
with other racial minority groups, the model minority myth has
impacted the racial hierarchy and how Asian Americans are
seen as relative to Whites and Blacks. What are some of the
challenges Asian Americans face as they form coalitions with
other minorities? Has the model minority myth disconnected
Asian Americans from other minorities? How has the model
minority myth impacted the relationship between the different
ethnic groups within the Asian American community?
· Claire Jean Kim and Taeku Lee explain how Asian Americans
have created alliances to benefit multiple racial communities.
They write that within the US racial hierarchy, the Asian
American community falls somewhere between Blacks and
Whites. How does the image of the model minority hinder
attempts to form stronger alliances with other racial
communities? How does the concept of racial hierarchy help

12. and/or harm minority-minority alliances?
“Class Constraints on Racial Solidarity among Asian
Americans.” Yen Espiritu and Paul Ong.
· This article explains how class distinctions limit racial
solidarity among Asian American groups. The wealthy,
professional Asian Americans take roles of leadership while
poorer Asian Americans often lack voices even within the Asian
American political organizations. Explain how ethnic and class
differences make pan-ethnic Asian American alliances difficult?
Use the text for resources.
· Yen Espiritu and Paul Ong talks about how different Asian
American ethnic groups experience difference types of class
struggles. Although there are Asian ethnic groups that want to
unify as Asian Americans, social economic status stands as a
significant barrier. What do you think would be a good structure
to have in order for every Filipino, Koreans, and Vietnamese
people to benefit from the same equal opportunities as Japanese
or Chinese people? What can be done so they are not valued
differently within Asian American organizations? How is that
till today there are these walls stopping people from having the
same opportunities as anyone else simply because of their social
status?
· According to the text, “Class difference correlate with
ethnicity, generating internal conflicts over power and control
that assume an ethnic appearance.” While professionals within
the Asian American community play vital roles in advocating
for Asian American issues, sharp class distinctions among Asian
American ethnic groups can create mistrust and erode feelings
of solidarity. How can Asian American political organizations
better foster inclusiveness, unity, and equal value among
members who have such unequal access to English proficiency,
education, and political power?
Mary Yu Danico. The Formation of Post-Suburban

13. Communities: Koreatown and Little Saigon, Orange County
· Mary Yu, explains a great deal about the transformation of
once very “homogeneous, Anglo” communities in Orange
County to the now heavily populated Asian American
communities. Yu describes the racism and marginalization faced
by the Asian Americans throughout history in this area and also
presents the triumphs they have made within their Orange
County community. Identify specific evidence that clarifies the
triumphs Asian Americans have made throughout their
migration to Orange County. Why are these instances
significant and how can you connect it to your own experiences,
or observations?
· Once settled in the United States, many Vietnamese American
refugees and Korean American immigrants identify as
Republicans. Republicans stood for capitalism, religious
freedom, and business. With this being said, younger
generations of Vietnamese and Koreans Americans identify as
Democratic. Explain why these party affiliations have tended to
fall along these generational lines.
· Mary Yu Danico explain the history of Korean and Vietnamese
presence in Orange County, as well as the challenges and
difficulty they faced while settling into and developing their
communities. Both cultures were despised by local citizens, and
they often ran into trouble and disputes with local laws and
ordinances as they continued to develop more and more. These
issues and problems did not only occur in California in history,
but all throughout the country as America was receiving an
immense amounts of immigrants. How do fast developing post-
suburban ethnic communities affect local culture and politics?
What are the conflicts these ethnics communities often face in
establishing ethnic communities?
· Mary Yu Danico explain how Asians faced discrimination
when immigrating in the 1970's, not only from non-Asian
citizens, but from each other as well. This of course came from
the world events occurring at the time. Events such as the
Vietnam War for example, created a division between Laotian,

14. Cambodian, Vietnamese, and Chinese people and they often
held grudges, even in the States. Do you think that the
formation of these areas: Little Saigon, Koreatown, Little
Tokyo, etc.., was beneficial for the Asian American community?
How does the development of ethnic community help Asian
ethnic groups?
Paul M. Ong and Tarry Hum. “Asian Americans in Global
Cities: Los Angeles-New York Connections and Comparisons.
AAPI Nexus 10:2, 2012.
· Paul M. Ong and Tarry Hum discuss the reasons why the
majority of Asian-American communities are found in the two
global cities, Los Angeles and New York. What factors, other
than the ones presented in the article, can possibly influence the
fact that more than sixteen million Asian Americans reside in
either of the two global cities, Los Angeles and New York? Do
you believe that more scholarly research should be done
regarding Asian American communities in relation to politics?
· In Paul M. Ong and Tarry Hum examine the expansion of
Asian American communities through a broad understanding of
the similarities and differences of experiences of Asian
Americans in different global cities—Los Angeles and New
York—through a comparative analysis. The article compares the
Asian ethnic economies of the two metropolitan areas where “In
Los Angeles, Asians who are self-employed are more likely to
be high-skill, professional services while their counterparts in
New York tend to concentrate in low-Skill traditional “enclave-
associated” niches” (VII). What accounts for the socioeconomic
inequalities in these global cities for Asian Americans? Do you
think that the Asian Americans in Los Angeles have more
advantages compared to the ones in New York and/or vice
versa?
· Paul M. Ong and Tarry Hum examine Asian American
experiences in Los Angeles and New York, which are two of the
most ethnically diverse cities in the United States. Quantitative
evidence demonstrates the roles that immigration and

15. immigrants have played in shaping our communities in terms of
economic development. Why do you believe Asians are attracted
to these bigger cities? Which specific neighborhoods are
significantly influenced by Asians? Which distinct features
within that area show Asian influence?
· Paul M. Ong and Tarry Hum investigate similarities and
differences among the Asian American population that live in
Los Angeles and New York. Do you agree with the authors that
it is difficult to fully understand and appreciate Asian American
experiences without sufficient research? Why would it be
necessary to focus our studies on other regions as well, rather
than just the two cities?
· Paul M. Ong and Tarry Hum shared a variety of data from
different articles by different authors to make this point. They
shared how comparing an ethnic population's experiences and
data in different regions can help understand that ethnic group
better. Do you think their method can be used to understand
other groups such as African Americans or Latinos? If so, what
are a few factors you'd suggest starting off with to raise the
awareness the way these authors did? If not, why do you think
this method can only be applied to Asian Americans?
Week 8
“Life and Work in the Inner City.” Paul Ong and Karen
Umemoto.
· Paul Ong and Karen Umemoto write:"Ethnic solidarity can
facilitate the exploitative nature of the relationship between
owner and worker, leading to harsh conditions"(241). Working
in extreme conditions and irregular hours yield in relatively low
earning, lack of safety and insurance, violation of minimum
wage and mental torture. First, the worker is disadvantaged
because of language and legal status. Second, they do not know
about their rights and benefits. Why do ethnic business owners
prefer exploitable labor? Do you believe low-capital, ethnic
business can survive without using exploitative labor practices?

16. What does this reveal about our economic structure?
“The Migration and Incorporation of Filipino Nurses.” Paul Ong
and Tania Azores.
· Paul Ong and Tania Azores talk about how Filipino nurses had
to work hard to get a job in the United States. Many of them
migrated here to have a better life and support their family back
in the Philippines. They had to overcome many struggles to find
their place in the nursing industry in the US. What are some of
the common challenges Filipino nurses faces in moving to the
US and settling here as professionals? How do these workers
benefit the US and the Philippines?
· Paul Ong and Tania Azores explain how the Philippine is
America’s biggest supplier of nurses. The reason behind
Filipino migration is due to the shortage of nurses in this
country. Explain why it has been hard to fill nursing needs
through domestic training. What makes Filipinos ideal suppliers
of nurses for the US? Does the system seem fair and positive for
these workers? Explain.
· Paul Ong and Tania Azores talk about how Filipino
nurses come to the United States and work hard to take
advantage of nursing opportunities, despite difficult working
conditions. Many of them migrate here to better their lives and
support their family back home. They have had to overcome
many difficulties to be placed in a job with long and hard shifts
but with low pay. Many times, they need to have a second job to
support themselves. Do these tough "opportunities" in the US
benefit the Filipino nurses in the long run? What can be done to
improve conditions in the nursing industry?
“Chinese-Vietnamese Entrepreneurs in California.” Steve Gold.
· Many of the Chinese-Vietnamese catalyzed the economic
transformation of Southern California. In what ways have the
Chinese-Vietnamese participated in the “economic
transformation” in Southern California? What are some of the

17. positive and negative effects of this transformation? Use
examples from the reading to support your answer.
· Steve Gold explores the role of one of the most economically
active refugee groups recently entering the US, the Chinese-
Vietnamese. First, the author clarifies the important difference
between refugees and immigrants and how their economical
motives differ. The first major difference he touches on
involves their ability to prepare for and accept the difficulties
of living in a new culture. Secondly, immigrants base their
migration off economic considerations, while refugees are most
likely not leaving their homeland voluntarily. How has their
status as refugees affected the kinds of businesses Chinese-
Vietnamese tend to create? How does disadvantaged
entrepreneurship create disadvantaged labor conditions for
business owners and employees?
“New Household Forms, Old Family Values: The Formation and
Reproduction of Filipino Transnational Family in Los Angeles.”
Rhacel Parreñas.
· Rhacel Parreñas writes about the factors that push the
formation of transnational households, one of them being a
cultural factor. Transnational households must often reorganize
and develop alternative family bonds in response to family
members, often mothers, who work abroad to make better
wages. Long-term separation between a parent and child can be
emotionally taxing; however, the separation also strengthens the
bond between relatives as parents rely on kin to care for their
children. In what ways do first world nations, such the US,
benefit from transnational families? How do third world
migrant laborers and their families pay the price of
globalization?
· Many migrant Filipinos work hard in the U.S. to provide for
their families back in the Philippines. The author states that one
challenge they face is the emotional cost due to the geographic
distance. Family members back home often prefer workers to
move back to the Philippines. The United States has laws that
make it difficult for transnational families to bring their

18. families to America. Explain the various challenges of
transnational families. How has the Filipino family adjusted to
accommodate the emotional and economic needs of
transnational labor?
· Rhacel Salazar discusses the difficulty that women face within
a transnational household. These transnational households are
the dominant strategy of household maintenance for migrant
Filipina domestic workers. Although sometimes, families come
into the US together, having children in the US can make work
harder for Filipina laborers, since childcare is expensive in the
US. According to the article, a group of Filipina domestic
workers were interviewed and most of them have children and
family that they are providing for back home. A couple of the
women interviewed are single women whose monthly
remittances are supporting their families in the Philippines.
Identify the most common forms of transnational families.
Explain the types of responsibilities these women bear as they
work abroad. Why do you think they willingly accept these
stressful labor-family conditions?
· Transnational Filipino households offer conveniences for
Americans because the US receives migrants that want to work
here for a low income to be able to support their families back
in their home country. There is a deception these migrant
workers face because the U.S. is only supporting such
household because the workers are willing to work for a low
wage, but they are not given worker benefits. In what ways is
the transnational family an example of how globalization
exploits third world labor to service the needs of first world
families?
“Power, Patriarchy and Gender Conflict in the Vietnamese
Immigrant Community.” Nazli Kibria.
· Nazli Kibria studies how women in the Vietnamese immigrant
community bargain for power within a patriarchal family system
and how they deal with male authority. Women’s groups within
the community help women cope with male authority and are

19. also a resource to many families during difficult times. “The
power exerted by the women’s groups over the behavior of men
and women in the Vietnamese immigrant community reflects the
decline in men’s social and economic resources.” (438) The
women’s groups are influential and can affect private domestic
affairs. In their interventions, how do these women’s groups
subvert patriarchy and how do they reinforce patriarchal norms?
Use examples from the text to illustrate your claims.
· Nazli Kibria explains the “patriarchal bargain” that occurs in
the Vietnamese American community. The patriarchal bargain is
the negotiation between men and women to maintain and re-
define gender rules, so men and women can get what they need
within the system. In Vietnamese communities, the men
maintain power over the family by financially supporting them
while the women gain power once they are older and can
command the younger people. However, once the Vietnamese
arrived in the U.S. the men struggled to support their families
while the women made economic gains. How does the
patriarchal bargain operate within these communities, where
women’s social groups are socially significant? In what ways
does the bargain allow women to negotiate their needs while
maintaining the power system?
“Women in Exile: Gender Relations in the Asian Indian
Community in the United States.” Sayantani DasGupta and
Shamita Das Dasgupta.
· Sayantani DasGupta and Shamita Das Dasgupta discuss how
the Indian American community, reconstructed by males,
created the image of an Indian woman being modest, obedient,
and subservient to her husband. The writers explain when it
comes time to marry, the women must often marry outside the
group and the men often return to India to find brides.
According to the authors, what has been the mainstream
American image of the Indian male? How has this gendered
stereotype about Indian American men affected how they relate
to Indian American women?

20. · According to Sayantani DasGupta and Shamita Das Dasgupta,
Indian immigrants and Indian Americans have little cultural
space for feminist, politically-minded Indian American young
women in their community. The writers explain that ironically,
feminism has more cultural space in India than in Indian
American communities. What are some of the challenges Indian
American feminist face in the US cultural context? How does
the minority status of Indians in the US pose gender-identity
challenges for Indian American males and females?
Week 10
In Jennifer Lee and Frank D. Bean’s article, “Intermarriage and
Multiracial Identification: The Asian American Experience and
Implications for Changing Color Lines,” it explores the
increasing growth of multiracial population of whites and
nonwhites in the United States. The authors uses statistics on
the multiracial population using the information provided by the
2000 U.S. Census—“allowing Americans to select “one or more
races” to indicate their racial identification” (53)—to explore
this growth. Through intermarriage, multiracial identification,
and the continuous immigration from Latin America and Asia,
the United States has turned “from a largely white and black
society into one that is composed of several racial and ethnic
groups” (51-52). Why do Asians or Latinos seem to prefer
intermarrying Whites than African Americans? Also, if more
and more Americans claim themselves as belonging to more
than one racial group, will this decrease
prejudice/discrimination? Why or Why not?
In “Intermarriage and Multiracial Identification: The Asian
American Experience and Implications for Changing Color
Lines,” Jennifer Lee and Frank Bean examine the rise in
intermarriage and how it has the ability to bring about change
when it comes to the white-nonwhite color line. Although there
has been an increase in interracial relationships, intermarriage
is not equally spread throughout all ethnic groups. “This
distinction is critical because it helps us to differentiate whether

21. America’s color lines are shifting for all racial/ethnic
minorities, or whether they are fading mostly in the cases of
nonblack immigrant groups.” (61) As the authors mentioned,
intermarriage is growing quite rapidly in the Asian and Latino
community and are predicted to continue to increase in the
future. With this being said, is intermarriage changing the color
lines or further encouraging segregation of other ethnic groups?
In the article “Intermarriage and Multiracial Identification: The
Asian American Experience and Implications for Changing
Color Lines”, Lee and Bean bring up key issues regarding the
race/ethnicity an individual identifies branching from interracial
marriages. Before one can identify with the race and ethnicity
they are today, in the past people were only allowed to identify
as monoracial meaning one race . As we all know today, the
U.S. is not monoracial and in fact it is strongly diverse. This led
to the Census to be rethought and corrected by 2003 where it
became fully inclusive to many like Asians, Latinos, and
Hispanics. People being allowed to freely identify themselves in
the Census led to an increase in the multiracial population. With
this being said, how do you feel when you are bubbling or
circling your race/ethnicity on any form given to be filled out?
What are your thoughts regarding the improvements on the
Census? Will the ability to identify themselves affect their
culture (i.e. prone to stereotypes)?
In “Intermarriage and Multiracial Identification: The Asian
American Experience and Implications for Changing Color
Lines,” Jennifer Lee and Frank Bean introduce the history of the
rise of interracial marriages and relationships. They also cite
several sociologists in hypothesizing that this rise directly
correlates with breaking down racial barriers and, in the words
of the article, “decreasing social distance between groups,
declining racial prejudice, and changing racial boundaries” (52).
However, later in the article, the authors point out that the
interracial marriage rates continue to marginalize the black

22. community. To what extent do you agree, if at all, with the cited
sociologists in that racial prejudice is declining? What
examples, if any exist, from your personal life have you
observed provide evidence of your answer?
week 11
“The Journey to Acceptance: Crossroads of Asian Culture and
Queer Identity.” Aldric Ulep.
· Asians tend to keep their sexual identity a secret because they
do not want to burden their family. According to Aldric Ulep,
“Because of this cultural pressure to put the family first, queer
Asian children often choose to hide their sexuality from their
parents in fear of betraying the central family unit, the focus of
a collectivist society” (6). They choose to keep their sexual
identity a secret because they want to protect their family and
their beliefs. In what ways does claiming queer identity
function as a betrayal of the family? What do you believe needs
to happen for Asians to feel more safe coming out to their
parents?
· Aldric Ulep discusses the difficulties queer Asian American
children face when they come out and reveal their sexual
identity to their parents. This is mostly due to the traditional
Asian immigrant parents and westernized/second-generation
Asian American children’s different sets of core values. To
these children, revealing their sexual identity can be seen as a
betrayal to Asian family expectations, which includes fulfilling
specific roles. For example, Asian sons are supposedly
“responsible to dutifully ‘continue the family lineage and
expand the family unit’” (6). How does queer identity pose
challenges to traditional ethnic visions about family? How does
immigration pose specific cultural challenges for queer children
and their parents?
· Queer Asian American youth face “racialized heterosexism in
Asian American communities and queered racism in queer
communities.” (Ulep, 4). They are fearful of shaming their
family, so many queer Asian American children tend to keep

23. their sexuality a secret, in fear of betraying their family and
cultural values. Asians place a huge importance on family and
traditional Asian values, such as “getting married, having
children, and passing down the family name.” (Ulep, 7).
However, Asian parents have to make their own choice about
either accepting their child’s queer identity or not accepting
their child’s queer identity. Asian parents truly care about their
children’s well-being and believe that if they do not lead a
normal life, then they will not lead a normal life. Also, they are
faced with factors, such as language barriers, which make it
even more difficult for them to communicate with their
children. Why do you think the Asian American community is
particularly struggling with their children’s queer identities?
And what do you think will help queer Asian American
children’s “coming out” process easier for both the child and
the parents? Also, what factors are most crucial when
considering the struggle of the Asian American community and
how could these factors affect queer Asian American youth?
(i.e. language barriers, western culture assimilation, etc.)
· Aldric Ulep discusses how the parents of queer individuals
react to their children “coming out” and the difficulties that
come with being queer in an Asian family. Most Asian
communities live in collectivist societies, which means family
values matter more than individual values. Due to this, many
queer individuals fear “coming out” would risk their
relationship with their family and decide to conceal their sexual
identity. Asian culture does not encourage parents to reject their
children based on their sexual orientation, so, ultimately, the
parents decide whether or not to support their children.
Unfortunately, due to Asian culture being reserved, “[it] does
not permit direct expression of sexual language and behavior,”
and further discourages any discussion about sex or sexuality
(8). This makes it difficult for parents to understand what it
means to be queer and to accept that their child falls into this
category, which also damages their fixed idea of thinking their
child will live a “normal life” based on marriage and children.

24. In addition, American-raised children and Asian-raised parents
encounter a language barrier that makes it difficult for the
child’s “coming out” experience to be properly explained. What
can be done to encourage Asian communities to be more
outspoken about sexual identity? How can the collectivist
values be encouraged or strengthened with the inclusion of
queerness? How could Asian-American queer individuals better
communicate with their Asian-raised parents about their
queerness?
“Searching for Home: Voices of Gay Asian American Youth in
West Hollywood.” Mark Tristan Ng.
· Mark Tristan Ng describes how race and sexuality interact in
the lives of gay Asian Americans in West Hollywood. He
indicates that West Hollywood is usually safe and comfortable
space for gay people, but most gay Asian American youths do
not feel safe due to racial hierarchy led by gay white Americans
within the community. The author states that this is a result of
Model Minority and Orientalism. My question is: how these
images of the Model Minority and Orientalism marginalize gay
Asian American in the West Hollywood community? Do you
think these issues must be solved by people only within the
community or outsiders can help to solve the issues and improve
the community’s condition for the Asian American youths?
· Mark Tristan Ng argues how West Hollywood is not safe place
for gay Asian American men (GAM). Even though West
Hollywood is considered a safe place for many homosexual
people, there is still discrimination. The article also states that
gay white males control the value and currency of this economy;
they occupy the dominant and privileged position as the active
agents determining and dictating who and what is desirable,
how much value there is in an object, and how to pursue that
desire. What does what dominance in West Hollywood look
like? What can Asian American gay men do to achieve a more
satisfying sense of “home”?
· Mark Tristan Ng discusses the struggles that young Gay Asian

25. American males (GAM) face. New clubs have been added,
including the Buddha Lounge and Red Dragon, to include GAM
more in West Hollywood. Although this is more of a safe place
for them in West Hollywood, some have still felt like the clubs
were fetishizing Asian-ness, or that they were a place for white
gay males to come and fulfill their fantasies. Do you think these
clubs are a safe place where gay Asian males can come together
as a community? What is the value of a “safe space”? In what
ways do these clubs reproduce the racial hierarchy of the
broader society?
· Mark Tristan Ng illustrates the dynamic layers of identity for
young, gay, Asian men in West Hollywood, a place largely
known for its gay demographic. He illustrates the logistics
behind Asian themed clubs in West Hollywood comparing these
“enclaves” to that of smaller ethnic areas in larger metropolitan
cities such as Chinatown, Little Saigon, etc. However, Ng states
that while they provide a relatively more positive environment
for these men, ultimately being gay and Asian in West
Hollywood still lacks a sense of “community”. Identify some of
the prejudices and misconceptions that these clubs seem to be
operating on? What can community members in West
Hollywood do to create more authentic inclusion of people of
color.
AAS 345 Kwon
Asian American Studies 345OL:
Contemporary Issues
Ruth Mee Jung Kwon
Spring 2017
Office: Sierra Tower (ST) 510
Section # 13919
Email: [email protected]

26. Sat 11AM-1:45PM
Office Hours: Th 1:00-2:00 (In the Moodle Chatroom) and by
appointment Online
Department Phone: 818-677-4966 (messages)
Course Description:
Prerequisites: Completion of the lower division writing
requirement. Critical analysis of contemporary issues
confronting Asian Americans in the U.S. Emphasis placed on
social and economic issues such as immigration, education,
employment, health, and inter-ethnic and intra-Asian conflict.
Regular writing assignments required. Available for Section B,
Multicultural Requirement for Credential Candidates.
(Available for General Education, Comparative Cultural
Studies)
This class provides a detailed and critical examination of
contemporary issues confronting Asian American communities
against the backdrop of broad political, economic, and social
changes in increasingly multi-racial American society and
globalized world. We will learn about various topics including
gender and sexuality, family, ethnic identity, race, inequality
and class, youth culture, interracial relationship in changing
Asian America. As with any other classes in Asian American
studies, our goal is to help all students develop critical thinking
skills and understand how Asian Americans’ lives are both
shaped by social forces, as well as how Asian Americans
actively resist and negotiate these forces.
Course and Student Learning Objectives:
Comparative Cultural Studies/ Gender, Race, Class, Ethnicity
Studies Goal: Students will understand the diversity and
multiplicity of cultural forces that shape the world through the
study of cultures, gender, sexuality, race, religion, class,
ethnicities and languages with special focus on the
contributions, differences, and global perspectives of diverse

27. cultures and societies.
Students will:
1. Describe and compare different cultures;
2. Explain how various cultures contribute to the development
of our multicultural world;
3. Describe and explain how race, ethnicity, class, gender,
religion, sexuality and other markers of social identity impact
life experiences and social relations;
4. Analyze and explain the deleterious impact and the privileges
sustained by racism, sexism, ethnocentrism, classism,
homophobia, religious intolerance or stereotyping on all sectors
of society;
Writing Intensive (GE Designation WI) Goal:
Students will develop their abilities to express themselves and
the knowledge they have obtained through practicing various
forms of writing within different disciplinary contexts. Writing
intensive courses will build upon the skills gained in the
Analytical Reading and Expository Writing section of Basic
Skills. In each WI course students will be required to complete
writing assignments totaling a minimum of 2500 words.
Students will:
1. Develop and clearly define their ideas through writing;
2. Ethically integrate sources of various kinds into their writing;
3. Compose texts through drafting, revising, and completing a
finished product;
4. Express themselves through their writing by posing
questions, making original claims, and coherently structuring
complex ideas;
5. Revise their writing for greater cogency and clarity;
6. Utilize adopted communication modes and documentation
styles of specific disciplines (MLA, APA, Chicago, CBE, etc.)
where appropriate.

28. General Announcements:
An official class mailing list and Moodle site will be used for
announcements, assignment clarifications, and schedule
changes. You are responsible for checking both Moodle and
your CSUN-assigned e-mail address.
Required reading:
Course Reader
Available for purchase at Northridge Copy Center, located at
the corner of Reseda and Nordhoff, next to Ross and Gold’s
Gym.
9130 B Reseda Blvd. Phone 818-775-0255.
Lecture Notes
You are responsible for the contents in “Lecture Notes.” These
notes will become available the week the readings are assigned.
Please visit Moodle for weekly posted notes. These notes offer
critical ways of understanding the issues and texts we are
covering in this class.
Course Structure
This course will be delivered entirely online through Moodle,
where you can access the following:
· Course materials
· Lecture notes
· Discussion forums
· Midterm/Final Exam
Notes on the Online Format
An official class mailing list and Moodle site will be used for
announcements, assignment clarifications, and schedule
changes. You are responsible for checking both Moodle and
your CSUN-assigned e-mail address.
This course is a synchronous online course. What I understand
this to mean is that while we don't actually meet every week at
this time, we are all committed to have this time available if we

29. need to have some live contact.
This online course requires self-discipline, which means you
will need to be conscientious about understanding the
assignments and due dates on the syllabus. You are expected to
keep up with the readings, watch videos, regularly post
to/respond to messages on the discussion board, and check class
announcements.
A cautionary note about online classes: Many students take on-
line classes because of the convenience and flexibility they
offer.
Students who tend to do well in an online class are self-
disciplined, and read assigned texts carefully, take good notes,
and actively engage in discussion. On the other hand, I find that
there are a number of students who do poorly in an online
setting because they need the structure that a traditional class
offers, although it may be less convenient for their schedules.
With this in mind, you need to decide what best suits your
learning style.
Technical Assistance
If you need technical assistance at any time during the semester,
the following campus resources are available to you:
For live chat or general information,
http://www.csun.edu/it/need-help
Phone: 818-677-1400
In Person Support: Oviatt Library, Room 33. M-F 8-5.
Course Requirement and Grading Scheme
Requirement
% of Total Grade
Due Date
Attendance & Participation

30. 5
Reading Comprehension & Reflection Journal Entry* (4 total)
20
Thursdays 11:55PM
Discussion Question Post and Discussion Leadership* (4 total)
15
Saturdays 10AM
Response to a Discussion Question* (4 total)
15
2/4, 3/25, 4/22, 5/12
Midterm
10
Saturday 3/11
Essay: Synthesizing Ideas
20
Saturday 4/13
Final Exam
15
Saturday 5/13
*These are related requirements. Each is explained under
Student-led Discussion Forum
Attendance & Participation (5%)
Log onto Moodle regularly (at least once a week) and
participate in online activities (i.e. watching video and reading
current and past discussion posts. Show that you are doing the
readings by engaging the discussion forums regularly, and
complete all your assignments in a timely manner.
Student-led Discussion Forum
General Description:
Each student will help lead four discussions on the weekly
discussion forums on Moodle. Each person will also answer four
of these student-initiated discussion questions. First, students

31. will select specific readings for which they will lead discussion
by signing up on the Google doc below.
Then the student will write a Reading Comprehension &
Reflection Journal Entry about the article. Next, the student will
start the class discussion with a Discussion Question Post, a
100-word reflection that ends with a critical discussion
question. Other students in the class will pick a student-
generated question and respond to it in a 300-word Response to
a Discussion Question.
First, you must sign up to be a discussion leader for four
separate weeks. You will choose one article to focus on. Use the
following sign-up sheet:
https://docs.google.com/document/d/1uxAJ0CPU3BD61xp7RvZt
5qGrAlvi2zqtKGmrjifldRI/edit?usp=sharing
Do not sign up for more than one article in one week. Avoid
clustering all your work at the end of the semester, when you
will need time to work on your extended essay. Clearly mark on
your calendar when you are scheduled to lead.
Detailed Descriptions of the following requirements are offered
on a separate document called “Student-led Discussion
Requirements”: Reading Comprehension & Reflection Journal
Entry, Discussion Question Post, and Response to a Discussion
Question.
Reading Comprehension & Reflection Journal (20%)
Due Thursday 11:55PM on the week you are scheduled to lead.
You will sign up to lead discussion for four readings over the
course of the semester. In the week you are scheduled to lead
discussion, read and annotate the designated article carefully.
Then write a 400-word journal entry explaining the arguments
and reflecting on their implications. The first half of your

32. response is about faithfully representing the author’s arguments.
The second half of the assignment is about your reflections on
why these concepts and arguments are important.
Discussion Question Post & Discussion Leadership(15%)
To kick off class discussion, compose a 100-word post that sets
up an issue and then asks a critical question. As a discussion
leader, your job is to start the conversation and keep it going.
Help students stay focused on key issues and help cultivate a
lively but respectful discussion.
The professor will be available to help you craft your questions
and facilitate class discussion.
Initial post due Saturday 10AM on the week you are scheduled
to lead. You are expected to check into the discussion over the
next two weeks and encourage discussion for that unit.
Response to a Discussion Question (15%)
Four due dates
Each week, student discussion leaders will generate discussion
questions. The professor will review questions and make
recommendations for stronger discussion questions. The
professor and non-discussion leaders may also contribute to
discussion questions. These questions must all be submitted
before Saturday 10AM on the week/day the readings are
scheduled on the syllabus.
Each student must answer a discussion question and post a 300-
word response four times over the course of the semester.
Midterm Exam (10%) 45-minute online exam, covering
readings, lecture notes, and ideas from the discussion forum.
The exam will consist of multiple choice and short essay
questions.

33. You will have a 72- hour window to take the exam on Moodle.
The exam will open at 12:05 am (midnight) Friday and close at
11:55pm (midnight) Sunday. This gives you a 72-hour window
to complete a 45-minute exam. Once the exam closes, you will
not be allowed to make up the quiz, so please plan accordingly.
No make-ups allowed.
Essay: Synthesizing Ideas (20%)
1200-word essay that connects the importance of ideas from two
units covered in class. You must have deep understanding of all
of the readings from the two units. You should be reviewing and
drawing from aminimum of four assigned texts to make your
arguments.
In a thesis-driven essay, answer the following question:
How are the concepts from the two units related? How does this
relationship help us better understand the Asian American
community and its politics?
Refer to readings specifically, use short quotes, and cite your
sources.
One or both of the units you select may be from the weeks in
which you are a discussion leader. Your paper topic must be
approved by the professor.
Final Exam (15%) 60-minute online exam, covering readings,
lecture notes, and ideas from the discussion forum. The final
exam is not cumulative. The final only covers content assigned
after the midterm exam. The exam will consist of multiple
choice and short essay questions.
You will have a four day, or 96- hour window to take the exam
on Moodle. The exam will open at 12:05 am (midnight)
Wednesday and close at 11:55pm (midnight) Saturday. This

34. gives you a 72-hour window to complete a 60-minute exam.
Once the exam closes, you will not be allowed to make up the
quiz, so please plan accordingly. No make-ups allowed.
Course Schedule & Readings
The contents of this schedule/ reading list are subject to
adjustments based on current events, or the discretion of the
instructor. Students will promptly be notified of any changes.
Week 1 Saturday 1/21
Intro: The Origin of Asian American Studies
“On Strike!” San Francisco State College Strike, 1968-1969.
Karen Umemoto.
https://www.youtube.com/watch?v=_OutYZbDwBM&list=PLm
mQScWGAW8UwVpY75q3Jas50AgHvDtp4
Week 1 Homework: Refer to Word Doc on Moodle. Due next
Saturday 1/28.
Week 2 Saturday 1/28
Post 1965 Immigration
“U.S. Immigration Policies and Asian Migration.” Ong Paul and
John Liu
“The Political Economy of Capitalist Restructuring and the New
Asian Immigration.” Paul Ong, Edna Bonacich, and Lucie
Cheng.
Week 3 Saturday 2/4
Southeast Asian Communities
“Vietnamese, Laotian, and Cambodian Americans.” Ruben G.
Rumbaut
“The Vietnamese American Experience: From Dispersion to the
Development of Post-Refugee Communities.” Linda Vo.
Student-led discussions begin. Remember to check in to the

35. forum.
Week 4 Saturday 2/11
Model Minority and Racial Hierarchy
“Multiculturalism and Racial Stratification.” Neil Gotanda
“Asian Americans as the Model Minority: An Analysis of the
Popular Press Image in the 1960s and 1980s.”
Tayag, Michael. “Great Expectations: The Negative
Consequences and Policy Implications of the Asian American
‘Model Minority’ Stereotype.”
Week 5 Saturday 2/18
Racial Conflicts
“The Korean-Black Conflict and the State.” Paul Ong, Kye
Young Park, and Yasmin Tong.
Sa-I-Gu. Documentary.
https://www.youtube.com/watch?v=G_UyYj-pR8U
“The New Chinese Immigration and the Rise of Asian American
Politics in Monterey Park, California.” Leland T. Saito and John
Horton.
“’Racial Profiling’ in the War on Terror: Cultural Citizenship
and South Asian Muslim Youth in the Unites States.” Sunaina
Maira.
First Response to a Discussion Question must address
discussion questions raised in Weeks 3, 4 or 5.
Week 6 Saturday 2/25
Coalitions and Class Considerations
“Interracial Politics: Asian Americans and Other Communities
of Color.” Claire Jean Kim and Taeku Lee.
“Class Constraints on Racial Solidarity among Asian
Americans.” Yen Espiritu and Paul Ong.
Submit one paragraph proposal for “Essay: Synthesizing Ideas”
requirement. Explain the following: Which sets of readings will
you be comparing? What kinds of connections are you

36. interested in making? Why do these connections feel important?
Due 11:55PM.
Week 7 Saturday 3/4
Enclaves, Ethnoburbs and Global Spaces
“The Formation of Post-Suburban Communities: Koreatown and
Little Saigon, Orange County.” Mary Yu Danico.
“Asian Americans in Global Cities: Los Angeles-New York
Connections and Comparisons.” Paul M. Ong and Tarry Hum.
Midterm Exam: 45-minute online exam, covering readings,
lecture notes, and ideas from the discussion forum. The exam
will consist of multiple choice and short essay questions.
You will have a 72- hour window to take the exam on Moodle.
The exam will open at 12:05 am (midnight) Friday and close at
11:55pm (midnight) Sunday. This gives you a 72-hour window
to complete a 45-minute exam. Once the exam closes, you will
not be allowed to make up the quiz, so please plan accordingly.
Week 8 Saturday 3/11
Labor
“Life and Work in the Inner City.” Paul Ong and Karen
Umemoto.
“The Migration and Incorporation of Filipino Nurses.” Paul Ong
and Tania Azores.
“Chinese-Vietnamese Entrepreneurs in California.” Steve Gold.
The second Response to a Discussion Question must address
discussion questions raised in Weeks 6, 7 or 8.
Week 9 Saturday 3/18
Women and Families
“Long distance intimacy: class, gender and intergenerational
relations between mothers and children in Filipino transnational
families.” Rhacel Parreñas.

37. “Power, Patriarchy and Gender Conflict in the Vietnamese
Immigrant Community.” Nazli Kibria.
“Women in Exile: Gender Relations in the Asian Indian
Community in the United States.” Sayantani DasGupta and
Shamita Das Dasgupta.
Submit revised one paragraph proposal for “Essay: Synthesizing
Ideas” requirement. Explain the following: Which sets of
readings will you be comparing? What kinds of connections are
you interested in making? Why do these connections feel
important? Due 11:55PM.
SPRING BREAK Saturday 3/25
Week 10 Saturday 4/1
Interracial marriage and multiethnic identity
“Intermarriage and Multiracial Identification: The Asian
American Experience and Implications for Changing Color
Lines.” Jennifer Lee and Frank Bean.
“What Must I Be? Asian Americans and the Questions of
Multiethnic Identity.” Paul R. Spickard,
“The Struggle of Being Mixed Race.” Buzzfeed Yellow.
https://www.youtube.com/watch?v=ob-qmfvnQVo
Week 11 Saturday 4/8
Sexuality/LGBTQ
“Searching for Home: Voices of Gay Asian American Youth in
West Hollywood.” Mark Tristan Ng.
“The Journey to Acceptance: Crossroads of Asian Culture and
Queer Identity.” Aldric Ulep.
The third Response to a Discussion Question must address
discussion questions raised in Weeks 9, 10 or 11.

38. Week 12 Saturday 4/15
Asian American Religions
“Made in the U.S.A.: Second-Generation Korean American
Campus Evangelicals.” Rebecca Y. Kim.
“Asian Indian and Pakistani Religions in the Unites States.”
Raymond Brady Williams.
“Sangha of the South: Laotian Buddhism and Social Adaptation
in Rural Louisiana.” Carl L. Bankston III.
“Essay: Synthesizing Ideas” due 11:55PM
Week 13 Saturday 4/22
Youth Culture
“Coming of Age at the Turn of the Twenty-First Century: A
Demographic Profile of Asian American Youth.” Min Zhou.
“Filipinotown and the DJ Scene: Cultural Expression and
Identity Affirmation of Filipino American Youth in Los
Angeles.” Lakandiwa M. De Leon.
“Transnational Cultural Practice of Chinese Immigrant Youth
and Parachute Kids.” Christy Chiang-Hom.
Week 14 Saturday 4/29
Asian American Studies: Looking Forward
“Whither Asian American Studies?” Chan, Sucheng.
The final Response to a Discussion Question must address
discussion questions raised in Weeks 12, 13 or 14.
Week 15 Saturday 5/6
Review/Study Week
Final Exam Week Saturday 5/13
Final Exam: 60-minute online exam, covering readings, lecture
notes, and ideas from the discussion forum. The final exam is
not cumulative. The final only covers content assigned after the

39. midterm exam. The exam will consist of multiple choice and
short essay questions.
You will have a four day, or 96- hour window to take the exam
on Moodle. The exam will open at 12:05 am (midnight)
Wednesday and close at 11:55pm (midnight) Saturday. This
gives you a 72-hour window to complete a 60-minute exam.
Once the exam closes, you will not be allowed to make up the
quiz, so please plan accordingly.
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