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.  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). Perceptions of the AAPI Community

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

6. 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% 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% 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% 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% Social Indicators of Marginalized and Vulnerable AAPI Sub-Groups

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

10. Bi-Modal Distribution of Education Outcomes for AAPIs Mean Score AAPIs (“outliers”) Whites (“normal”) Mean Score (%) (Standard Deviation) Whites AAPIs SAT I Verbal 528 507 (All Takers, 2004) (100) (121) SAT I Math 531 577 (All Takers, 2004) (102) (123) 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. SAT Scores of Asians, Asian Americans, or Pacific Islanders by the Location of High School Attended, 2004 502 560 535 650 300350400450500550600650700 SAT I Verbal SAT I Math Outside the U.S.In the U.S. 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. Bachelor’s Degree or MoreHigh School or Less Asian American Pacific Islander Asian American Pacific Islander Note: 25 years and older. Source: CARE, Federal Higher Education Policy and the AAPI Community, 2010. Educational Attainment for AAPIs by Ethnicity, 2006-2008

17.  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. Conclusion

18. Robert Teranishi New York University (212)998-5522 robert.teranishi@nyu.edu CARE Project: http://www.nyu.edu/projects/carehttp://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 National Commission on Asian American and Pacific Islander Research in Education