Overview

This second edition of Asian/American Scholars of Education: 21st Century Pedagogies, Perspectives, and Experiences shares an updated number of Asian/American luminaries in the field of education. The updated collection of essays and national data analyses acknowledges the struggle that Asian/American education scholars have faced when it comes to being regarded as legitimate scholars deserving of endowed or distinguished status in the field of education. The chapter contributors in this second edition include postdoctoral mentees, former students, and colleagues of the newly added Asian/American endowed and distinguished professors featured in the book: Hua-Hua Chang, Nicholas D. Hartlep, Guofang Li, Justin Perry, and Kui Xie. Asian/American Scholars of Education makes an important impact by continuing to ask: Why are there so few Asian/American endowed and distinguished faculty members in education?

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9781433186790

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Reviews

Hartlep, Ball, and Wells present an incredible array of essays written by the world's most foremost scholars on what it means to be Asian American and hold distinguished faculty appointments. These collected works will do much to raise much needed consciousness on the trials, tribulations, and hopes of a racial group that has experienced tragic experiences of exclusion and xenophobia. -Dr. Rene Antrop-Gonzalez, Dean and Professor of Education, SUNY at New Paltz Improving the representation of Asian American endowed chairs, particularly in education, is of great importance because of their unusually low current representation relative to their achievements. -Dr. Jonathan Wai (from the Foreword), Assistant Professor of Education Policy and Psychology and 21st Century Endowed Chair in Education Policy, University of Arkansas Nicholas D. Hartlep, Daisy Ball, and Kevin E. Wells and their second edition of Asian/American Scholars of Education 21st Century Pedagogies, Perspectives, and Experiences place their field-shifting perspectives on the engagements of Asian American faculty in Academe who have received named professorships. Hartlep, Ball, and Wells stand on the shoulders of the giants in the field-Derald Wing Sue, Robert Teranishi, and Mitchell Chang among others-to gain an aerial view of the higher education landscape that has been at best sparsely occupied, and at worst bereft of literature that speaks to the Asian American experience. Their tome unapologetically provides intellectual space to problematize pedagogical approaches, as well as experiential and perspectival engagements through the narratives shared by these named professors. -Dr. Fred A. Bonner II, Professor and Endowed Chair, Whitlowe R. Green College of Education, Prairie View A&M University

Improving the representation of Asian American endowed chairs, particularly in education, is of great importance because of their unusually low current representation relative to their achievements. -Dr. Jonathan Wai (from the Foreword), Assistant Professor of Education Policy and Psychology and 21st Century Endowed Chair in Education Policy, University of Arkansas Hartlep, Ball, and Wells present an incredible array of essays written by the world's most foremost scholars on what it means to be Asian American and hold distinguished faculty appointments. These collected works will do much to raise much needed consciousness on the trials, tribulations, and hopes of a racial group that has experienced tragic experiences of exclusion and xenophobia. -Dr. Rene Antrop-Gonzalez, Dean and Professor of Education, SUNY at New Paltz Nicholas D. Hartlep, Daisy Ball, and Kevin E. Wells and their second edition of Asian/American Scholars of Education 21st Century Pedagogies, Perspectives, and Experiences place their field-shifting perspectives on the engagements of Asian American faculty in Academe who have received named professorships. Hartlep, Ball, and Wells stand on the shoulders of the giants in the field-Derald Wing Sue, Robert Teranishi, and Mitchell Chang among others-to gain an aerial view of the higher education landscape that has been at best sparsely occupied, and at worst bereft of literature that speaks to the Asian American experience. Their tome unapologetically provides intellectual space to problematize pedagogical approaches, as well as experiential and perspectival engagements through the narratives shared by these named professors. -Dr. Fred A. Bonner II, Professor and Endowed Chair, Whitlowe R. Green College of Education, Prairie View A&M University

Author Information

Nicholas D. Hartlep (Ph.D., University of Wisconsin, Milwaukee) is the Robert Charles Billings Endowed Chair in Education at Berea College where he Chairs the Department of Education Studies. Dr. Hartlep has published 23 books, the most recent being Racial Battle Fatigue in Faculty: Perspectives and Lessons from Higher Education (2020). His book The Neoliberal Agenda and the Student Debt Crisis in U.S. Higher Education (2017), with Lucille L. T. Eckrich and Brandon O. Hensley, was named an Outstanding Book by the Society of Professors of Education. In 2020 he received three national awards: (1) Diverse: Issues in Higher Education named him an Emerging Scholar, (2) the American Association for Access, Equity & Diversity (AAAED) granted him the first Emerging Scholar Award, and (3) the Global Forum for Education and Learning (GFEL) named him a “Top 100 Leaders in Education.” In 2018, the Association of State Colleges and Universities (AASCU) granted Dr. Hartlep the John Saltmarsh Award for Emerging Leaders in Civic Engagement Award. Daisy Ball (Ph.D., Virginia Tech) is Assistant Professor and Coordinator of the Criminal Justice Program in the Department of Public Affairs at Roanoke College (Salem, VA). Her research focuses on the intersection of race and the criminal justice system, with an emphasis on the criminal justice contact of Asian Americans. Recent publications have appeared in Sociological Spectrum and Deviant Behavior. Kevin E. Wells (Ph.D., Baylor University) is Assistant Professor of Research and Educational Foundations at The University of Southern Mississippi. His research focuses on quantitative research methodology with emphases in structural equation modeling and non-linear longitudinal growth. He has recently authored or coauthored a series of articles dealing with temporal psychology that have appeared in a variety of journals, including, Psychological Assessment, Psychiatry Research, Journal of Adolescence, and International Journal of Behavioral Development. He is currently teaching courses in research methodology, educational statistics, and missing data.

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