Stacey J Lee
Biographic Data
| ID | 3638753 |
|---|---|
| NAME | Stacey J Lee |
| GIVEN NAMES | Stacey J |
| FAMILY NAME | Lee |
| SIGNATURE | LEE S J |
| AFFILIATIONS | University of Wisconsin–Madison |
| VERIFIED | No |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 214 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
Learning From and Alongside Each Other: A Humanizing Approach to Team‐Based Ethnography
Drawing from 7 years of team‐based ethnographic research with Hmong communities in Wisconsin, we—a multiethnic group of Asian American women—extend Paris and Winn's (2013) concept of humanizing research. We argue that relational care among research team members is central to sustaining humanizing practices. Our collaboration demonstrates that care, dignity, and dialogic consciousness emerge not only in researcher–participant relationships but als…
From Alien Labor to Meritorious Citizen: Conservative Asian Americans’ Opposition to Equity-Oriented Educational Policy
Asian American political activism around education has always reflected specific, if uneven, ways that groups of Asian Americans attempt to navigate their racialized positioning in U.S. schools. This article looks at one such strand of advocacy—Asian American opposition to affirmative action and other equity-based policies—to consider how these groups, informed by their own educational experiences, frame Asian American students as meritorious con…
STEM Pushout of HMoob American College Students at a Predominantly White Institution
STEM Asianization and the racialization of the educational experiences of Asian American college students
Asian Americans and the battle against Affirmative Action: Opposition to race-based admissions as neoliberal racial subjectivity performance
Through a critical discourse analysis of three Asian American organizations’ rhetoric around race and education, we explore the activism of Asian Americans working against affirmative action and other race-based educational policies. We examine the way these groups engage ideological discourses regarding race, civil rights, and the freedom to compete in their fight to protect Asian Americans’ access to elite educational institutions. Drawing on t…
Asians for Black Lives, Not Asians for Asians: Building Southeast Asian American and Black Solidarity
This paper explores the possibilities and challenges of building cross-racial solidarity between Southeast Asian American and Black communities through an ethnographic account of a community-based educational space (CBES) working with low-income Southeast Asian American and Black youth. CBESs can play a unique role in teaching youth to engage in anti-racist work and building cross-racial coalitions. We argue that attention to challenging anti-Bla…
Navigating social justice in the current historical moment
Writing about the current historical moment, Cornel West (2018) powerfully argues that Trump “is a symbol and a symptom—not cause or origin” of the problems today.” While racism, xenophobia, settle
Engaging the Transnational Lives of Immigrant Youth in Public Schooling: Toward a Culturally Sustaining Pedagogy for Newcomer Immigrant Youth
Drawing on ethnographic research in urban schools serving recently arrived immigrant students in New York City, this article considers the importance of drawing on transnational attachments in culturally sustaining pedagogy for newcomer immigrant students. The authors document how recently arrived immigrant youth narrated real and imagined transnational attachments as they described their past, current, and future lives in the United States and i…
This Issue
Racialization, Schooling, and Becoming American: Asian American Experiences
Racial categories, inequalities, and hierarchies have shaped life in the United States since the formation of the country. For children and youth in the immigrant and second generations, schools are central sites of racialization. In this article, we focus on what the educational research suggests about the role of schooling in the racialization of ethnically diverse Asian immigrant and refugee groups in the United States. Specifically, we examin…
Teaching (In)justice: One Teacher’s Work with Immigrant English Learners
Introduction to the Special Issue: What Does It Mean to Do Ethical and Engaged Research With Immigrant Communities
In recent years, the politics and ethics surrounding research have garnered increasing attention among scholars from diverse epistemological perspectives. Scholarly publications range from more mat
As We Embark on a New Editorship: A Statement From the Aerj -SIA Editors
"To Trust in My Root and to Take That to Go Forward": Supporting College Access for Immigrant Youth in the Global City
Increasing numbers of immigrant youth are coming of age within global cities that are characterized by growing inequalities and few opportunities for social mobility. These youth face numerous educational obstacles that complicate college and labor market access. This article draws from an ethnographic study of public high schools serving low-income, recently arrived immigrant students and explores how the schools provide students with the academ…
Family Is Here: Learning in Community-Based After-School Programs
This article examines the culture of community-based after-school programs that serve low-income Hmong immigrant youth. By drawing on knowledge of Hmong culture, history, and family structure, and knowledge of mainstream American culture, the staff at the community centers are able to connect to children and adolescents in ways that schools do not. Despite the success that community centers have in connecting to Hmong immigrant youth, they are le…
Complicating the Image of Model Minority Success: A Review of Southeast Asian American Education
Similar to other Asian American students, Southeast Asian American students are often stereotyped by the popular press as hardworking and high-achieving model minorities. On the other hand, Southeast Asian American youth are also depicted as low-achieving high school dropouts involved in gangs. The realities of academic performance and persistence among Southeast Asian American students are far more complex than either image suggests. This articl…
Theorizing Class Through Ethnography
Additional complexities: Social class, ethnicity, generation, and gender in Asian American student experiences
Despite the largely monolithic descriptions of Asian American students as high achieving model minorities, Asian Americans are a diverse group and their experiences are varied and complex. This article explores the ways that social class, ethnicity, generation, and gender shape the educational opportunities, experiences and achievement of Asian American students. It demonstrates that in order to better serve the unique needs of Asian American stu…
Up against Whiteness: Students of Color in Our Schools
You Can Never Be Too Rich or Too Thin: Popular and Consumer Culture and the Americanization of Asian American Girls and Young Women
First- and second-generation youth of color are vulnerable to racialized images of gender and sexuality as reflected in and perpetuated by dominant forms of popular and consumer cultures. These popular images inform the process of Americanization, including racialized sexualization, for first- and second-generation Americans. This paper examines the way first- and second-generation Asian girls and young women interpret and reinterpret popular rep…
Learning “America”: Hmong American High School Students
First- and second-generation Hmong American youth gather much of their information about America and “being American” from their experiences attending school. This ethnographic study explores the way Hmong American students at a public high school in Wisconsin interpret what it means to be Hmong in the United States. It examines the way the culture of Whiteness at the school shapes Hmong American students’experiences and their understandings abou…
Khmer American: Identity and Moral Education in a Diasporic Community (review)
Journal of Asian American Studies - Volume 2, Number 3, October 1999
Teaching Asian America: Diversity and the Problem of Community
Teaching Asian America: Diversity and the Problem of Community. Lane Ryo Hirabayashi, ed. New York: Rowman and Littlefield Publishers, 1998. 266 pp
The Politics of Racial Identity: A Pedagogy of Invisibility
A Critical theory informed Review of Blacked Out: Dilemmas of Race, Identity, and Success at Capital High by Signithia Fordham. Chicago, IL: University of Chicago Press, 1996; Unraveling the “Model Minority” Stereotype: Listening to Asian American Youth by Stacey J. Lee. New York: Teachers College Press, 1996, and Latinos and Education: A Critical Reader by Antonia Darder, Rodolfo D. Torres, and Henry Gutierrez (Eds.). New York: Routledge, 1997
Unraveling the "model minority" stereotype: Listening to Asian American youth
Behind the Model-Minority Stereotype: Voices of High- and Low-Achieving Asian American Students
This article examines the complex relationship between Asian American student identity(ies) and perceptions regarding future opportunity and attitudes toward schooling. The article argues that identity and attitudes toward schooling are not static, as some have argued, but are negotiated through experiences and relationships inside and outside of school. Data for this article were collected as part of a larger ethnographic study on Asian American…
Racialization, Schooling, and Becoming American: Asian American Experiences
Racial categories, inequalities, and hierarchies have shaped life in the United States since the formation of the country. For children and youth in the immigrant and second generations, schools are central sites of racialization. In this article, we focus on what the educational research suggests about the role of schooling in the racialization of ethnically diverse Asian immigrant and refugee groups in the United States. Specifically, we examin…
Additional complexities: Social class, ethnicity, generation, and gender in Asian American student experiences
Despite the largely monolithic descriptions of Asian American students as high achieving model minorities, Asian Americans are a diverse group and their experiences are varied and complex. This article explores the ways that social class, ethnicity, generation, and gender shape the educational opportunities, experiences and achievement of Asian American students. It demonstrates that in order to better serve the unique needs of Asian American stu…
Family Is Here: Learning in Community-Based After-School Programs
This article examines the culture of community-based after-school programs that serve low-income Hmong immigrant youth. By drawing on knowledge of Hmong culture, history, and family structure, and knowledge of mainstream American culture, the staff at the community centers are able to connect to children and adolescents in ways that schools do not. Despite the success that community centers have in connecting to Hmong immigrant youth, they are le…
"To Trust in My Root and to Take That to Go Forward": Supporting College Access for Immigrant Youth in the Global City
Increasing numbers of immigrant youth are coming of age within global cities that are characterized by growing inequalities and few opportunities for social mobility. These youth face numerous educational obstacles that complicate college and labor market access. This article draws from an ethnographic study of public high schools serving low-income, recently arrived immigrant students and explores how the schools provide students with the academ…
Learning “America”: Hmong American High School Students
First- and second-generation Hmong American youth gather much of their information about America and “being American” from their experiences attending school. This ethnographic study explores the way Hmong American students at a public high school in Wisconsin interpret what it means to be Hmong in the United States. It examines the way the culture of Whiteness at the school shapes Hmong American students’experiences and their understandings abou…
Perceptions of Panethnicity among Asian American High School Students
1996). Perceptions of Panethnicity among Asian American High School Students. Amerasia Journal: Vol. 22, No. 2, pp. 109-126
Engaging the Transnational Lives of Immigrant Youth in Public Schooling: Toward a Culturally Sustaining Pedagogy for Newcomer Immigrant Youth
Drawing on ethnographic research in urban schools serving recently arrived immigrant students in New York City, this article considers the importance of drawing on transnational attachments in culturally sustaining pedagogy for newcomer immigrant students. The authors document how recently arrived immigrant youth narrated real and imagined transnational attachments as they described their past, current, and future lives in the United States and i…
Asians for Black Lives, Not Asians for Asians: Building Southeast Asian American and Black Solidarity
This paper explores the possibilities and challenges of building cross-racial solidarity between Southeast Asian American and Black communities through an ethnographic account of a community-based educational space (CBES) working with low-income Southeast Asian American and Black youth. CBESs can play a unique role in teaching youth to engage in anti-racist work and building cross-racial coalitions. We argue that attention to challenging anti-Bla…
Up against Whiteness: Students of Color in Our Schools
Navigating social justice in the current historical moment
Writing about the current historical moment, Cornel West (2018) powerfully argues that Trump “is a symbol and a symptom—not cause or origin” of the problems today.” While racism, xenophobia, settle
Teaching (In)justice: One Teacher’s Work with Immigrant English Learners
As We Embark on a New Editorship: A Statement From the Aerj -SIA Editors
Introduction to the Special Issue: What Does It Mean to Do Ethical and Engaged Research With Immigrant Communities
In recent years, the politics and ethics surrounding research have garnered increasing attention among scholars from diverse epistemological perspectives. Scholarly publications range from more mat
You Can Never Be Too Rich or Too Thin: Popular and Consumer Culture and the Americanization of Asian American Girls and Young Women
First- and second-generation youth of color are vulnerable to racialized images of gender and sexuality as reflected in and perpetuated by dominant forms of popular and consumer cultures. These popular images inform the process of Americanization, including racialized sexualization, for first- and second-generation Americans. This paper examines the way first- and second-generation Asian girls and young women interpret and reinterpret popular rep…
Asian Americans and the battle against Affirmative Action: Opposition to race-based admissions as neoliberal racial subjectivity performance
Through a critical discourse analysis of three Asian American organizations’ rhetoric around race and education, we explore the activism of Asian Americans working against affirmative action and other race-based educational policies. We examine the way these groups engage ideological discourses regarding race, civil rights, and the freedom to compete in their fight to protect Asian Americans’ access to elite educational institutions. Drawing on t…
This Issue
Behind the Model-Minority Stereotype: Voices of High- and Low-Achieving Asian American Students
This article examines the complex relationship between Asian American student identity(ies) and perceptions regarding future opportunity and attitudes toward schooling. The article argues that identity and attitudes toward schooling are not static, as some have argued, but are negotiated through experiences and relationships inside and outside of school. Data for this article were collected as part of a larger ethnographic study on Asian American…
Unraveling the "model minority" stereotype: Listening to Asian American youth
Perceptions of Panethnicity among Asian American High School Students
1996). Perceptions of Panethnicity among Asian American High School Students. Amerasia Journal: Vol. 22, No. 2, pp. 109-126
The Politics of Racial Identity: A Pedagogy of Invisibility
A Critical theory informed Review of Blacked Out: Dilemmas of Race, Identity, and Success at Capital High by Signithia Fordham. Chicago, IL: University of Chicago Press, 1996; Unraveling the “Model Minority” Stereotype: Listening to Asian American Youth by Stacey J. Lee. New York: Teachers College Press, 1996, and Latinos and Education: A Critical Reader by Antonia Darder, Rodolfo D. Torres, and Henry Gutierrez (Eds.). New York: Routledge, 1997
Khmer American: Identity and Moral Education in a Diasporic Community (review)
Journal of Asian American Studies - Volume 2, Number 3, October 1999
Teaching Asian America: Diversity and the Problem of Community
Teaching Asian America: Diversity and the Problem of Community. Lane Ryo Hirabayashi, ed. New York: Rowman and Littlefield Publishers, 1998. 266 pp
Learning “America”: Hmong American High School Students
First- and second-generation Hmong American youth gather much of their information about America and “being American” from their experiences attending school. This ethnographic study explores the way Hmong American students at a public high school in Wisconsin interpret what it means to be Hmong in the United States. It examines the way the culture of Whiteness at the school shapes Hmong American students’experiences and their understandings abou…
You Can Never Be Too Rich or Too Thin: Popular and Consumer Culture and the Americanization of Asian American Girls and Young Women
First- and second-generation youth of color are vulnerable to racialized images of gender and sexuality as reflected in and perpetuated by dominant forms of popular and consumer cultures. These popular images inform the process of Americanization, including racialized sexualization, for first- and second-generation Americans. This paper examines the way first- and second-generation Asian girls and young women interpret and reinterpret popular rep…
Up against Whiteness: Students of Color in Our Schools
Additional complexities: Social class, ethnicity, generation, and gender in Asian American student experiences
Despite the largely monolithic descriptions of Asian American students as high achieving model minorities, Asian Americans are a diverse group and their experiences are varied and complex. This article explores the ways that social class, ethnicity, generation, and gender shape the educational opportunities, experiences and achievement of Asian American students. It demonstrates that in order to better serve the unique needs of Asian American stu…
Complicating the Image of Model Minority Success: A Review of Southeast Asian American Education
Similar to other Asian American students, Southeast Asian American students are often stereotyped by the popular press as hardworking and high-achieving model minorities. On the other hand, Southeast Asian American youth are also depicted as low-achieving high school dropouts involved in gangs. The realities of academic performance and persistence among Southeast Asian American students are far more complex than either image suggests. This articl…
Theorizing Class Through Ethnography
Family Is Here: Learning in Community-Based After-School Programs
This article examines the culture of community-based after-school programs that serve low-income Hmong immigrant youth. By drawing on knowledge of Hmong culture, history, and family structure, and knowledge of mainstream American culture, the staff at the community centers are able to connect to children and adolescents in ways that schools do not. Despite the success that community centers have in connecting to Hmong immigrant youth, they are le…
"To Trust in My Root and to Take That to Go Forward": Supporting College Access for Immigrant Youth in the Global City
Increasing numbers of immigrant youth are coming of age within global cities that are characterized by growing inequalities and few opportunities for social mobility. These youth face numerous educational obstacles that complicate college and labor market access. This article draws from an ethnographic study of public high schools serving low-income, recently arrived immigrant students and explores how the schools provide students with the academ…
Introduction to the Special Issue: What Does It Mean to Do Ethical and Engaged Research With Immigrant Communities
In recent years, the politics and ethics surrounding research have garnered increasing attention among scholars from diverse epistemological perspectives. Scholarly publications range from more mat
As We Embark on a New Editorship: A Statement From the Aerj -SIA Editors
Teaching (In)justice: One Teacher’s Work with Immigrant English Learners
Racialization, Schooling, and Becoming American: Asian American Experiences
Racial categories, inequalities, and hierarchies have shaped life in the United States since the formation of the country. For children and youth in the immigrant and second generations, schools are central sites of racialization. In this article, we focus on what the educational research suggests about the role of schooling in the racialization of ethnically diverse Asian immigrant and refugee groups in the United States. Specifically, we examin…
Engaging the Transnational Lives of Immigrant Youth in Public Schooling: Toward a Culturally Sustaining Pedagogy for Newcomer Immigrant Youth
Drawing on ethnographic research in urban schools serving recently arrived immigrant students in New York City, this article considers the importance of drawing on transnational attachments in culturally sustaining pedagogy for newcomer immigrant students. The authors document how recently arrived immigrant youth narrated real and imagined transnational attachments as they described their past, current, and future lives in the United States and i…
This Issue
Navigating social justice in the current historical moment
Writing about the current historical moment, Cornel West (2018) powerfully argues that Trump “is a symbol and a symptom—not cause or origin” of the problems today.” While racism, xenophobia, settle
Asians for Black Lives, Not Asians for Asians: Building Southeast Asian American and Black Solidarity
This paper explores the possibilities and challenges of building cross-racial solidarity between Southeast Asian American and Black communities through an ethnographic account of a community-based educational space (CBES) working with low-income Southeast Asian American and Black youth. CBESs can play a unique role in teaching youth to engage in anti-racist work and building cross-racial coalitions. We argue that attention to challenging anti-Bla…
Asian Americans and the battle against Affirmative Action: Opposition to race-based admissions as neoliberal racial subjectivity performance
Through a critical discourse analysis of three Asian American organizations’ rhetoric around race and education, we explore the activism of Asian Americans working against affirmative action and other race-based educational policies. We examine the way these groups engage ideological discourses regarding race, civil rights, and the freedom to compete in their fight to protect Asian Americans’ access to elite educational institutions. Drawing on t…
STEM Asianization and the racialization of the educational experiences of Asian American college students
Learning From and Alongside Each Other: A Humanizing Approach to Team‐Based Ethnography
Drawing from 7 years of team‐based ethnographic research with Hmong communities in Wisconsin, we—a multiethnic group of Asian American women—extend Paris and Winn's (2013) concept of humanizing research. We argue that relational care among research team members is central to sustaining humanizing practices. Our collaboration demonstrates that care, dignity, and dialogic consciousness emerge not only in researcher–participant relationships but als…
Sociology (22 works) · Gender Studies (16 works) · Political science (15 works) · Anthropology (13 works) · Critical Race Theory in Education (12 works) · Ethnic group (12 works) · Gender Studies (11 works) · Asian americans (9 works) · Ethnography (8 works) · Immigration (7 works)