R Endo
Biographic Data
| ID | 44431 |
|---|---|
| NAME | R Endo |
| GIVEN NAMES | R |
| FAMILY NAME | Endo |
| SIGNATURE | ENDO R |
| AFFILIATIONS | Hamline University |
| ORCID | 0000-0001-7271-5150 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 49 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1975 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Problematizing Dominant Behavioral Norms and Racialized Discipline in Academia: An Asian/American Feminist Counter-Perspective
Asian/American Leadership in Perpetually (Yellow) Perilous Times: On Navigating Academia and/in the Post-2024 World
In this critical autoethnography that integrates culturally relevant motifs and multimedia data sources, the author describes the complexities of being an Asian/American academic leader in always-perilous times. She focuses on the sociopolitical aspects of being and leading in a highly disruptive post-2024 inter/national context, but also recenters the historical contexts of racially exclusionary, hostile, and segregationist spaces in and out of …
Revolutionizing Japanese American Literature for Young Adults: A Review of WE Hereby Refuse: Japanese American Resistance to Wartime Incarceration
In this review of WE HEREBY REFUSE : Japanese American Resistance to Wartime Incarceration , by Frank Abe and Tamiko Nimura, the author describes how this dynamic graphic novel provides multiple avenues for literacy educators to encourage young adults from diverse backgrounds to engage in their own forms of criticality (Mohammed, 2019) to analyze the causes and consequences of racial injustice over time. The descendants of incarcerated Japanese A…
Diversity, equity, and inclusion for some but not all: LGBQ Asian American youth experiences at an urban public high school
This article reports on a two-year study on the in-school experiences of 10 ethnically and generationally diverse Asian American LGBQ-identified adolescents who attended a racially integrated urban public high school in the Midwest. The conceptual framework draws on Queer of Colour Analysis (QOCA) to situate how heteronormative, heterosexist, and racially exclusionary practices impacted the youth in distinct ways due to the intersections of their…
The Ocean in the School: Pacific Islander Students Transforming Their University by Rick Bonus
Reviewed by: The Ocean in the School: Pacific Islander Students Transforming Their University by Rick Bonus Rachel Endo (bio) The Ocean in the School: Pacific Islander Students Transforming Their University, by Rick Bonus. Durham, NC: Duke University Press, 2020. 264 pp. $26.95 paperback. ISBN: 978-1-4870-0742-5. The Ocean in the School: Pacific Islander Students Transforming Their University is a critical ethnography that centers the collegiate …
Asian/American Women Scholars, Gendered Orientalism, and Racialized Violence: Before, During, and After the 2021 Atlanta Massacre
This article describes how an Asian/American woman leader-scholar (and others un/like her) have processed the Atlanta Massacre of 2021 and other types of racialized violence in and out of the academy by drawing on the analytic frameworks of Orientalism and racialized sexualization. This critical autoethnography involved synthesizing traumatic reflections into concept maps by drawing from the content of author-generated poems, e-mails, institution…
On Holding Various Truths to (Not) Be Self-Evident: Leading During the Dual Pandemics of 2020 as a Racialized Body
In this critical autoethnography, the author counter/narrates how she has navigated the dual pandemics of COVID-19 and structural racism predicated on over four centuries of racial oppression that reached a zenith on May 25, 2020, when George Floyd was murdered by a White police officer. As an Asian American woman dean of education at a White-dominated regional university, she weaves in between the past and present to discuss the multilayered int…
Retaining and Supporting Faculty Who Are Black, Indigenous, and People of Color: The Promise of a Multi-Leveled Mentoring-Partnership Model
A greater number of predominantly White institutions (PWIs) in the United States have focused their efforts on recruiting a more diverse faculty body to better reflect the students and surrounding communities they aspire to or currently serve. More of these institutions are actively moving beyond recruitment efforts and are seeking to explicitly focus on retaining diverse academic personnel through formal and informal mentoring initiatives. Howev…
Youth Gangs, Racism, and Schooling: Vietnamese American Youth in a Postcolonial Context by Kevin D. Lam
Reviewed by: Youth Gangs, Racism, and Schooling: Vietnamese American Youth in a Postcolonial Context by Kevin D. Lam Rachel Endo (bio) Youth Gangs, Racism, and Schooling: Vietnamese American Youth in a Postcolonial Context, by Kevin D. Lam. New York: Palgrave MacMillan, 2015. 187 pp. $100.00 hardcover. ISBN: 978-1-137-47558-9. Kevin D. Lam's Youth Gangs, Racism, and Schooling: Vietnamese American Youth in a Postcolonial Context is a groundbreakin…
The Narrative Experiences of Hmong American Adolescent Males Labeled Educationally “At Risk”
This article analyzes the narrative experiences of Hmong American adolescent males who were labeled at risk or high risk for academic failure or underperformance by their predominantly White school counselors and teachers. Additional data sources included classroom observations at two racially diverse public high schools and semi-structured interviews with two White American female classroom teachers to ascertain how the “at-risk” label manifeste…
The Educational Aspirations and Expectations of Japanese Immigrant Mothers: Narratives of Raising Bicultural Nikkei Children in the Post-1965 Diaspora
This qualitative case study analyzed the diverse narratives of 10 Japanese immigrant mothers who reared their second-generation children in a midsize metropolitan community in the Midwest. The primary research questions are as follows: How have Japanese immigrant mothers envisioned academic success in relation to contemporary interpretations of diasporic Nikkei identity? How have the participants made sense of and negotiated their educational asp…
Counternarrating Racialized Expectations at School: The Diverse Enactments of “Non-Dominant” Identities Among 1.5-Generation Japanese Immigrant Youth
This study adds to the research on the education of Asian immigrant adolescents by situating how generation, language, nationality, and race complexly impacted how a group of 1.5-generation Japanese youth have made sense of their multiple "non-dominant" identities as immigrant Americans and transnational students within an urban high school setting that publicly promoted a mission of inclusivity but, in practice, devalued "non-dominant" cultural …
From Unconscious Deficit Views to Affirmation of Linguistic Varieties in the Classroom: White Preservice Teachers on Building Critical Self-Awareness About Linguicism's Causes and Consequences
In this article the author investigates how 20 White preservice teachers, who successfully completed a semester-long diversity course for teacher licensure, developed a critical self-awareness regarding the causes and consequences of linguicism in school settings. The conceptual framework draws from Nieto's 2006 Nieto, S. (2006). Affirmation, solidarity and critique: Moving beyond tolerance in education. In E. Lee, D. Menkart, & M. Okazawa-Rey (E…
How Asian American Female Teachers Experience Racial Microaggressions from Pre-service Preparation to Their Professional Careers
Realities, Rewards, and Risks of Heritage-Language Education: Perspectives from Japanese Immigrant Parents in a Midwestern Community
This ethnographic case study describes how three Japanese immigrant parents in a midsize urban community in the Midwest viewed heritage-language education in relation to their children's socioemotional development as bicultural Americans. The literature review offers a comparative and historical analysis of Japanese schools in the diaspora to reveal trends in terms of how Japanese culture, identity, and language have been articulated and represen…
Decentralization: Achieving Reform. By Mario Fantini and Marilyn Gittell and Understanding Urban Government: Metropolitan Reform Reconsidered. By Robert L. Bish and Vincent Ostrom
Journal Article DECENTRALIZATION: ACHIEVING REFORM. By Mario Fantini and Marilyn Gittell and UNDERSTANDING URBAN GOVERNMENT: METROPOLITAN REFORM RECONSIDERED. By Robert L. Bish and Vincent Ostrom Get access Russell Endo Russell Endo University of Colorado Search for other works by this author on: Oxford Academic Google Scholar Social Forces, Volume 53, Issue 4, June 1975, Pages 669–670, https://doi.org/10.1093/sf/53.4.669-a Published: 01 June 197…
How Asian American Female Teachers Experience Racial Microaggressions from Pre-service Preparation to Their Professional Careers
Asian/American Women Scholars, Gendered Orientalism, and Racialized Violence: Before, During, and After the 2021 Atlanta Massacre
This article describes how an Asian/American woman leader-scholar (and others un/like her) have processed the Atlanta Massacre of 2021 and other types of racialized violence in and out of the academy by drawing on the analytic frameworks of Orientalism and racialized sexualization. This critical autoethnography involved synthesizing traumatic reflections into concept maps by drawing from the content of author-generated poems, e-mails, institution…
On Holding Various Truths to (Not) Be Self-Evident: Leading During the Dual Pandemics of 2020 as a Racialized Body
In this critical autoethnography, the author counter/narrates how she has navigated the dual pandemics of COVID-19 and structural racism predicated on over four centuries of racial oppression that reached a zenith on May 25, 2020, when George Floyd was murdered by a White police officer. As an Asian American woman dean of education at a White-dominated regional university, she weaves in between the past and present to discuss the multilayered int…
From Unconscious Deficit Views to Affirmation of Linguistic Varieties in the Classroom: White Preservice Teachers on Building Critical Self-Awareness About Linguicism's Causes and Consequences
In this article the author investigates how 20 White preservice teachers, who successfully completed a semester-long diversity course for teacher licensure, developed a critical self-awareness regarding the causes and consequences of linguicism in school settings. The conceptual framework draws from Nieto's 2006 Nieto, S. (2006). Affirmation, solidarity and critique: Moving beyond tolerance in education. In E. Lee, D. Menkart, & M. Okazawa-Rey (E…
Realities, Rewards, and Risks of Heritage-Language Education: Perspectives from Japanese Immigrant Parents in a Midwestern Community
This ethnographic case study describes how three Japanese immigrant parents in a midsize urban community in the Midwest viewed heritage-language education in relation to their children's socioemotional development as bicultural Americans. The literature review offers a comparative and historical analysis of Japanese schools in the diaspora to reveal trends in terms of how Japanese culture, identity, and language have been articulated and represen…
Counternarrating Racialized Expectations at School: The Diverse Enactments of “Non-Dominant” Identities Among 1.5-Generation Japanese Immigrant Youth
This study adds to the research on the education of Asian immigrant adolescents by situating how generation, language, nationality, and race complexly impacted how a group of 1.5-generation Japanese youth have made sense of their multiple "non-dominant" identities as immigrant Americans and transnational students within an urban high school setting that publicly promoted a mission of inclusivity but, in practice, devalued "non-dominant" cultural …
Asian/American Leadership in Perpetually (Yellow) Perilous Times: On Navigating Academia and/in the Post-2024 World
In this critical autoethnography that integrates culturally relevant motifs and multimedia data sources, the author describes the complexities of being an Asian/American academic leader in always-perilous times. She focuses on the sociopolitical aspects of being and leading in a highly disruptive post-2024 inter/national context, but also recenters the historical contexts of racially exclusionary, hostile, and segregationist spaces in and out of …
Retaining and Supporting Faculty Who Are Black, Indigenous, and People of Color: The Promise of a Multi-Leveled Mentoring-Partnership Model
A greater number of predominantly White institutions (PWIs) in the United States have focused their efforts on recruiting a more diverse faculty body to better reflect the students and surrounding communities they aspire to or currently serve. More of these institutions are actively moving beyond recruitment efforts and are seeking to explicitly focus on retaining diverse academic personnel through formal and informal mentoring initiatives. Howev…
The Narrative Experiences of Hmong American Adolescent Males Labeled Educationally “At Risk”
This article analyzes the narrative experiences of Hmong American adolescent males who were labeled at risk or high risk for academic failure or underperformance by their predominantly White school counselors and teachers. Additional data sources included classroom observations at two racially diverse public high schools and semi-structured interviews with two White American female classroom teachers to ascertain how the “at-risk” label manifeste…
The Educational Aspirations and Expectations of Japanese Immigrant Mothers: Narratives of Raising Bicultural Nikkei Children in the Post-1965 Diaspora
This qualitative case study analyzed the diverse narratives of 10 Japanese immigrant mothers who reared their second-generation children in a midsize metropolitan community in the Midwest. The primary research questions are as follows: How have Japanese immigrant mothers envisioned academic success in relation to contemporary interpretations of diasporic Nikkei identity? How have the participants made sense of and negotiated their educational asp…
Decentralization: Achieving Reform. By Mario Fantini and Marilyn Gittell and Understanding Urban Government: Metropolitan Reform Reconsidered. By Robert L. Bish and Vincent Ostrom
Journal Article DECENTRALIZATION: ACHIEVING REFORM. By Mario Fantini and Marilyn Gittell and UNDERSTANDING URBAN GOVERNMENT: METROPOLITAN REFORM RECONSIDERED. By Robert L. Bish and Vincent Ostrom Get access Russell Endo Russell Endo University of Colorado Search for other works by this author on: Oxford Academic Google Scholar Social Forces, Volume 53, Issue 4, June 1975, Pages 669–670, https://doi.org/10.1093/sf/53.4.669-a Published: 01 June 197…
Realities, Rewards, and Risks of Heritage-Language Education: Perspectives from Japanese Immigrant Parents in a Midwestern Community
This ethnographic case study describes how three Japanese immigrant parents in a midsize urban community in the Midwest viewed heritage-language education in relation to their children's socioemotional development as bicultural Americans. The literature review offers a comparative and historical analysis of Japanese schools in the diaspora to reveal trends in terms of how Japanese culture, identity, and language have been articulated and represen…
From Unconscious Deficit Views to Affirmation of Linguistic Varieties in the Classroom: White Preservice Teachers on Building Critical Self-Awareness About Linguicism's Causes and Consequences
In this article the author investigates how 20 White preservice teachers, who successfully completed a semester-long diversity course for teacher licensure, developed a critical self-awareness regarding the causes and consequences of linguicism in school settings. The conceptual framework draws from Nieto's 2006 Nieto, S. (2006). Affirmation, solidarity and critique: Moving beyond tolerance in education. In E. Lee, D. Menkart, & M. Okazawa-Rey (E…
How Asian American Female Teachers Experience Racial Microaggressions from Pre-service Preparation to Their Professional Careers
The Educational Aspirations and Expectations of Japanese Immigrant Mothers: Narratives of Raising Bicultural Nikkei Children in the Post-1965 Diaspora
This qualitative case study analyzed the diverse narratives of 10 Japanese immigrant mothers who reared their second-generation children in a midsize metropolitan community in the Midwest. The primary research questions are as follows: How have Japanese immigrant mothers envisioned academic success in relation to contemporary interpretations of diasporic Nikkei identity? How have the participants made sense of and negotiated their educational asp…
Counternarrating Racialized Expectations at School: The Diverse Enactments of “Non-Dominant” Identities Among 1.5-Generation Japanese Immigrant Youth
This study adds to the research on the education of Asian immigrant adolescents by situating how generation, language, nationality, and race complexly impacted how a group of 1.5-generation Japanese youth have made sense of their multiple "non-dominant" identities as immigrant Americans and transnational students within an urban high school setting that publicly promoted a mission of inclusivity but, in practice, devalued "non-dominant" cultural …
Youth Gangs, Racism, and Schooling: Vietnamese American Youth in a Postcolonial Context by Kevin D. Lam
Reviewed by: Youth Gangs, Racism, and Schooling: Vietnamese American Youth in a Postcolonial Context by Kevin D. Lam Rachel Endo (bio) Youth Gangs, Racism, and Schooling: Vietnamese American Youth in a Postcolonial Context, by Kevin D. Lam. New York: Palgrave MacMillan, 2015. 187 pp. $100.00 hardcover. ISBN: 978-1-137-47558-9. Kevin D. Lam's Youth Gangs, Racism, and Schooling: Vietnamese American Youth in a Postcolonial Context is a groundbreakin…
The Narrative Experiences of Hmong American Adolescent Males Labeled Educationally “At Risk”
This article analyzes the narrative experiences of Hmong American adolescent males who were labeled at risk or high risk for academic failure or underperformance by their predominantly White school counselors and teachers. Additional data sources included classroom observations at two racially diverse public high schools and semi-structured interviews with two White American female classroom teachers to ascertain how the “at-risk” label manifeste…
Retaining and Supporting Faculty Who Are Black, Indigenous, and People of Color: The Promise of a Multi-Leveled Mentoring-Partnership Model
A greater number of predominantly White institutions (PWIs) in the United States have focused their efforts on recruiting a more diverse faculty body to better reflect the students and surrounding communities they aspire to or currently serve. More of these institutions are actively moving beyond recruitment efforts and are seeking to explicitly focus on retaining diverse academic personnel through formal and informal mentoring initiatives. Howev…
Diversity, equity, and inclusion for some but not all: LGBQ Asian American youth experiences at an urban public high school
This article reports on a two-year study on the in-school experiences of 10 ethnically and generationally diverse Asian American LGBQ-identified adolescents who attended a racially integrated urban public high school in the Midwest. The conceptual framework draws on Queer of Colour Analysis (QOCA) to situate how heteronormative, heterosexist, and racially exclusionary practices impacted the youth in distinct ways due to the intersections of their…
The Ocean in the School: Pacific Islander Students Transforming Their University by Rick Bonus
Reviewed by: The Ocean in the School: Pacific Islander Students Transforming Their University by Rick Bonus Rachel Endo (bio) The Ocean in the School: Pacific Islander Students Transforming Their University, by Rick Bonus. Durham, NC: Duke University Press, 2020. 264 pp. $26.95 paperback. ISBN: 978-1-4870-0742-5. The Ocean in the School: Pacific Islander Students Transforming Their University is a critical ethnography that centers the collegiate …
Asian/American Women Scholars, Gendered Orientalism, and Racialized Violence: Before, During, and After the 2021 Atlanta Massacre
This article describes how an Asian/American woman leader-scholar (and others un/like her) have processed the Atlanta Massacre of 2021 and other types of racialized violence in and out of the academy by drawing on the analytic frameworks of Orientalism and racialized sexualization. This critical autoethnography involved synthesizing traumatic reflections into concept maps by drawing from the content of author-generated poems, e-mails, institution…
On Holding Various Truths to (Not) Be Self-Evident: Leading During the Dual Pandemics of 2020 as a Racialized Body
In this critical autoethnography, the author counter/narrates how she has navigated the dual pandemics of COVID-19 and structural racism predicated on over four centuries of racial oppression that reached a zenith on May 25, 2020, when George Floyd was murdered by a White police officer. As an Asian American woman dean of education at a White-dominated regional university, she weaves in between the past and present to discuss the multilayered int…
Revolutionizing Japanese American Literature for Young Adults: A Review of WE Hereby Refuse: Japanese American Resistance to Wartime Incarceration
In this review of WE HEREBY REFUSE : Japanese American Resistance to Wartime Incarceration , by Frank Abe and Tamiko Nimura, the author describes how this dynamic graphic novel provides multiple avenues for literacy educators to encourage young adults from diverse backgrounds to engage in their own forms of criticality (Mohammed, 2019) to analyze the causes and consequences of racial injustice over time. The descendants of incarcerated Japanese A…
Problematizing Dominant Behavioral Norms and Racialized Discipline in Academia: An Asian/American Feminist Counter-Perspective
Asian/American Leadership in Perpetually (Yellow) Perilous Times: On Navigating Academia and/in the Post-2024 World
In this critical autoethnography that integrates culturally relevant motifs and multimedia data sources, the author describes the complexities of being an Asian/American academic leader in always-perilous times. She focuses on the sociopolitical aspects of being and leading in a highly disruptive post-2024 inter/national context, but also recenters the historical contexts of racially exclusionary, hostile, and segregationist spaces in and out of …
Sociology (14 works) · Political science (11 works) · Gender Studies (10 works) · Critical Race Theory in Education (9 works) · Gender Studies (9 works) · Anthropology (7 works) · Criminology (6 works) · Ethnic group (6 works) · Psychology (6 works) · Law (5 works)