It was the purpose of this study: (1) to examine the obstacles in research in the uniquely difficult area of sampling of the American-Chinese population and (2) to find out what descriptive approaches do not produce resistance, hopefully to suggest future research in this area and (3) to obtain historical and descriptive data which might offer, from a sample of both delinquent and non-delinquent American-Chinese youth, some clues to the rehabilitation of youthful offenders. Specifically, this was basically an attempt to obtain an available sample of both delinquent and non-delinquent American-Chinese youth for the purpose of identifying some of the psychosocial variables which might have deterrent influences upon delinquency.

Despite what is known about the importance of diversity in the educator workforce, Asian American women (AAW) are not named in conversations around diversity, equity, and inclusion (DEI) in leadership. The purpose of this qualitative study was to build on the limited research on AAW in social justice leadership (SJL), explore the lived experiences of AAW educators, and elevate their voices. I sought to answer the research questions: (1) What affordances and challenges do AAW experience in choosing and enacting SJL in K–12 public school systems? (2) How do the intersectional positionalities of Asian American women affect the way they lead for social justice in K–12 public school systems? Eight AAW, who identified themselves as social justice leaders, from five California public school districts participated in semistructured interviews (Leavy, 2017; Seidman, 2019). I used the tenets of Asian critical race theory to analyze the interview data. The analysis revealed that the intersectional identities of AAW inherently present experiences that are simultaneously both affordances and challenges in their pursuit of SJL. Themes that emerged across interviews include: (a) Cultural/Linguistic Identity, (b) Motherhood and Educational Leadership, (c) Silencing Powerful Voices, (d) Role Models, and (e) Navigating White Spaces. Findings suggest public school districts must develop inclusive environments by investing time and resources into identity-informed mentorship, affinity groups, and antiracism and implicit bias professional development at all levels. Moreover, higher education institutions that prepare teachers and administrators for public school service must actively recruit AAW and build their capacity for assuming these critical roles.

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This thesis analyzes groundbreaking experimental texts by Asian American writers that employ genre-bending formal innovations to resist the uneasy containment of social hierarchies and aesthetic categories. After a brief discussion of Monica Youn’s 2019 poem, “Study of Two Figures (Pasiphaë/Sado),” I trace such experimentation back to the late twentieth century, focusing on two other texts that explore similar strategies of literary experimentation and that present themselves as novels but, as Youn does with poetry, resist that classification at the same time. The experimental expansions of form in both Theresa Hak Kyung Cha’s Dictee (1982) and Pamela Lu’s Pamela: A Novel (1998) defy categorization and the containments of genre. Further, the formal resistances of both texts repudiate social categorizations on the basis of ethnic, racial, and gender containment. The hybrid forms of Dictee and Pamela: A Novel act as corollaries for resistance to the racial and gender markers constructed by society to contain Asian American identities.

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