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However, relatively few studies directly address how the intersectionality of these identities relates to education, particularly for Asian Americans. There has been extensive research on the respective consequences of race and sexuality on kindergarten to twelfth grade (K-12) experiences (Ng, Lee, and Pak 2007 Pascoe 2007). At times, they even use education as a conscious strategy to mitigate the homophobic and racialized climate of their schools. Randy’s narrative raises an interesting puzzle: What is the relationship between sexual identity, ethnicity, and the school experiences of gay Asian American men? Rather than approach gay identity as a deficit (Akerlund and Cheung 2002), we argue that gay Asian Americans navigate their sexuality and race strategically within their educational lives. Randy later shared that he consciously used his academic achievements to overcome the social challenges and pressures he faced as a gay Asian American man. As a gay man, he felt his sexuality negated his ‘model minority’ status within his ethnic community. As an Asian American, he felt he did not fit the stereotypical white images of gay culture depicted in the mass media. On another level, Randy felt conflicted in his identities. Rather than intervene, his teachers remained passive bystanders to the harassment. His classmates, Asian American peers included, verbally bullied him.
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Nonetheless, these memories of social isolation remain vivid in his mind, even more than a decade after the incidents had passed. … They all made me feel so different.ĭespite the bullying that Randy faced in high school, he eventually grew up to become a successful registered nurse in Daly City, California. There were a lot of Asians at my high school, and even a few gay people. And I even thought about suicide my senior year. I spent lunch every day by myself in the library studying. It lasted all through high school and into senior year. It all started my freshman year when people started to suspect that I was gay and started to bully me. Ultimately, our study highlights the need for educators to remain mindful of how the intersection of sexuality and race affect the school climate and educational experiences among gay students of color. Our article reveals that while anti-gay bullying is prevalent, Asian American gay students play up aspects of their racial identity and even strategically capitalize on the model minority stereotype to evade harassment. Though research on lesbian, gay, bisexual and transgender (LGBT) students has emphasized bullying, our findings show that the relationship between sexuality and schooling is more nuanced than studies suggest. In this article, we draw on the educational narratives of 35 Asian American gay men to address this gap.
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While recent studies have highlighted the socioeconomic and cultural heterogeneity among Asian American students, few have examined how sexual identity and masculinity mitigate their academic experiences. Most research on Asian American education has centered on addressing and deconstructing the model minority stereotype.