{img:description}

Resources

Career Development Tips from the API Community

We thought it would be most useful to share the stories of colleagues, lessons learned, and valuable insight.

  • "Communicating Your Uniqueness" from Dr. Doris Ching
    I believe a job interview, at times, is like a media interview in the sense that one is putting his or her best image forward. In that light, the following suggestion by a marketing consultant may be helpful: Identify 2 or 3 of your "must airs;" that is, the 2 or 3 things you feel are very important for the interviewer to know about you, and find ways to incorporate them into your responses to the interviewer's questions. Needless to say, they should be incorporated in as natural and relevant a manner as possible to the question. Many interviewers, near the end of the interview, ask if the candidate wishes to add anything or ask any question. However, some don't, so it's safer not to assume that such an opportunity will be presented at the end, and find ways to include those "must airs" in your responses to the interviewers' questions.
  • "Career Tips" from Dr. Tae-Sun Kim

    I obsessed over the cover letter more so than the CV because I knew it was in the cover letter that the readers would sense my passion, personality, and potential. I highlighted key words, phrases, mission statements, goals and key indicators of the type of person or outcomes these posts were looking for and I integrated them into the letter. I checked out the larger division and campus website to get clues about the direction or values of the department I would be working for and again, talked about those items in my letter. The cover letter writing process also helped me decide whether or not this particular institution or city/town was a place I wanted to live and work.

    Consider packing for your on-campus interview using a carry-on bag. The last thing you want is for the airline to lose your luggage not have appropriate interview attire.

    When asked the dreaded, “What are your weaknesses?” question, I reframed it to, “One of the things that I am challenged with, but am working to correct is...” I wanted the group to know that I am a learner and I evolve; I am not threatened by change or the need to develop new competencies.

  • "Interview Tips" from Dr. Lori Ideta

    Never go to the interview empty handed. Go with something in your hands: a briefcase, a portfolio, a pen, a tablet, something! You should have a copy of your application and resume, the job ad, print outs of the institution's mission statement, etc. This demonstrates your preparedness and interest in the job.

    At the end of any interview, the interviewers will give you an opportunity to ask questions. Always ask something! In our cultural contexts, we are trained to not ask questions lest we appear too confident. Well, in an interview setting in higher education, if you do not ask any questions, it appears that you are not really interested in the position. Here are some sample questions you can use at the end of any interview:

    • What qualities are you seeking in an ideal candidate?
    • What is a typical day like for the position?
    • Tell me why you love working at this institution/office/department.
    • What are the next steps in this search process?”

    Write down your questions ahead of time, so when it is your turn to ask them, you can easily refer to them

  • "An Interview Story" from Karlen Suga

    The biggest thing that stands out in my mind about interviewing and job searching with regard to culture is the subject of humility. During an open forum interview for a job here, I was asked the question, "Why do you think you are the best person for this job?" For my entire life, I was taught by my parents and grandparents to always remain humble… My response to that question mirrored this value of humility, and I basically said, “Truthfully, I don't know that I am the best person for the job” because in my head, I had no idea what other qualifications other candidates brought to the table and I didn't want to make the assumption that I was the best. I knew I had a lot to offer the position and office, but didn't want it to seem as if I was bragging because of my need to demonstrate humility. Unfortunately, my answer was taken and interpreted that I was not confident in my own abilities. I did not get the job. Based on that experience, by biggest piece of advice to APA folks that may be interviewing is to be aware that this question may come up. If you value humility the way I do, find a way to answer the question in a way that still communicates that you are confident about yourself and your abilities. My advisor suggested that the next time I encounter that question, I say something to the effect of, "Well culturally, this is a difficult question for me because I have been taught to remain humble. However, I do believe that I bring (insert qualities) to the position and that is why I would make a great fit."

  • "Lessons Learned from APPEX" from Henry Gee, Rebecca Nelson, and Dr. LuoLuo Hong (as noted by Dr. Evette Castillo Clark)
    • Vertical mobility is not necessarily the way to ‘lead’; we lead best by being comfortable in our current roles and finding that place where we have voice.
    • “Don’t mistake activity for accomplishment.”
    • “Don’t spend time with people who don’t care about you.”
    • “See the invisible; Hear the unspoken.”
    • “Know what is value-critical for you, like a division knows what is mission-critical.”
    • “Work smarter, not harder.”
    • “There are bridges that can be burned that are irrevocable.”
    • “Your lateral relationships are safe spaces.”
    • “Find the context where you’re comfortable to be political.”
    • “You must accept politics to be a political actor.”
    • “You will find that successfully navigating the political landscape is less about what you do, it’s more about your relationships with others and how you treat people.”
    • “…that it is just as important, if not more, to take time to sit and reflect about the people, structures, systems, styles, cultures, values, relationships, and mission that make up your campus community as it is to produce results and do the work that you were hired to do.”
Research on APIs in Higher Education

The following list of resources is a perpetual work in progress. If you know of additional resources (e.g., journal articles, monographs, books, videos, websites) relevant to API college student development or API professionals in higher education, please email Research & Scholarship Committee Co-Chairs.

  • The API Community Experience
    • National Commission on Asian American and Pacific Islander Research in Education (2008). Asian Americans and Pacific Islanders: Facts, not fiction: Setting the record straight. New York: The College Board.
    • Park, C., & Mei-Ying, M. (1999). Asian American education: Prospects and challenges. Connecticut: Greenwood Publishing Group.
    • Perea, J. (2000).The Black/White binary paradigm of race. In R. Delgado & J. Stefancic (Eds.), Critical race theory: The cutting edge (pp. 344-353). Philadelphia: Temple University Press.
    • Sau-Fong, S. (1996). Questions and answers: What research says about the education of Chinese American children. Baltimore.
    • Teranishi, R. (2003). Asian American Pacific Islanders and critical race theory: An examination of school racial climate. Equity and Excellence in Education, 35(2), 144–154.
    • Teranishi, R. (2007). Race, ethnicity, and higher education policy: The use of critical quantitative research. New Directions for Institutional Research, 133, 37-49.
    • Trueba, H.T. (1993). Myth or Reality: Adaptive Strategies of Asian Americans in California. Pennsylvania: Falmer Press, Taylor and Francis Inc.
  • THE ETHNIC COMMUNITY EXPERIENCE
    • Chhuon, V., & Hudley, C. (2008). Factors supporting Cambodian American students’ successful adjustment into the university. Journal of College Student Development, 49, 15-30.
    • Chhuon, V., Hudley, C., & Macia, R. (2006). Cambodian-American college students: Cultural values and multiple worlds. Paper presented at the Annual Meeting of the American Educational Research Association (AERA).
    • Lee, S. J. (1997). The road to college: Hmong American women’s pursuit of higher education. Harvard Educational Review, 67, 803-827.
    • Museus, S. D., & Maramba, D. C. (2011). The impact of culture on Filipino American students’ sense of belonging. The Review of Higher Education, 34(2), 231-258.
    • Nguyen-Hong-Nhiem, L. & Halpern, J. M. (Eds.) (1989). The Far East comes near: Autobiographical accounts of Southeast Asian students in America. Amherst, MA: The University of Massachusetts Press.
    • Su, J., Lee, R. M., & Vang, S. (2005). Intergenerational family conflict and coping among Hmong American college students. Journal of Counseling Psychology, 4, 482–489.
    • Um, K. (2003). A dream denied: Educational experiences of Southeast Asian American youth, Issues and recommendations. Washington, D.C.: Southeast Asia Resource Action Center (SEARAC).
  • Diversity/Demographics/Campus Climate 
    • Guiffrida, D. A., Kiyama, J. M., Waterman, S., & Museus, S. D. (2012). Moving from individual to collective cultures to serve students of color. In S. D. Museus & U. M. Jayakumar (Eds.). Creating campus cultures: Fostering success among racially diverse student populations. New York: Routledge.
    • Hune, S. (2002). Demographics and diversity of Asian American college students. In M. K. McEwen, C. M. Kodama, A. N. Alvarez, S. Lee & C. T. H. Liang (Eds.), Working with Asian American college students (pp. 11-20). New Directions for Student Services, no. 97. San Francisco: Jossey-Bass.
    • Hurtado, S., Milem, J., Clayton-Pederson, A., & Allen, W. (1999). Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education. ASHE-ERIC Higher Education Report, Volume 26, No. 8. Washington D.C.: The George Washington University, Graduate School of Education and Human Development.
    • Loo, C. M. & Rolison, G. (1986). Alienation of ethnic minority students at a predominatly White university. Journal of Higher Education, 57(1), 58-77.
    • Museus, S. D., Lam, S., Huang, C., Kem, P., & Tan, K. (2012). Cultural integration in campus subcultures: Where the cultural, academic, and social spheres of college life collide. In S. D. Museus & U. M. Jayakumar (Eds.). Creating campus cultures: Fostering success among racially diverse student populations. New York: Routledge.
    • National Commission on Asian American and Pacific Islander Research in Education & The College Board. (2008). Asian American and Pacific Islanders: Fact, Not Fiction: Setting the Record Straight. New York: Authors.
  • API Student Development
    • Kodama, C. M., McEwen, M. K., Liang, C. T. H., & Lee, S. (2002). An Asian American perspective on psychosocial student development theory. In M. K. McEwen, C. M. Kodama, A. N. Alvarez, S. Lee & C. T. H. Liang (Eds.), Working with Asian American college students (pp. 45-59). New Directions for Student Services, no. 97. San Francisco: Jossey-Bass.
    • Kotori, C. , Malaney, G. D. (2002). Asian American students’ perceptions of racism, reporting behaviors, and awareness of legal rights and procedures. NASPA Journal, 40(3), 56-76.
    • Liang, C. T. H., & Sedlacek, W. (2002). Attitudes of White student services practitioners toward Asian Americans. NASPA Journal, 40(3), 30-42.
    • Liang, C. T. H. & Sedlacek, W. E. (2003). Utilizing factor analysis to understand the needs of Asian American students. Journal of College Student Development, 44, 260-266.
    • McEwen, M. K., Kodama, C. M., Alvarez, A. N., Lee, S., & Liang, C. T. H. (Eds.). (2002). Working with Asian American college students (New Directions for Student Services, no. 97). San Francisco: Jossey-Bass.
    • Museus, S. D. (2011). Asian American Millennials college in context: Living at the Intersection of diversification, digitization, and globalization. In F. Bonner & V. Lechuga (Eds.), Diverse millennial students in college: Implications for faculty and student affairs (pp. 69-88). Sterling, VA: Stylus.
    • Ngo, B. (2006). Learning from the margins: The education of Southeast and South Asian Americans in context. Race, Ethnicity, and Education, 9(1), 51-65.
  • Racial/Ethnic Identity Development
    • Alvarez, A. N. (2002). Racial identity and Asian Americans: Supports and challenges. In M. K. McEwen, C. M. Kodama, A. N. Alvarez, S. Lee & C. T. H. Liang (Eds.), Working with Asian American college students (pp. 33-43). New Directions for Students Services, no. 97. San Francisco: Jossey-Bass.
    • Alvarez, A. N., & Helms, J. E. (2001). Racial identity and reflected appraisals as influences on Asian Americans' racial adjustment. Cultural Diversity and Ethnic Minority Psychology, 7, 217-231.
    • Chen, G. A. (2005). The complexity of "Asian American identity": The intersection of multiple social identities. Unpublished doctoral dissertation, The University of Texas, Austin, TX.
    • Doshi, S. (1996). Divided consciousness amidst a new orientalism: South Asian American identity formation on campus. From S. Maira & R. Srikanth (Eds.), Contours of the heart: South Asians map North America (pp. 201-213). New York: Asian American Writers’ Workshop.
    • Espiritu, Y. (1992). Asian American panethnicity: Bridging institutions and identities. Philadelphia: Temple University Press.
    • Gim Chung, R. H. (2001). Gender, ethnicity, and acculturation in intergenerational conflict of Asian American college students. Cultural Diversity and Ethnic Minority Psychology, 7, 376-386.
    • Gupta, A. (1998). At the crossroads: College activism and its impact on Asian American identity formation. From L. D. Shankar & R. Srikanth (Eds.), A part, yet apart: South Asians in Asian America (pp. 127-145). Philadelphia: Temple University Press.
    • Ibrahim, F., Ohnishi, H., Sandhu, D. S. (1997). Asian American identity development: A culture specific model for South Asian Americans. Journal of Multicultural Counseling and Development, 25, 34-50.
    • Kawaguchi, S. (2002). Ethnic identity development and collegiate experience of Asian Pacific American students: Implications for practice. NASPA Journal, 40(3), 13-29.
    • Kerwin, C. & Ponterotto , J.G. (1995). Biracial identity development: Theory and research. In J.G. Ponterotto, J.M. Casas, L.A. Suzuki, & C.M. Alexander (Eds.), Handbook for multicultural counseling (2nd ed., pp. 199-217). Thousand Oaks, CA: Sage Publications.
    • Kibria, N. (1999). College and notions of "Asian American": Second-generation Chinese and Korean Americans negotiate race and identity. Amerasia Journal, 25, 29-51.
    • Kich, G.K. (1992). The developmental process of asserting a biracial, bicultural identity. In M.P.P. Root (Ed.), Racially mixed people in America (pp. 304-317). Newbury Park, CA: Sage Publications.
    • Kim, J. (2001). Asian American identity development theory. In C. L. Wijeyesinghe & B. W. Jackson III (Eds.), New perspectives on racial identity development: A theoretical and practical anthology (pp. 67-90). New York: New York University Press.
    • Maira, S. (2004).Youth culture, citizenship, and globalization: South Asian Muslim youth in the United States after September 11th. Comparative Studies of South Asia, Africa, and the Middle East, 24, 219-231.
    • Nishimura, N.J. (1998). Assessing the issues of multiracial students on college campuses. Journal of College Counseling, 1, 45-53.
    • Poston, W. S. C. (1990). The biracial identity development model: A needed addition. Journal of Counseling and Development, 69, 152-155.
    • Renn, K.A. (2000). Patterns of situational identity among biracial and multiracial college students. The Review of Higher Education, 23, 399-420.
    • Renn, K.A. (2003). Understanding the identities of mixed-race college students through a developmental ecology lens. Journal of College Student Development, 44, 383-403.
    • Rhoads, R. A., Lee, J. J., Yamada, M. (2002). Panethnicity and collective action among Asian American students: A qualitative case study. Journal of College Student Development, 43, 876-891.
    • Root, M.P.P. (1996). The multiracial experience: Racial borders as a significant frontier in race relations. In M.P.P. Root (Ed.), The multiracial experience: Racial borders as the new frontier (xiii – xxviii). Thousand Oaks, CA: Sage Publications.
    • Standen, B. C. S. (1996). Without a template: The biracial Korean/White experience. In M. P. P. Root (Ed.), The multiracial experience: Racial borders as the new frontier (pp. 245-259). Thousand Oaks, CA: Sage Publications.
    • Wijeyesinghe, C. L. (2001). Racial identity in multiracial people: An alternative paradigm. In C. L. Wijeyesinghe & B. W. Jackson III (Eds.), New perspectives on racial identity development: A theoretical and practical anthology (pp. 129-152). New York: New York University Press.
  • Gender and Sexuality Among APIs
    • Chan, J. W. (1998). Contemporary Asian American men's issues. In L. R. Hirabayashi (Ed.), Teaching Asian America: Diversity and the problem of community (pp. 93-102). Lanham, MD: Rowman & Littlefield.
    • Espiritu, Y. L. (1997). Asian American Pacific Islander women and men: Labor, laws, and love. Thousand Oaks, CA: Sage Publications.
    • Hune, S. (1998). Asian Pacific American women in higher education: Claiming visibility and voice. Washington, D.C.: Association of American Colleges and Universities.
    • Hune, S. (1997). Higher education as gendered space: Asian American women and everyday inequities. In C. R. Ronai, B. A. Zsembik, & J. R. Feagin (Eds.), Everyday sexism in the third millennium. (pp.181-196). New York: Routledge.
    • Kumashiro, K. K. (1999). Supplementing normalcy and otherness: Queer Asian American men reflect on stereotypes, identity, and oppression. Qualitative Studies in Education, 12, 491-508.
    • Liu, W. M. (2002). Exploring the lives of Asian American men: Racial identity, male role norms, gender role conflict, and prejudicial attitudes. Psychology of Men and Masculinity, 3, 107-118.
    • Liu, W. M. & Iwamoto, D. K. (2006). Asian American men’s gender role conflict: The role of Asian values, self-esteem, and psychological distress. Psychology of Men & Masculinity, 7(3), 153-164.
  • API Student Involvement
    • Accapadi, M. M. (2005). Affirmations of identity: The story of a South Asian American sorority. Unpublished doctoral dissertation, The University of Texas, Austin, TX.
    • Inkelas, K. K. (2004). Does participation in ethnic cocurricular activities facilitate a sense of ethnic awareness and understanding? A study of Asian Pacific American undergraduates. Journal of College Student Development, 45, 285-302.
    • Kimbrough, W. (2002, January 22). Guess who's coming to campus: The growth of Black, Latin, and Asian fraternal organizations. NetResults.
    • Museus, S. D. (2008). The role of ethnic student organizations in fostering African American and Asian American students' cultural adjustment and membership at predominantly White institutions. Journal of College Student Development, 49, 568-586.
    • Park, J. (2008). Race and the Greek system in the 21st century: Centering the voices of Asian American women. NASPA Journal, 45(1), 103-132.
  • API Leadership
    • Balón, D. G. (2003). Asian Pacific American leadership development. Leadership Insights and Applications Series #14. College Park, MD: National Clearinghouse for Leadership Programs.
    • Balón, D. G. (2004). Racial, ethnic, and gender differences among entering college student attitudes toward leadership, culture, and leader self-identification: A focus on Asian Pacific Americans. Unpublished doctoral dissertation, University of Maryland, College Park, MD.
    • Balón, D. G. (2005, April 26). Asian Pacific American college students on leadership: Culturally marginalized from the leader role? National Association of Student Personnel Administrators (NASPA) NetResults.
    • Liang (Eds.), Working with Asian American college students. (New Directions for Student Services, No. 97, pp. 81-89). San Francisco: Jossey-Bass.
    • Liang, C. T. H., Lee, S., Ting, M. P. (2002). Developing Asian American leaders. In M. K. McEwen, C. M. Kodama, A. N. Alvarez, S. Lee, & C. T. H.
    • Lin, M. H. (2007). Asian American leadership development: Examining the impact of collegiate environments and personal goals. Paper presented at the annual meeting of the Association for the Study of Higher Education, Louisville, KY.
    • Liu, W. M., & Sedlacek, W. E. (1999). Differences in leadership and cocurricular perception among entering male and female Asian Pacific American college students. Journal of Freshman Year Experience, 11(2), 93-114.\
  • Academics and Model Minority Myth
    • Chang, Mitchell J., Julie J. Park, Monica H. Lin, Oiyan A. Poon, and Don T. Nakanishi. Beyond Myths: The Growth and Diversity of Asian American College Freshmen: 1971-2005. UCLA: Higher Education Research Institute, 2007.
    • Chou, R. S. & Feagin, J. R. (2008). The myth of the model minority: Asian Americans facing racism. Boulder, CO.: Paradigm Publishers.
    • Inkelas, K. K. (2003). Caught in the middle: Understanding Asian Pacific American perspectives on affirmative action through Blumeris group position theory. Journal of College Student Development, 44, 625-643.
    • Inkelas, K. K. (2003). Diversity’s missing minority: Asian Pacific American undergraduates' attitudes toward affirmative action. The Journal of Higher Education, 74, 601-639.
    • Inkelas, K. K. (2006). Racial attitudes and Asian Pacific Americans: Demystifying the model minority. New York: Routledge.
    • Kodama, A. N. Alvarez, S. Lee & C. T. H. Liang (Eds.), Working with Asian American college students (pp. 21-32). New Directions for Student Services, no. 97. San Francisco: Jossey-Bass.
    • Lee, S. J. (1996). Unraveling the “model minority” stereotype: Listening to Asian American youth. New York: Teachers College Press.
    • Lee, S. S. (2006). Over-represented and de-minoritized: The racialization of Asian Americans in higher education. InterActions: UCLA Journal of Education and Information Studies, 2(2), Article 4. Retrieved from http://repositories.cdlib.org/gseis/interactions/vol2/iss2/art4
    • Lew, Jonathan, June Chang, and Winnie Wang. (2005). "The Overlooked Minority. Asian Pacific American Students at Community Colleges." Community College Review 33, 64-84.
    • Museus, S. D. (2008). The model minority and the inferior minority myths: Understanding stereotypes and their implications for student involvement. About Campus, 13(3), 2-8.
    • Museus, S. D. (Ed.) (2009). Conducting research on Asian Americans in higher education: New Directions for Institutional Research (no. 142). San Francisco: Jossey-Bass. https://www.stanford.edu/group/cubberley/node/6899
    • Nakanishi, D. T. & Nishida, T. Y. (Eds.) (1994). The Asian American Pacific Islander educational experience: A source book for teachers and students. New York: Routledge.
    • Sue, S., & Okazaki, S. (1990). Asian-American educational achievements: A phenomenon in search of an explanation. American Psychologist, 45, 913-920.
    • Suzuki, B. H. (2002). Revisiting the model minority stereotype: Implications for student affairs practice and higher education. In M. K. McEwen, C. M.
    • Takagi, D.Y. (1992). The retreat from race: Asian-American admissions and racial politics. New Brunswick, New Jersey: Rutgers University Press.
    • Tan, D. (1994). Uniqueness of the Asian American experience in higher education. College Student Journal, 28, 412-421.
    • Ting, R. S. (2000). Predicting Asian Americans’ academic performance in the first year of college: An approach combining SAT scores and noncognitive variables. Journal of College Student Development, 41, 442-449.
    • To, D. L. (2008). Methodological issues in model minority research: Where do we go from here? In G. Li & L. Wang (Eds.), Model minority myth revisited (pp. 299-314). Charlotte, N.C.: Information Age Publishing, Inc.
  • API Student Persistence and Retention
    • Bennett, C. & Okinaka, A. M. (1990). Factors related to persistence among Asian, Black, Hispanic, and White undergraduates at a predominantly White university: Comparison between first and fourth year cohorts. The Urban Review, 22(1), 33-60.
    • Chan, S. & Wang. L. (1991). Racism and the model minority: Asian Americans in higher education. In Altbach, P. G. & Lomotey , K. (Eds.) The racial crisis in American higher education, (pp. 43-68). Albany, NY: State University of New York Press.
    • Gloria, A. M. & Ho, T. A. (2003). Environmental, social, and psychological experiences of Asian American undergraduates: Examining issues of academic persistence. Journal of Counseling & Development, 81, 93-105.
    • Kiang, P. (2005). A thematic analysis of persistence and long-term educational engagement with Southeast Asian American college students. Washington D.C.: Southeast Asian American Student Action and Visibility in Education (SAVE) Project.
    • Kiang, P. N. (1996). Persistence stories and survival strategies of Cambodian Americans in college. Journal of Narrative and Life History, 6(1), 39-64.
    • Museus, S. D. (2011). Mixing quantitative national survey data and qualitative interview data to understand college access and equity: An examination of first-generation Asian Americans and Pacific Islanders. In K. A. Griffin & S. D. Museus (Eds.). Using mixed-methods approaches to study intersectionality in higher education: New Directions for Institutional Research (no. 151, pp. 63-75). San Francisco: Jossey-Bass.
    • Nishimoto, J. K., & Hagedorn, L. S. (2003). Retention, persistence, and course taking patterns of Asian Pacific Americans attending urban community colleges. Paper presented at the Annual Meeting of the American Educational Research Association.
    • Strage, A. (2000). Predictors of college adjustment and success: Similarities and difference among Southeast-Asian-American, Hispanic and White students. Education, 120, 731-740.
    • Yeh, T. L. (2002). Asian American college students who are educationally at risk. In M. K. McEwen, C. M. Kodama, A. N. Alvarez, S. Lee & C. T. H. Liang (Eds.), Working with Asian American college students (pp. 61-71). New Directions for Student Services, no. 97. San Francisco: Jossey-Bass.
    • Yeh, T. L. (2005). Issues of college persistence Asian and Asian Pacific American students. Journal of College Student Retention, 6(1), 81-96.
  • API Student Mental Health
    • Cohen, E. (2007, May 16). Push to achieve tied to suicide in Asian-American women.
AAPI Faculty
  • Amy Li Ph.D.
    Assistant Professor at University of Northern Colorado
  • Bach Mai Dolly Nguyen Ph.D.
    Assistant Professor at Lewis and Clark College
  • Corinne Kodama Ph.D.
    Research Specialist at University of Illinois, Chicago
  • Dina Maramba Ph.D.
    Associate Professor at Claremont Graduate University
  • Erica Yamamura Ph.D.
    Associate Professor at Seattle University
  • Erin Wright Ph.D.
    Assistant Professor at University of Hawaii at Manoa
  • Julia J. Park Ph.D.
    Associate Professor at University of Maryland, College Park
  • Liza Talusan Ph.D.
    Associate Lecturer Professor at University of Massachusetts, Boston
  • Mitchell Chang Ph.D.
    Professor at University of California, Los Angeles
  • OiYan Poon Ph.D.
    Associate Professor at Colorado State University
  • Rob Teranishi Ph.D.
    Professor at University of California, Los Angeles
  • Rosemary (Rosie) J. Perez Ph.D.
    Assistant Professor at Iowa State University
  • Samuel Museus Ph.D.
    Assistant Professor at Indiana University Bloomington
  • Thai- Huy Nguyen Ph.D.
    Assistant Professor at Seattle University
  • Varaxy Yi Borromeo Ph.D.
    Assistant Professor at California State University, Fresno