Explores the contradictory perceptions of African immigrant students in New York City and reveals how anti-Blackness persists even within predominantly Black and Brown schools.

African immigrant students are often celebrated in the United States as academically successful and culturally disciplined. But what happens when praise itself becomes part of a racial hierarchy? In The Black Model Minority Student, sociologist of education Mercy Agyepong traces the complex experiences of West African immigrant students attending public high schools in New York City. 

Using ethnographic and interview data from predominantly Black and Brown schools in the Bronx, Agyepong shows that African immigrant students are often viewed through two competing yet coexisting narratives: as intellectually capable and hardworking, yet also as uncivilized or socially inferior. These perceptions are not incidental, but central to how anti-Blackness operates and how racial hierarchies are sustained in the United States. While the model minority stereotype shaped their experiences in Black and Brown high schools, West African immigrant students found that this seemingly favorable stereotype mattered less once they graduated and entered the white spaces of higher education and other social settings. At every step, African students—regardless of their national origins—were disadvantaged by racial stereotypes.

Theoretically grounded yet deeply human, The Black Model Minority Student offers an important new perspective on race, immigration, and education in contemporary America.

In the Cold War era, Chinese Americans were caught in a double-bind. The widespread stigma of illegal immigration, as it was often called, was most easily countered with the model minority, assimilating and forming nuclear families, but that in turn led to further stereotypes. In Illegal Immigrants/Model Minorities, Heidi Kim investigates how Chinese American writers navigated a strategy to normalize and justify the Chinese presence during a time when fears of Communism ran high.

Kim explores how writers like Maxine Hong Kingston, Jade Snow Wong, and C. Y. Lee, among others, addressed issues of history, family, blood purity, and law through then-groundbreaking novels and memoirs. Illegal Immigrants/Model Minorities also uses legal cases, immigration documents, and law as well as mass media coverage to illustrate how writers constructed stories in relation to the political structures that allowed or disallowed their presence, their citizenship, and their blended identity. 

Kim illuminates the rapidly shifting political and social pressures on Chinese American authors who selectively concealed, revealed, and reconstructed issues of citizenship, belonging, and inclusion in their writing.

In her engaging study, Passing for Perfect,erin Khuê Ninh considers the factors that drove college imposters such as Azia Kim—who pretended to be a Stanford freshman—and Jennifer Pan—who hired a hitman to kill her parents before they found out she had never received her high school diploma—to extreme lengths to appear successful. Why would someone make such an illogical choice? And how do they stage these lies so convincingly, and for so long? 

These outlier examples prompt Ninh to address the larger issue of the pressures and difficulties of striving to be model minority, where failure is too ruinous to admit. Passing for Perfect insists that being a “model minority” is not a “myth,” but coded into one’s programming as an identity—a set of convictions and aspirations, regardless of present socioeconomic status or future attainability—and that the true cost of turning children into high-achieving professionals may be higher than anyone can bear.  

Ninh’s book codifies for readers the difference between imposters who are con artists or shysters and those who don’t know how to stop passing for perfect.

The pressures Asian Americans feel to be socially and economically exceptional include an unspoken mandate to always be healthy. Nowhere is this more evident than in the expectation for Asian Americans to enter the field of medicine, principally as providers of care rather than those who require care. Pedagogies of Woundedness explores what happens when those considered model minorities critically engage with illness and medicine whether as patients or physicians. 

James Kyung-Jin Lee considers how popular culture often positions Asian Americans as medical authorities and what that racial characterization means. Addressing the recent trend of writing about sickness, disability, and death, Lee shows how this investment in Asian American health via the model minority is itself a response to older racial forms that characterize Asian American bodies as diseased. Moreover, he pays attention to what happens when academics get sick and how illness becomes both methodology and an archive for scholars. 

Pedagogies of Woundedness also explores the limits of biomedical “care,” the rise of physician chaplaincy, and the impact of COVID. Throughout his book and these case studies, Lee shows the social, ethical, and political consequences of these common (mis)conceptions that often define Asian Americans in regard to health and illness.