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How the Model Minority Myth Became Embedded in Education Research
How the model minority myth became embedded in education research and why that history still matters for schools today.
How Teachers Can Support South Asian American Students
Educators play a critical role in shaping South Asian American students' experiences in schools. Ideas to support more inclusive practice.
When Students Simplify Their Names: What Teachers Should Understand
Some students simplify their names in school—not because they reject their identity, but because of context, fatigue, or past experiences. This post explores why that happens and how educators can…
South Asian Americans Are Not a Monolith
Research-based analysis of how the model minority myth affects South Asian American students and why individualized support matters in education.
Training Guidelines for Teachers of South Asian American Students
Best-practice training guidelines for educators working with South Asian American students, emphasizing cultural competence, reflection, and responsive professional development.
Model Minority Myth Discussion Questions for Educators
Research-informed discussion questions and takeaways designed to help educators examine how the model minority myth shapes expectations, support, and student experiences in K–12 classrooms.
Why Cultural Proficiency Matters in Education | RNZ Interview
A Radio New Zealand interview discussing cultural proficiency, student name pronunciation, and why educators should understand students’ backgrounds.
The Spokesperson Phenomenon in Classrooms
The spokesperson phenomenon occurs when students—often students of color—are expected to represent their entire culture in the classroom. This post explains why that practice can cause harm and how educators…
Ideas from Teachers on How to Pronounce Students’ Names Correctly
Teachers share practical, classroom-tested strategies for learning and pronouncing students’ names correctly—and why name pronunciation matters for belonging and respect.
Thoughts on Education Policy
A short reflection on education policy, research, and the frustration of watching evidence-based interventions get ignored.
Why I Teach History Through Stories (Teaching Philosophy)
A reflective essay on teaching history through stories rather than memorization, and how storytelling helps students develop historical thinking skills.