Running head: ASIAN AMERICAN MENTORSHIP PROGRAM

Practice-to-Theory-to-Practice: Asian American Mentorship Program

Jonathan Chan, Kan Li, Yazlyn Nardo, Christin Strifler, Helen Tran
California State University, Fullerton

ASIAN AMERICAN MENTORSHIP PROGRAM

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Introduction
The Asian American population is part of the fastest growing demographic in the United
States, consisting of numerous languages, cultures, and histories (White House Initiative on
Asian Americans and Pacific Islanders, 2014). With those variances of ethnic identity come a
wide array of needs in higher education. The difficulties Asian American students may face can
range from the lack of support from their community to having no prior family history in higher
education. The challenges for these students are commonly disregarded for simply being labeled
as the model minority (Palmer & Maramba, 2015).
The model minority myth (MMM) is a social construction that prescribes Asian
Americans into stereotypical behaviors and traits: wealthy, intelligent, privileged, amongst other
attributes (Hu, 1989). This myth acts as a disservice to the individual student whos often given
less attention and support in their educational pursuits. The narrative and lifestyle of these
students can run counter to this racial typecasting, leading to negative experiences at collegiate
institutions (Teranishi, Alcantar, & Nguyen, 2015).
Negative racial climate can detrimentally impact the students ability to persist and be
successful throughout their college career. Asian Americans as a minority are still subject to an
institutions history of inclusion and exclusion, which has a cascading influence upon the entire
collegiate institution (Solorzano, Ceja, & Yosso, 2000). Attitudes of exclusion have damaging
effects on compositional, structural and organizational diversity, causing deficiency in
representation for their culture in the curriculum and programs (Solorzano et al., 2000). Two of
the factors impacting negative racial climate for Asian American students are psychological and
behavioral climates that are exclusionary (Solorzano et al., 2000). They manifest themselves

ASIAN AMERICAN MENTORSHIP PROGRAM

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into harmful social perspectives that either discount the struggles of students or alienate them
from the collective campus culture.
Because fellow students, faculty, and staff subscribe to the MMM, these attitudes carry
consequences. Without integration into their college campus, there are gaps of cultural
incongruence between the higher educational institution and a student's culture (Quaye, Griffin,
& Museus, 2015). What is even more alarming is the sense of scorn for the advantages Asian
Americans are thought to have and how it can also add to the cultural dissonance felt at colleges
or universities (Quaye et al., 2015). The distance and tension between the dominant campus
culture and that of the Asian American minority can be cause enough for attention and action. It
is therefore imperative that student affairs professionals enact measures, such as counter-spaces,
for these students to be supported (Solorzano et al., 2000).
To support Asian American students in overcoming these barriers toward academic
success and personal development, it is crucial to offer a space that addresses the issues unique to
Asian American students. We created the Asian American Mentorship Program (AAMP) in an
effort to provide the support needed to resolve these aspects. AAMP aims to target issues such as
the MMM and negative campus racial climate at a public, 4-year university. This paper will use
a hypothetical approach to address the issues discussed in the literature about Asian American
students. Exemplary model programs at other institutions have been designed to enhance
students self-concept and racial identity (Liang, Lee, & Ting, 2002). We use these models as a
foundation for our program as we create opportunities for Asian American students to succeed
academically, engage with other students, and develop leadership potential. This paper will also
discuss how Phinneys Model of Ethnic Identity Development, Swail, Redd, and Pernas 5
Factors Related to Retention and Geometric Model of Student Persistence and Achievement, and

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a community cultural wealth framework can inform our practice (as described by Evans, Forney,
Guido, Patton, & Renn, 2010; Swail, Redd, & Perna, 2003; Yosso, 2005).
Literature Review
The campus racial climate of an institution plays a large part in the higher education
experience of minority students (Solorzano et al., 2000; Swail et al., 2003). This racial
environment of the campus may affect a students persistence to a bachelors degree, especially if
the campus racial climate is perceived as negative due to experiencing microaggressions
(Solorzano et al., 2000; Swail et al., 2003). Microaggressions are subtle acts of racism, which
are perpetrated consciously or unconsciously, and can detrimentally impact students causing
mental health and psychological distress (Delgado & Stefancic, 2012; Hwang & Goto, 2008;
Solorzano et al., 2000; Wang, Minervino, & Cheryan, 2013; Xu & Lee, 2013). Additionally,
microaggressions negatively impact students academic and social integration at the institution
(Solorzano et al., 2000; Swail et al., 2003). Minority students who experience microaggressions
may seek social and academic counter-spaces where they can be validated and their community
cultural wealth will be seen as strengths (Solorzano et al., 2000; Yosso, 2005). Microaggressions
experienced by Asian American students may be based on the MMM (Sue, Bucceri, Lin, Nadal,
& Torino, 2007).
The MMM
The MMM has been used to describe Asian Americans as stereotypically successful
socially and economically in America (Hu, 1989). The myth implies Asian Americans are a
successful example to be followed by other minority groups for their hard work and patience
(Spring, 2014). Asian Americans are typically viewed as the model minority by other racial and
ethnic groups, due to the assumption that they value education, family, and patriotism (Cabrera,

ASIAN AMERICAN MENTORSHIP PROGRAM

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2014; Wong & Halgin, 2006). On the other hand, some groups have negative attitudes toward
Asian Americans because of the belief that Asian Americans have taken away jobs among other
opportunities (Wong & Halgin, 2006). Asian Americans themselves have negative feelings about
being labeled as the model minority since the issues they face, such as suicide, academic, mental
health, microaggressions, and discrimination; remaining invisible because they have a
supposedly positive stereotype (Hartlep, 2013; McGowan & Lindgren, 2006; Oyserman &
Sakamoto, 1997; Sue et al., 2007).
Unpacking the MMM
The danger in using the MMM to stereotype Asian American students is that less
attention is devoted to addressing their diverse needs (Museus & Kiang, 2009; Wong & Halgin,
2006). The myth assumes that all Asian Americans are the same, thus denying the unique
differences among subpopulations of Asian Americans (Wing, 2007). As a result, many Asian
Americans internalize the myth and feel pressure to live up to the expectations held by it (Sue et
al., 2007; Wong & Halgin, 2006). The parents of Asian American students also subscribe to
these expectations, causing students to face conflicts between their own interests and that of their
parents (Wing, 2007; Wong & Halgin, 2006). The MMM also makes Asian American students
vulnerable in an academic environment by making the challenges that they face invisible
(Museus & Kiang, 2009; Wing, 2007). Although data shows Asian American students are less
likely to utilize campus resources, it could be due to avoidant coping strategies from
internalization of the MMM (Museus & Kiang, 2009).
Differences within the Asian American Population
The MMM is a generalization that does not consider the differences in socio-economic
status, differing immigration narratives, variances in cultural values and other factors that heavily

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influence Asian American students trajectory and success (Hu, 1989; Teranishi et al., 2015).
Disaggregated data on Asian Pacific Islander (API) students illustrates a more accurate depiction
of lower persistence, academic performance, and degree attainment in higher education,
particularly for southeast Asian students from Laotian and Vietnamese populations (Bic & Lee,
2007; Museus & Kiang, 2009; Yang, 2004). This is due to Southeast Asian communities facing
issues of drug addiction, lack of school funding, conflicting familial and peer support (Museus,
2013). On an individual level, Asian American students may vary in their ability to cope with
challenges in their community based on factors such as mental health and access to resources
(Hu, 1989; Miller, Yang, Hui, Choi, & Lim, 2011; Wong, Koo, Tran, Chiu, & Mok, 2011). The
MMM does not encompass the entire Asian American experience in all its complexities and
matters of intersectionality (Palmer & Maramba, 2015; Teranishi et al., 2015).
Asian American Student Leadership
The MMM impacts Asian American student leadership and its expressions. There is a
limited amount of research on this topic due to stereotypes of passivity or unassertiveness that
assume a lack of leadership skills (Chung, 2014; Liang, Lee, & Ting, 2002). Racism affects
opportunities for leadership because Asian American students have internalized the model
minority stereotype, leading to the lack of self-belief in their leadership potential (Balon, 2005;
Chung, 2014). This is further complicated by the difficulty to translate their cultural values into
traditional expressions of Western leadership traits (Chung, 2014; Liang et al., 2002). Further
research is needed to examine how Asian American students may use leadership as a strategy to
combat the MMM (Chung, 2014; Suyemoto, Kim, Tanabe, Tawa, & Day, 2009).
Using Phinneys Model of Ethnic Identity Development (as described by Evans et al.,
2010) and Swail, Redd, & Pernas (2003) framework for retaining minority students and

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geometric model of student persistence and achievement, an intervention can be designed to
address the negative impacts of the MMM on Asian American students such as low persistence
and degree attainment.
Theory into Practice
Phinneys the model of ethnic identity development consists of three stages: 1.
Unexamined Ethnic Identity 2. Ethnic Identity Search/Moratorium 3. Ethnic Identity
Achievement (as described by Evans et al., 2010). Individuals in the first stage have not had any
awareness of their own ethnicity, and during the second stage, they become increasingly aware of
issues surrounding this identity when they face discrimination and prejudice. Due to exposure to
the MMM in higher education settings, students make this transition as result of feeling
ostracized and discounted because of their race. When Asian American students experience
microaggressions and stereotype threats by the majority and other minority groups, these events
affect their self-concept and bring awareness to a sense of ethnic identity (as described by Evans
et al., 2010). This model is effective by recognizing ethnic identity achievement is complicated
in the fact that a students status of development is fluid. In use of this theory, it is posited that
student affairs programs can help to direct this fluid process from stage 2 to 3. Designing a
resource for students will aid in their struggles with racial identity, while still gaining an
appreciation towards other cultures (as described by Evans et al., 2010).
In conjunction with Phinneys Model of Ethnic Identity Development, Swail, Redd and
Pernas framework for retaining minority students in higher education provides a sound
foundation for pinpointing factors and stages where a students progress may be hindered or
improved. Utilizing 5 factors related to retention and a geometric model for student persistence

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and achievement, thorough insight into Asian American students experience can be examined
through this theoretical lens (Swail et al., 2003).
This framework proposes 5 factors to related to retention: 1. Academic preparedness 2.
Campus climate 3. Commitment to education goals & institution 4. Social & Academic
Integration and 5. Financial aid (Swail et al., 2003). In response to the MMM, the factors of
campus climate and social & academic integration play a large role in combating these
stereotypes that subsist in social settings (Swail et al., 2003). Creating counter-spaces and
support groups that offset microaggressions and stereotype threats lead to greater gains for
positive racial climate change (Solorzano et al., 2000).
Lastly, the geometric model for persistence and achievement describes the composition of
a students college experience in 3 forces: institutional, social, and cognitive (Swail et al., 2003).
The force for which student and academic affairs professionals are directly involved with is the
institutional category. In providing resources and services for students, the cognitive and social
aspects of their experience can thrive if fostered correctly. It is an institutions responsibility to
implement interventions that can negate the repercussions of detrimental dilemmas such as the
MMM.
Even with the presence of an Asian cultural center on a campus, this alone will not suffice in
mitigating a negative racial climate. By providing a counter-space facilitated by a peer
mentorship program, support can be felt at all levels: institutional, social, and cognitive.
Students, faculty and staff provide a valuable resource and network that facilitates this necessary
progression in ethnic identity development and appreciation.
Conceptual Framework

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When addressing microaggressions and negative racial climate, helping minority students
find and cultivate counter-spaces may provide support needed for their persistence and
achievement in higher education (Solorzano et al., 2000). These counter-spaces may act as
additional support for students who have experienced an act of racism or an awakening that has
placed them from Stage 1 of Phinneys Model of Ethnic Identity Development to Stage 2 (as
cited in Evans et al., 2010). Additionally, students may not have a balance between necessary
social, cognitive, and institutional factors to persist towards and achieve their academic goals, as
described by the geometric model of Swail, Redd, and Perna (2003) (see Appendix B for
diagram example). The AAMP seeks to support students who may have imbalanced triangles by
customizing mentorship to address the needs of each student. The AAMP will implement five
interventions to guide leadership development, ethnic identity development, and dialogue about
critical issues that Asian Americans face. By doing so, the AAMP will help participants to move
through Stage 2 towards Stage 3 of Phinneys model and help to meet the cognitive, social, and
institutional needs of each student (see Appendix A for intervention model).
Interventions
AAMP is a year long program that is managed by the Program Coordinator within the
Asian American Resource Center. Mentors are recruited in the spring semester for the following
academic year, and mentees are recruited during their first year at the institution. There are five
interventions interwoven into the AAMP that are designed to assist with the development of
participants whether they serve as mentors or mentees. The first intervention consists of a peer
mentor training designed to educate mentors about on campus resources, prepare mentors to
dialogue with mentees about issues that the Asian American community faces, and lead mentors
through reflection centering on their ethnic identity. This intervention connects to the conceptual

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framework by helping mentors connect personal experience to Phinneys model and giving them
the tools needed to promote healthy counter-spaces on campus (as cited in Evans et al., 2010).
The second intervention consists of Walk & Talks which are meetings in which mentors checkin with their mentees on their progress towards personal, professional, and academic goals and
walk their mentee to on campus resources such as an academic advising center or career center.
This intervention addresses social factors of persistence and achievement such as goal
commitment and peer influence (Swail et al., 2003).
The third intervention is a networking social in which participants in AAMP will be able
to interact, dialogue, and build community with their peers and with faculty, staff, and alumni.
This intervention helps promote counter-spaces to support movement through Stage 2 of
Phinneys model (as cited in Evans et al., 2010; Solorzano et al., 2000). The fourth intervention
is an identity development workshop meant to deconstruct the MMM by having students explore,
reflect on, and celebrate the diversity that exists within the Asian American community. This
intervention helps students to move through Stage 2 of Phinneys model by helping them to
explore their ethnic identity. The fifth intervention is an Asian Pacific American Heritage Month
Speaker which will discuss critical topics related to Asian American experiences. This
intervention addresses the retention factor of academic and social integration by providing an
opportunity to connect with peers and faculty as well as the social factors of peer influence and
cultural values (Swail et al., 2003). A lesson plan which includes theory-informed learning
outcomes may be found for each intervention in Appendix C, and a sample budget for the
program may be found in Appendix D.
Conclusion

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AAMP students will be empowered to utilize resources, increase self-efficacy, and
integrate academically and socially to the university. We hope that the implementation of the
five interventions (see Appendix C) will encourage students to seek institutional services, social
support from peers, and leadership opportunities. We will assess our program using a pre, mid,
and post-program survey of the mentors and mentees (see Appendix E).
The surveys will assess student satisfaction, student learning, behavior changes, and our
general program goals. The pre-program survey will gather students initial behaviors and goals
they would like to accomplish in AAMP. This will allow us to tailor the program according to
their needs. The survey results will be discussed between mentors and mentees to establish a
common ground for development throughout the program. The mid-program survey will ask
mentors and mentees about their progress in the program thus far in order to evaluate their
experiences and learning throughout the program. The post-program survey will assess their
learning throughout the program.
The survey results will be used to determine if students satisfaction, learning, behavior
changes, and programs goals are met. The information will be sent to the Cross Cultural
Resource Center to discuss possible improvements AAMP. If after one year we find that the four
components of our assessment need improvement, we will redesign the program accordingly.
For example, if we find that students have high level of involvement but a small amount of
learning achieved, we may provide increased academic support for students. In conclusion, we
will use student feedback to assess our program in order to maintain the student-centeredness of
AAMP and address student needs.

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Appendix A
Asian American Mentorship Program (AAMP) Intervention Model

Targeted Issues
Model minority myth
Microaggressions
Negative racial climate

Theory Application
Phinneys Ethnic Identity Development Model: facilitating transition of stage 2
(ethnic identity search/ moratorium) to stage 3 (ethnic identity achievement)
Swail, Redd, & Pernas Framework for Retaining Minority Students: use of 2 factors
related to retention: 1) social & academic integration 2) campus climate

Interventions
Peer Mentor
Training

Walk & Talks

Cultural &
Social Events

Identity
Development
Workshop

Intervention Implementation

Evaluation
Pre-program survey
Mid-program survey
Post-survey survey

Refine and Reapply

Asian Pacific
American
Heritage
Month
Speaker

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Appendix B

(Swail, Redd, & Perna, 2003)

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Appendix C

Lesson Plan for Peer Mentor Training

Student Learning Outcomes
1. SWiBAT identify and explain how the five key resources and centers on campus can
assist new students
2. SWiBAT connect the three phases of Phinneys (1993) Model of Ethnic Identity
Development to their own experience as a student
3. SWiBAT develop strategies to guide mentees personally, academically, and socially
Learning Standards/Objectives Addressed
Leadership
Education
Social

Assessment and Evaluation

Personal and Professional
Development

Justice Advocacy
Connections to Theory and/or Student Characteristics
The first learning outcome addresses the need to have a knowledge of campus
resources through informal theory
The second learning outcome addresses formal theory through identifying Phase 2
of Phinneys (1993) Model of Ethnic Identity Development
The learning outcomes address the needs of Asian American students and their
identity development
Assessment Strategy

SL
O
#1

Advanced

Competent

Basic

Needs
Improvement

Identified and
explained how each
of the key resources
and centers on
campus can assist
new students as well
as identified points
of contact at 2 of the
centers

Identified and
explained how the
five key resources
and centers on
campus can assist
new students

Identified the
five key
resources and
centers on
campus that can
assist new
students, but
unable to
explain how they
can assist new
students

Failed to identify
the five key
resources and
centers on
campus can
assist new
students

Connected all three

phases of Phinneys

Connected all
three phases of

Connected at
least one phase

Failed to connect
at least one

ASIAN AMERICAN MENTORSHIP PROGRAM

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SL
O
#2

SL
O#
3

(1993) Model of
Ethnic Identity
Development to
their own
experience as a
student as well as
analyze what key
events brought the
student to different
phases

Phinneys (1993)
Model of Ethnic
Identity
Development to
their own
experience as a
student

of Phinneys
(1993) Model of
Ethnic Identity
Development to
their own
experience as a
student

phase of
Phinneys (1993)
Model of Ethnic
Identity
Development to
their own
experience as a
student

Developed
strategies to guide
mentees personally,
academically, and
socially as well as
establish
interpersonal
connection with
mentee

Developed
strategies to
guide mentees
personally,
academically, and
socially

Developed
strategies to
guide mentees
personally, but
not academically
or socially

Failed to develop
strategies to
guide mentees
personally,
academically, or
socially

Set-Up, Materials Needed, etc.

Auditorium with screen projector

Survey/Assessment form
Handout on Phinneys (1993) Model of Ethnic Identity Development
Copy of the campus map with the five key resources and centers flagged
Activity Outline

1.
a.
b.
2.
a.
b.
c.
3.
a.

Welcome and Introduction (5 min)

Welcome to the Mentor Training and introduce the staff
Overview of the agenda
Welcome from the Cross Cultural Resource Center Director (15 min)
Welcome to the Mentor Training and thank you for participating
What it means to be a mentor and a leader
Strategies to guide mentees personally, academically, and socially
Lesson on Model Minority Myth and Microaggressions (25 min)
Provide each mentor with a handout on Phinneys (1993) Model of Ethnic Identity

Development
b. Discuss how the theory applies to Asian American students and the model minority
myth
c. Split mentors up into groups of three to discuss their own experience with the model
minority myth and microaggressions
d. In the same groups, have each mentor apply the theory to their own life and discuss
it with each other
4. Lesson on Campus Resources and Centers (20 min)

ASIAN AMERICAN MENTORSHIP PROGRAM

20
a. Provide each mentor with a campus map that has five key resources and centers
flagged
b. Presentation on the five key resources and centers offered on campus that can
i.
ii.
iii.
iv.
v.
c.

assist new students with point of contacts

Asian American Resource Center
Career Center
Disability Support Services
Counseling & Psychological Services
Student Academic Services
Explain the importance for freshman to know where the resources are that can help

them and feel comfortable walking into those centers

d. Describe how the Walk and Talks should go with their mentees
5. Closing (10 min)
a. Pass out the assessment survey and ask mentors to let us know what they would
like to learn as a mentor from this program
b. Collect the sheets once the mentors complete them
Assessment Results
TBD
Reflection, Notes, Future Changes, etc.
TBD

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Lesson Plan for Walk & Talks

Student Learning Outcomes
1. SWiBAT identify how the five key resources and centers on campus can be useful for
them throughout their educational experience
2. SWiBAT create personal, professional, and academic goals with their mentors and
discuss their progress on them
Learning Standards/Objectives Addressed
Leadership
Education
Social Justice
Advocacy

Assessment & Evaluation

Personal & Professional
Development

Connections to Theory and/or Student Characteristics

The first learning outcome addresses the need to have a knowledge of campus
resources through informal theory
The second learning outcome addresses Swail et al.s (2003) how mentees will be
held accountable for their personal, professional, and academic goals
Social factors to student persistence and achievement: Peer influence and goal
commitment
Assessment Strategy
Advanced

Competent

Basic

Needs
Improvement

SL
O
#1

Identified and

Identified and

Identified the five

Failed to identify

explained how

explained how

key resources and

the five key

each of the key

the five key

centers on campus

resources and

resources and

resources and

that can assist new

centers on campus

centers on

centers on

students, but

can assist new

campus can

campus can

unable to explain

students

assist students as

assist new

how they can

well as identified

students

assist new

points of contact

students

at 2 of the
centers

SL
O
#2

Explained
measurable
personal,
professional, and
academic goals
with mentor and
discussed how

Explained

Explained

Failed to establish

measurable

personal,

or discuss the

personal,

professional, and

progress of goals

professional, and

academic goals

with mentor

academic goals

with mentor

with mentor and

ASIAN AMERICAN MENTORSHIP PROGRAM

22
they can be
achieved

reviewed
progress on them

Set-Up, Materials Needed, etc.

A coffee shop or other convenient place on campus to meet
Copy of the campus map with the five key resources and centers flagged

Activity Outline
1. Introductions (5 min)
a. Mentee and mentor meet at designated meeting place
b. Spend a few minutes getting to know each other or checking-in on how theyre
doing
2. Walk & Talk (30 min)
a. Mentor takes mentee on a walk around campus to the five key resources and
i.
ii.
iii.
iv.
v.
b.

centers
Asian American Resource Center
Career Center
Disability Support Services
Counseling & Psychological Services
Student Academic Services
Mentor and mentee visit each center, meet their staff members, learn more about

the center, and receive resources from them

3. Debrief (15 min)
a. Mentee and mentor review their experiences
b. Mentor and mentee will discuss which centers might be useful for the mentee and
how they may utilize them
c. Mentor and mentee will discuss the progress of mentees personal, professional,
and academic goals
Assessment Results
TBD
Reflection, Notes, Future Changes, etc.
TBD

Lesson Plan for Mentor/Mentee Cultural and Social Events

ASIAN AMERICAN MENTORSHIP PROGRAM

23
Student Learning Outcomes
1. SWiBAT connect with alumni, faculty, staff members, and mentors to build a sense
of community
2. SWiBAT identify with Asian American culture and values by attending different
cultural events
Learning Standards/Objectives Addressed
Leadership
Education
Social Justice Advocacy

Assessment and Evaluation

Personal and Professional Development

Connections to Theory and/or Student Characteristics

The learning outcomes address the needs of Asian American students and their
identity development
These learning outcomes aim to create counter-spaces for peer discussion
between AAMP students
Assessment Strategy
Advanced

Competent

Basic

Needs
Improvement

SLO
#1

Connected with
one alumni, one
faculty member,
one staff, and one
other mentor to
build a sense of
community and
network

Connected with
two alumni
faculty, staff, or
mentors to build
a sense of
community

Connected with
at least one
alumni, faculty,
staff, or mentors
to build a sense
of community

Failed to connect
with any alumni,
faculty, staff, or
mentors to build
a sense of
community

SLO
#2

Identified with
Asian American
culture and values
by attending all of
the planned
cultural events

Identified with
Asian American
culture and
values by
attending 2 or
more of the
planned cultural
events

Identified with
Asian American
culture and
values by
attending one of
the planned
cultural events

Failed to attend
any of the
cultural events

Set-Up, Materials Needed, etc.

Each student will be provided with an itinerary of the planned events
List of menu options for dinner following the event
Each student will receive an assessment survey after following the event

ASIAN AMERICAN MENTORSHIP PROGRAM

24
1.
a.
b.
2.
a.
i.
ii.
iii.
iv.
3.
a.

Activity Outline
Meet on campus to carpool to the event (20 min)
Meet outside of event
Distribute purchased tickets to attendees
Attend Event (2 hrs+)
There will be two events offered each semester:
USC Pacific Asia Museum
The Getty Center
Hsi Lai Temple
Theater/Play on Asian American culture
Dinner at a nearby restaurant (1.5 hrs)
All attendees have dinner together to continue connecting with each other and
building community
Feedback form is passed out to attendees
Carpool back to campus (20 min)

b.
4.
a. Feedback form is collected from the attendees
Assessment Results
TBD
Reflection, Notes, Future Changes, etc.
TBD

ASIAN AMERICAN MENTORSHIP PROGRAM

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Lesson Plan for Identity Development Workshop

Student Learning Outcomes
1. SWiBAT (mentors) explain the historical background and social implications of the
Model Minority Myth and how this connects to their Asian American experience
2. SWiBAT (mentees) interpret their Asian American identity in terms of race, ethnicity,
and culture
Learning Standards/Objectives Addressed
Leadership

Assessment &
Evaluation

Education

Personal &
Professional
Development

Social Justice
Advocacy

Assessment Strategy
Advanced

SLO
#1

SLO
#2

Competent

Basic

Needs
Improvement

Exceeded the
criteria for
Competent by
teaching material
on the Model
Minority Myth and
gave examples of
its effect on their
life

Explained the Model

Minority Myth and
describe its
historical and social
facets

Explained the
term Model
Minority Myth

Failed to show
comprehension of
the Model Minority
Myth

Exceeded the
criteria for
Competent by
explaining how their
intersecting
identities affect
their identity
development

Compared and
contrasted the
experiences based
on their racial,
ethnic, and cultural
experiences

Student was able

to explain the
differences
between racial,
ethnic, and
cultural identities

Failed to
demonstrate an
understanding of
their racial, ethnic,
and cultural
identities

Set-Up, Materials Needed, etc.

Each student will need the summary of the Model Minority Myth
Each student will need the handout of definitions for the terms of race,
ethnicity, and culture
Each student will receive an assessment survey at the end of the workshop

ASIAN AMERICAN MENTORSHIP PROGRAM

26

Peer mentors will need a slideshow presentation to demonstrate information

on the Model Minority Myth and terms

Activity Outline
1. Opening Reflection (10 min)
a. Present reflection questions for groups to discuss in small groups of 4, which
will remain the groups that they stay with until the end of the workshop
Students will answer the following question in groups:
i. From whom or what do you get your sense of identity and
why?
1. Model Minority Myth Presentation(15 min)
b. Provide each student with a handout
c. Start slideshow and have 1 peer mentor explain the historical background of
the concept and the 1 peer mentor explain the social implications of the
myth today
d. Ask students to think about and write how this concept applies to their life
through examples and lived experience
i.

Students will answer the following question in groups

How does your lived experience disprove the Model Minority Myth?

1. Race, Ethnicity and Culture Presentation and Open Forum (15 min)
e. Provide each student with a handout
f. Groups will be asked to explain their meaning of the terms race, ethnicity,
and culture before 1 peer mentor explains to the group the accurate
definition

i.

After all groups hear each definition, ask the participants in a

large group:
How do you identify racially? ethnically? culturally?
1. 4 Corners Diversity Exercise (10 min)
g. Groups will listen to various categories be named, individuals will go to the
corresponding corner with which they identify. (ex. regions: Southeast Asia,
East Asia, Northern Asia, the Middle east/India) Individuals will be asked to
explain why they identify with those categories
2. Closing Reflection (5 min)
h. Large group will form a circle to ask closing questions before filling out
assessment survey:
i. How is diversity a strength amongst Asian Students and against the Model
Minority Myth?
Assessment Results

ASIAN AMERICAN MENTORSHIP PROGRAM

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TBD

Reflection, Notes, Future Changes, etc.

TBD

ASIAN AMERICAN MENTORSHIP PROGRAM

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Lesson Plan for Asian Pacific American Heritage Month

Speaker
Student Learning Outcomes
1. SWiBAT identify influential members of the Asian American campus community and
available resources
2. SWiBAT explain how the speech topics relate to their own experiences as Asian
Americans.
Learning Standards/Objectives Addressed
Leadership
Education
Social Justice

Assessment and Evaluation

Personal and Professional
Development

Advocacy
Connections to Theory and/or Student Characteristics
The first learning outcome addresses increasing academic and social integration
which is one of the factors of retention as described by Swail, Redd, & Perna (2003).
The second learning outcome connects to the students identity as Asian Americans.
Assessment Strategy

SL
O
#1

SL
O
#2

Advanced

Competent

Basic

Needs
Improvement

In addition to the
criteria for
competent, the
student was able to
explain how
relationships with at
least one influential
member of the Asian
American campus
community and use
of at least one
available resource
could enrich other
students experience

Student was able

to explain how
relationships with
at least one
influential
member of the
Asian American
campus
community and
use of at least one
available resource
could enrich their
student
experience

Student was
able to identify
at least one
influential
member of the
Asian American
campus
community and
at least one
available
resource

Student failed to
identify
influential
members of the
Asian American
campus
community and
available
resources

In addition to the
criteria for
competent, Student
was able to explain
how the speech
topics relate to the
experiences of non-

Student was able

to explain how the
speech topics
relate to at least
one of their own
experiences as an
Asian American
and experiences

Student was
able to explain
how the speech
topics relate to
at least one of
their own
experiences as
an Asian

Student failed to
explain how the
speech topics
relate to their
own experiences
as an Asian
American

ASIAN AMERICAN MENTORSHIP PROGRAM

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Asian Americans

of other Asian
Americans

American

Set-Up, Materials Needed, etc.

Projector
Screen
Asian American Studies Faculty Guest Speaker
Podium
Stage
Conference Room
Activity Outline

1.
a.
2.
a.

Welcome and Introduction (10 min)

Program Coordinator of Asian American Resource Center introduces speaker
Speech (30 min)
Asian American Studies faculty gives speech related to Asian Pacific American

3.
a.
b.
4.
a.

Heritage Month
Q & A (15 min)
Audience members will be invited to ask the speaker questions
Will be moderated by Retention Coordinator
Debrief between Mentor and Mentee (15 min)
Mentor and Mentee will connect after immediately after event to debrief and reflect

on event
b. Students will complete reflection questions
i. Were you able to identify influential individuals in the Asian American campus
community? Who are they and how can you connect with them?
ii. What resources are available for Asian Americans?
iii. How has this event impacted you?
iv. When considering your personal experience, how do the topics of this event connect
to your identity as Asian American?
v. What are your biggest takeaways from this event?
Assessment Plan
The answers to the reflection questions will be used to evidence student learning
from this intervention according to the rubric above.
Reflection, Notes, Future Changes, etc.
TBD

ASIAN AMERICAN MENTORSHIP PROGRAM

30
Appendix D
Annual Budget for AAMP
Budget Category

Amount

Staff

(no extra budget is

needed for this in the
program since staff is
already in place)

Program Expenses
Program activities/meetings

1,500

Group outings (e.g., transportation, admission)

1,500

Recognition and incentives (e.g., cultural and social

event, endofyear celebration, miscellaneous incentives)

1,500

Mentor Training

750

Operational Expenses

Total

Facilities

1,000

Miscellaneous

500
6,750

ASIAN AMERICAN MENTORSHIP PROGRAM

31
Appendix E
Pre-Program Surveys
---------------------------------------------------------------------------------------------------------------------------PRE-PROGRAM MENTOR SURVEY
1. What are your goals/ expectations as a mentor throughout your participation in AAMP?

2. How do you think you will foster a mentorship with your mentee? Give examples.

3. What are some resources/ opportunities that have helped you so far in college that you might
refer to your mentee?

---------------------------------------------------------------------------------------------------------------------------PRE-PROGRAM MENTEE SURVEY

1. What are your goals/ expectations as a mentee throughout your participation in AAMP?

2. What are 3 campus resources that you know of? Do you use them?

3. How has your Asian American racial identity affected you in college so far?

Mid-Program Surveys

ASIAN AMERICAN MENTORSHIP PROGRAM

32
---------------------------------------------------------------------------------------------------------------------------MID-PROGRAM MENTOR SURVEY
4. What is the progress on your goals since you joined AAMP as a mentor?

5. How have you fostered a mentorship with your mentee? Give examples.

6. What are some things you would do differently for the remainder of your participation in the
program?

---------------------------------------------------------------------------------------------------------------------------MID-PROGRAM MENTEE SURVEY

4. What is the progress on your goals/ expectations since you joined AAMP as a mentee? What
would you like to see improved in the program?

5. What campus resources have you used? Have you taken part in any campus organizations or
leadership opportunities?

6. How do you think you have developed racially, academically, and socially so far?

Post-Program Surveys
----------------------------------------------------------------------------------------------------------------------------

ASIAN AMERICAN MENTORSHIP PROGRAM

33
POST-PROGRAM MENTOR SURVEY
7. How did you meet your goals as a mentor throughout your participation in AAMP?

8. How would you describe the relationship you have with your mentee at the end of AAMP?

9. What do you think you could have done better as a mentor? What do you think AAMP could do
better?

---------------------------------------------------------------------------------------------------------------------------POST-PROGRAM MENTEE SURVEY

7. How did you meet your goals as a mentee throughout your participation in AAMP?

8. What are some resources and opportunities that you will use and take part in from now on?

9. How would you describe your racial, academic, and social development throughout your
participation in AAMP?