How can educators and communities ensure Asian American and Pacific Islander students feel like they belong in classrooms and school communities? That was the focus of a panel discussion with high school students at the 4th Annual Connecticut Asian American and Pacific Islander Education Symposium.
Hosted by the Commission on Women, Children, Seniors, Equity & Opportunity, the Connecticut Chapter of the Asian Pacific American Coalition, and the University of Connecticut’s Asian and Asian American Studies Institute, the event, held at the Legislative Office Building in Hartford last month, included panel discussions, presentations, and dialogue with those with the most at stake in shaping Connecticut’s educational landscape.
The panel conversation with high schools students from around the state offered an opportunity to hear firsthand about challenges that Asian American and Pacific Islander students face in the classroom, with this year’s conversation focusing primarily on students from South Asian, Muslim, and Sikh communities.
“The students that spoke at the AAPI Education Symposium were inspirational,” said CEA Secretary Gail Jorden. “The personal insights they shared about the struggles that they have overcome through their schooling years were truly touching and made me reflect on my practices as an educator. I also appreciated what they had to share about how parents and educators can best support students that are struggling with being the only person of color in the classroom. I was impressed by how open and honest they were in expressing their experiences as well as their thoughts on what can be improved upon for future learners going through similar difficulties.”
Being made to feel different
Many of the students reported experiencing times when they felt like they didn’t belong because of their culture or religion, especially in elementary and middle school.
Attending a majority white elementary school, Sahaana said she frequently experienced microaggressions. Almost every day when she opened the lunch of traditional Indian food that her mother had lovingly packed, other students would make comments. “That looks like crunched up snails or caterpillars.” “What are you eating?”
“The majority of the time I threw my lunch out, or if I was really hungry I’d eat it and feel weird eating it in front of other kids,” she said.
Tasneem, who wears a hijab, said that in eighth grade her class learned about 9/11 in social studies. When the word Muslim was mentioned, the whole class looked at her.
“I wasn’t a shy kid. I spoke up and said, ‘The terrorists were breaking their religion with what they did. That’s not being Muslim.'”
Other incidents also made Tasneem feel othered. Many of her middle school classmates had only seen her with her hijab, which she started wearing in fifth grade. When some other girls saw her adjusting it in the bathroom on a hot day they told her, “I thought you were bald.”
Jaspreet, who is Sikh, said that in his elementary and middle schools he was the only student who wore a turban.
“I did face racism and bullying. Other students called me names like rhino, unicorn, or towel head. Friends and acquaintances would sometimes try to touch my turban—sometimes out of curiosity, but sometimes in a mean way.”
How to ensure a welcoming environment
“Education is the best way to deal with this stuff,” Jaspreet says. “Hate is taught, but so is compassion and the ability to love and care for others.”
Being able to see themselves in the classroom and curriculum is vital, the students said.
“Representation really helps,” said Mihika.
“When a student walks into a classroom and sees an image of someone like them—a girl wearing a hijab or a boy wearing a turban—it helps other students build compassion and empathy,” said Tasneem. When teachers take small actions like incorporating foods or other items from other cultures into their classrooms it goes a long way, she said.
“My school has added a Black and Hispanic History Class, which I think is good. If more schools would offer classes that focus on different religions and cultures that would definitely help more students feel seen and heard,” said Sahaana.
There’s an Asian cultural club at Sahaana’s high school that meets every Friday so that students can learn about different Asian cultures. The club hosts activities like movie days and Indian holiday crafts and has focused on musical artists from Asian countries and more.
“Ever since I started going to that club, I’ve felt super proud and happy,” Sahaana says. “Most people in the club aren’t Asian. I’m proud that our predominantly white community is starting to see more diversity, and the club is making a big difference.”
The students said there are lots of different, sometimes small, ways for educators and community members to ensure students feel welcome and represented in school.
Jaspreet’s cross country team usually holds a pasta dinner before big races. One time they switched things up and shared Indian food instead.
“I felt proud to share my culture with my teammates,” Jaspreet said. “It was super valuable, seeing them appreciate it.”
While small actions are important, so are larger ones that can affect a whole district.
When Mihika started school in South Windsor, students didn’t have the holiday of Diwali off from school.
“South Windsor wasn’t as diverse at the time, and I felt dismissed,” she said. “My parents and teacher encouraged me to start telling my classmates about Diwali. Since then I’ve given presentations every year, and sometimes even had administrators come and listen.”
Eventually she had the opportunity to speak to the Board of Education about making Diwali a holiday for South Windsor students. The Board subsequently voted to give students the day off for Diwali, becoming one of the first districts in the state to do so.
“It was a big success story for me,” Mihika says. “One of best ways to be an ally is to listen and appreciate the stories others share.”
