Document Type

Conference Proceeding


Asian American students in high-achieving secondary schools often have unique cultural experiences, perspectives, and challenges due to the perpetuation of the “Model Minority” conceptualization coined by sociologist William Peterson. Guided by the theoretical frameworks of Critical Race Theory and Culturally Responsive Teaching from the existing literature by theorists such as Ladson-Billings, Gay, and Paris, my research attempts to devise potential methods for secondary educators to make their classrooms more culturally responsive, address Asian American students' deficits or educational challenges, and eliminate harmful biases.