The term “Asian American” is a complicated and contentious one. Encompassing over 30 different nationalities and ethnic groups and speaking hundreds of different languages, Asian Americans are often seen as a monolithic group despite their vast diversity. Goodwin (2010) talks about the “vertical” and “horizontal” diversity found within the group, acknowledging not just the linguistic, national origin, and ethnic diversity (the “horizontal”), but the intersectional (Crenshaw, 1991) differences stemming from socioeconomic status, gender, religion, education level, immigration status, and political perspective (the “vertical”) to name a few. For these reasons, some activists within the community prefer the more inclusive though not wholly unproblematic—Asian American and Pacific Islander American (AAPIA) or Asian Pacific Islander Desi American (APIDA) labels. However, even monikers like these, which are meant to be inclusive, can be tokenizing and marginalizing when the unique needs and experiences of Pacific Islanders and Desi Americans are not truly centered. For this reason, we choose to use the term Asian American in this issue, explicitly acknowledge the diversity it encompasses, and highlight a variety of Asian American perspectives and experiences in this special issue. Given the differences within the Asian American community, representing a specific Asian American experience in education would itself be a “misrepresentation” that oversimplifies the diverse experiences of members of the Asian diaspora in America. Comprising just under 6% of the country (L opez et al., 2017), Asian Americans are often overlooked in discussions of diversity and race within this country—particularly within education (An, 2016; Goodwin, 2010; Hartlep & Scott, 2016). Even when they are included in curriculum, they are often misrepresented, marginalized or seen only in relation to oppressive circumstances (e.g. Japanese American incarceration, the Chinese Exclusion Act) erasing the contributions, activism, and contemporary experiences of many Asian American youth (Endo, 2012; Goodwin, 2010; Hartlep & Scott, 2016). Curricular representations also tend to center East Asian (particularly Chinese and Japanese) perspectives, lending to the lack

中文翻译：

---

挑战亚裔美国人在教育中的隐性

“亚裔美国人”一词是一个复杂而有争议的词。亚裔美国人包括 30 多个不同的民族和族裔群体，讲数百种不同的语言，尽管他们具有巨大的多样性，但通常被视为一个单一的群体。Goodwin (2010) 谈到了群体内发现的“纵向”和“横向”多样性，不仅承认语言、民族血统和种族多样性（“横向”），而且承认来自不同种族的交叉（Crenshaw，1991）差异。社会经济地位、性别、宗教、教育水平、移民身份和政治观点（“垂直”）等等。由于这些原因，社区内的一些活动家更喜欢更具包容性但并非完全没有问题的亚裔美国人和太平洋岛民美国人 (AAPIA) 或亚太裔德西美国人 (APIDA) 标签。然而，当太平洋岛民和德西美国人的独特需求和经历没有真正集中时，即使是这样的绰号，本意是包容的，也可能被标记化和边缘化。出于这个原因，我们选择在本期中使用亚裔美国人这个词，明确承认它所包含的多样性，并在本期特刊中突出了亚裔美国人的各种观点和经历。鉴于亚裔美国人社区内部的差异，代表特定的亚裔美国人在教育方面的经历本身就是一种“误传”，它过分简化了美国亚裔侨民成员的各种经历。亚裔美国人仅占全国的 6% 以下（L opez 等，2017），在讨论该国的多样性和种族时经常被忽视，尤其是在教育方面（An，2016；Goodwin，2010；Hartlep & Scott，2016） ）。即使他们被纳入课程，他们也经常被歪曲、边缘化或仅被视为与压迫性环境（例如日裔美国人监禁、排华法案）有关，抹去了许多亚裔美国青年的贡献、激进主义和当代经历（Endo， 2012 年；古德温，2010 年；哈特莱普和斯科特，2016 年）。