From an article I wrote a few years back:
Another concern is the need for a stronger policy infrastructure in order to advance AAPI educational concerns. Currently, AAPI nonprofits address education as one of many issues, and the American Federation of Teachers and the National Education Association have liaisons to the AAPI community. However, there are no AAPI nonprofit groups that focus only on education. Creation of such an organization, similar to the role that HACU plays for the Latino/a higher education community, could significantly improve long-range planning and coordination around educational advocacy for AAPI interests. Although the AAPI serving institutions designation is a major step toward greater recognition of the needs of AAPIs in education, there are many other educational issues in which the AAPI voice is absent or insufficiently represented.
I wrote that back in 07 (you can read the full article here) after doing interviews with policymakers back in 2006 (when we thought that HR 2616/333/whatever–what would become AANAPISI–was dead) about challenges to creating a federal designation for AAPI serving institutions. Fast forward a few years, and now have APIACU.
Earlier this week I had the pleasure of co-facilitating (with the very cool Deborah Santiago) the Research/Assessment strategy session at the APIASF higher ed summit. It’s nice being able to metro to these things now, and great to reconnect with some of the people that I interviewed when I was doing my research on AAPI serving institutions (before they became a reality). It’s helpful to know some of the history behind how the legislation happened and became a reality–including some of the surprising twists and turns–as we think about how to advance educational opportunities for AAPIs. Besides the Nexus article that details the challenges of passing the legislation, Rob Teranishi and I have a piece in the MSI anthology that Marybeth Gasman et al compiled a few years back on the history of the legislation/some of the theoretical and symbolic implications re: racial formation, racial positioning, etc.