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The study discusses how “model minority” stereotypes can obscure discrimination and reduce recognition of APAs as underrepresented. It also surveys policy and legal shifts toward colorblind admissions across several states, noting that these changes have supported race-conscious admission bans, influencing outcomes in higher education systems.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the article describe the purpose of affirmative action in college admissions?","Question",{"text":63,"@type":64},"Affirmative action is presented as a corrective policy intended to promote social equity by remedying effects of past discrimination, increasing diversity, and providing equal opportunity.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What issue does the article raise about the “model minority” stereotype for Asian Pacific Americans?",{"text":68,"@type":64},"The article argues the stereotype implies educational and social success and lack of discrimination, causing some APAs to be viewed as not underrepresented and even to support elimination of affirmative action against their own interests.",{"name":70,"@type":61,"acceptedAnswer":71},"What examples does the article give of state-level movement toward colorblind policies?",{"text":72,"@type":64},"It cites Arizona’s abolition via Proposition 107, Nebraska’s Initiative 424, Michigan’s Proposal 2, Washington’s Initiative 200, and California’s Proposition 209, all limiting or prohibiting preferential race-conscious treatment.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599649,1792192789,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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\nNicholas D. Hartlep, Illinois State University  \nMadonna M. Ecker, University of Wisconsin—Milwaukee Donald D. Miller, Cardinal Stritch University  \nKimberly E. Whitmore, University of Wisconsin—Milwaukee  \nIntroduction: The Prevalence of Colorblindness  \nAffirmative action is perceived as a corrective policy intended to promote social equity (Crosby, Iyer, & Sincharoen, 2006; Curry & West, 1996; Kaplin & Lee, 2007; Oppenheimer, 1996) . Indeed, affirmative action as a policy has been used to address minority underrepresentation (Ball, 2000), remedying the effects of past/current discrimination (Oppenheimer, 1996; Tsuang, 1989), increasing diversity (Hsia, 1988), and providing equal opportunity (Dong, 1995) . Dong (1995) states that in order for educational affirmative action to equalize opportunity for all students, at times it requires that some students be treated differently. Originally something that was created for employment (Executive Order 11246 under the direction of Lyndon Johnson; also see Crosby, Iyer, & Sincharoen, 2006; Oppenheimer, 1996, p. 929), affirmative action spread into other areas such as higher education. As a result, affirmative action facilitates the offering of flexible college admissions requirements for underrepresented applicants (Inkelas, 2003b) . Underrepresented students may be racial minorities, but they may also be low-income, immigrants, language minorities, nontraditional, female, White, and/or first-time generation college students (Levine & Nidiffer, 1996) .  \nThis article examines the attitudes that Asian Pacific American (APA) 1 college freshmen hold toward the abolishment of affirmative action in college admissions. Frequently APAs are stereotyped as being “model minorities”(Brydolf, 2009; Chinn, 2002; Empleo, 2006; Pang, Han, & Pang, 2011) . This label implies that they are educationally and socially successful, and that they do not experience discrimination. As a consequence of this label, oftentimes APAs are not considered “underrepresented,” and are thus ineligible for affirmative action protection (Wu & Wang, 1996) . Most insidious though, studies have documented that APAs may support the elimination of affirmative action against their better judgment (Kang, 1996; Kidder, 2006) .  \nAPAs are misidentified as being overrepresented at 4-year colleges/universities. According to CARE (2011), the majority of APAs actually matriculate into 2-year institutions of higher education. According to Hsia (1988), APAs are less likely than other applicants to be accepted by their top-choice college/university, but due to their devotion to education and economic survival, they matriculate at community colleges with plans to transfer to four-year institutions. Consequently, the model minority stereotype is problematic for APAs since it masks subgroups that actually are actu-  \n1 This article uses the term Asian Pacific Americans (APA) due to the fact that the data that was analyzed included Pacific Islanders. The authors of this study understand the limitation that results from using such term (e.g., see Diaz, 2004) . Further, the term Asian American is used only when citing previous literature in order to maintain the integrity of the original research.  \nally underrepresented. Risk factors are often associated with APA subgroups that are underrepresented in college. For instance, CARE (2011) states the following:  \nSimilar to Southeast Asians, Pacific Islanders have a very high rate of attrition during college. Among Pacific Islanders, 47.0 percent of Guamanians, 50.0 percent  \nof Native Hawaiians, 54.0 percent of Tongans, and 58.1 percent of Samoans entered college, but left without earning a degree. Southeast Asians and Pacific Islanders also had a higher proportion of college attendees who earned an associate’s degree as their highest level of education, while East Asians a","cbCait1YVXwlnBdx","https://ap.wps.com/l/cbCait1YVXwlnBdx","pdf",674865,"English","# Introduction\n## Prevalence of colorblindness\n# Review of Previous Literature\n## Model minority stereotype in the affirmative action debate","[{\"question\":\"How does the article describe the purpose of affirmative action in college admissions?\",\"answer\":\"Affirmative action is presented as a corrective policy intended to promote social equity by remedying effects of past discrimination, increasing diversity, and providing equal opportunity.\"},{\"question\":\"What issue does the article raise about the “model minority” stereotype for Asian Pacific Americans?\",\"answer\":\"The article argues the stereotype implies educational and social success and lack of discrimination, causing some APAs to be viewed as not underrepresented and even to support elimination of affirmative action against their own interests.\"},{\"question\":\"What examples does the article give of state-level movement toward colorblind policies?\",\"answer\":\"It cites Arizona’s abolition via Proposition 107, Nebraska’s Initiative 424, Michigan’s Proposal 2, Washington’s Initiative 200, and California’s Proposition 209, all limiting or prohibiting preferential race-conscious treatment.\"}]","Asian Pacific American College Freshman - Attitudes toward the Abolishment of Affirmative Action in College Admissions | PDF",1792089181]