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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nMaking Sense of Segregation: Asian American Youth Perspectives  \nElise Castillo  \nTrinity College  \nThis qualitative study examines how 64 Asian American high school students and recent alumni in New York City make sense of racial and socioeconomic segregation across selective and nonselective public high schools; and what their sensemaking reveals about their understandings of race, class, and power. Nearly all interviewees believed that the underrepresentation of Black and Latine students at selective high schools is problematic, but they employed distinct frames to describe the nature of the problem and how to remedy it. Most students employed abstract liberalism and culture of poverty frames, lacking a critical analysis of race and power. Some students employed a conscious compromise frame, critiquing segregation as undermining the individual benefits of diversity. Fewer students employed a power analysis frame, pointing to the systemic factors shaping the racialized structure of educational opportunity. Findings reveal students’ uneven experience with, and analytic tools for, discussing race and Asian American identity.  \nKeywords: Asian education, desegregation, identity, immigration/immigrants, race, in-depth interviewing, qualitative research  \nAcross many selective public high schools across the country, Asian American students have increasingly formed the majority. Recent efforts to reform selective high school admissions to expand Black and Latine students’ access have inspired fierce opposition among Asian American and Asian immigrant parents and community leaders in districts such as San Francisco (Fuller, 2022), Boston (Vaznis, 2022), Fairfax County, Virginia (Natanson, 2021), and New York City (Fu & Blissett, 2024; Liu et al., 2023) . These stakeholders argue that eliminating test-based admissions and other forms of academic selectiveness discriminates against Asian American students, who, they claim, work hard to earn impressive grades and high scores on admissions exams (Liu et al., 2023) . As these cases demonstrate, Asian immigrant and Asian American parents are increasingly shaping the racial politics of desegregation and integration policy. While a growing body of literature attends to the perspectives of Asian American parents and other adults (Fu & Blissett, 2024; Liu et al., 2023; Quinn, 2019; Robles, 2007), the perspectives and experiences of Asian American students themselves regarding race and access to selective schools remain under-examined.  \nIn this study, I investigate the views of 64 ethnically diverse high school students and recent alumni identifying as Asian American and who attended New York City (NYC) public high schools as part of the graduating classes of 2021– 2026. NYC is an ideal study site, given its status as one of the most segregated public school districts in the nation, largely due to the segregating effects of its competitive school choice  \nsystem, and where Asian American students are overrepresented at the most selective, so-called “specialized” high schools (Cohen, 2021; Kucsera & Orfield, 2014) . NYC is also home to one of the nation’s largest and most diverse Asian American communities (Hong, 2021; NYC Mayor’s Office of Immigrant Affairs, 2020) . I ask: How do diverse Asian American students in NYC make sense of racial and socioeconomic segregation across selective and nonselective public high schools? What does their sensemaking reveal about their understandings of race, class, and power?  \nI employ conceptual tools from frame analysis, specifically, frames for making sense of race, class, and educational opportunity (Bonilla-Silva, 2021; Poon et al","cbCaiaPPI0Kdvnrp","https://ap.wps.com/l/cbCaiaPPI0Kdvnrp","pdf",763779,"English","# Making Sense of Segregation: Asian American Youth Perspectives\n## Research focus and participants\n## Framing segregation and interpreting race, class, and power\n## Findings and implications","[{\"question\":\"What problem does the study investigate regarding selective high schools?\",\"answer\":\"The study examines how Asian American students and recent alumni make sense of racial and socioeconomic segregation across selective and nonselective public high schools.\"},{\"question\":\"How did participants view the underrepresentation of Black and Latine students?\",\"answer\":\"Nearly all interviewees believed the underrepresentation of Black and Latine students at selective high schools is problematic.\"},{\"question\":\"What key framing differences appear in the findings?\",\"answer\":\"Most students used abstract liberalism or culture-of-poverty frames, while fewer used a conscious compromise frame or a power analysis frame that emphasizes systemic factors shaping educational opportunity.\"}]","Making Sense of Segregation - Asian American Youth Perspectives | PDF",48]