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This paper reviews related research and analyzes qualitative, retrospective reports from 10 college-aged South Asian Americans describing experiences with K-12 teachers. Three themes guide the discussion: students positioned as spokespersons as a learning barrier, the phenomenon as racial trauma, and power imbalance reflected through such positioning. The work concludes with implications for culturally responsive invitations and directions for future study.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/south-asian-americans-microaggression-experiences-in-school-retrospective-reflections-on-interactions-with-k-12-teachers/594938/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/south-asian-americans-microaggression-experiences-in-school-retrospective-reflections-on-interactions-with-k-12-teachers/594938.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the model minority myth and the spokesperson phenomenon in this paper?","Question",{"text":112,"@type":113},"The paper describes the model minority myth as a racialized narrative in schooling and the spokesperson phenomenon as a pattern where teachers or peers position students as representatives for their race, often with harmful effects.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study examine students’ experiences with microaggressions?",{"text":117,"@type":113},"It analyzes qualitative, retrospective reports from 10 college-aged South Asian Americans who described experiences with racial microaggressions in K-12 settings.",{"name":119,"@type":110,"acceptedAnswer":120},"What three themes does the paper use to organize the findings?",{"text":121,"@type":113},"The themes are: (a) positioning students as spokespersons obstructs learning, (b) the spokesperson phenomenon functions as a form of racial trauma, and (c) positioning a student as spokesperson reflects imbalance and misuse of power.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594938,1792188821,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","UC Berkeley  \nBerkeley Review of Education  \nTitle  \nSouth Asian Americans’ Microaggression Experiences in School: Retrospective Reflectionson Interactions with K-12 Teachers  \nPermalink  \n[https://escholarship.org/uc/item/3vz660gp](https://escholarship.org/uc/item/3vz660gp)  \nJournal  \nBerkeley Review of Education, 9(2)  \nAuthor  \nRice, Punita Chhabra  \nPublication Date  \n2020  \nDOI  \n10.5070/B89239600  \nPeer reviewed  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nAvailable online at [http://eScholarship.org/uc/ucbgse_bre](http://eScholarship.org/uc/ucbgse_bre)  \nSpokespersons: South Asian Americans’Microaggression Experiences in Schools Seen Through Retrospective Reflections on Interactions  \nwith K-12 Teachers  \nPunita C. Rice1  \nNew Northeast Consulting  \nAbstract  \nSouth Asian Americans—like other students of color—experience racial microaggressions in schools, including the model minority myth and the spokesperson phenomenon (McCabe, 2009). This paper discusses these phenomena and relevant research before examining qualitative, retrospective reports from 10 college-aged South Asian Americans who described experiences with racial microaggressions in K-12 settings, selected from a larger source study. These participants’ reports—related to being asked to speak about Indian or South Asian culture or history—are explored in the context of three themes: (a) the positioning of students as spokespersons as an obstacle to learning, (b) the spokesperson phenomenon as a form of racial trauma, and (c) the positioning of a student as a spokesperson as a reflection of an imbalance and misuse of power. This paper offers implications for inviting students to share culture without positioning them as spokespersons. Possible paths for future research into student experiences with this phenomenon are offered.  \nKeywords: Asian Americans, K-12, microaggressions, minority group students, model minority myth, racism, South Asian Americans, spokesperson phenomenon  \n1 Correspondence concerning this article should be addressed to Punita Rice at[punita@newnortheastconsulting.com](punita@newnortheastconsulting.com).  \nBerkeley Review of Education Vol. 9 No. 2  \nRice Spokespersons: South Asian Americans’  \nIn today’s sociopolitical climate, teachers across the United States have a growing responsibility to support our students by condemning and working to minimize racism in schools. However, various manifestations of racism persist; students in schools around the nation continue to experience overt and subtle kinds of racism, and since the start of President Trump’s 2016 presidential campaign actions motivated by racism in America has increased (Southern Poverty Law Center, 2016) .  \nDiscussions of racism have often been in the context of the Black/White binary and antisemitism and, more recently, in the context of Islamophobia and anti-Latinx immigrant sentiment. However, there may be less public visibility of the experiences of Asian American students’ experiences of racism. South Asian American2—who comprise one of the fastest growing ethnic groups in the United States (Samuel, 2017; South Asian Americans Leading Together, 2015)—often experience racism in schools. In fact, South Asian American students have faced an increase in racist violence and bullying in recent decades (Desai, 2017; Iyer, 2015; Rice, 2019), despite the common and longstanding perception that Asian Americans are a non-oppressed group (Kitano & Sue, 1973; Leong, Chao, & Hardin, 2000) . Frequently, the racism takes the form of microaggressions: the little, day-to-day manifestations of racism, which are often normalized and overlooked as innocuous or insignificant (Delgado & Stefancic, 2017; McCabe, 2009; Ong, Burrow, Fuller-Rowell, Ja, & Sue, 2013) but have the potential to cause significant pain and longlasting harm (Comas-Díaz, 2016; Sue et al., 2007) . One such microaggression with particular relevance for Sou","cbCaicyEVcDKNtP5","https://ap.wps.com/l/cbCaicyEVcDKNtP5","pdf",215741,23,"English","# Abstract\n## Research context and significance\n## Focus of the study and participant reports\n## Key themes and implications","[{\"question\":\"What are the model minority myth and the spokesperson phenomenon in this paper?\",\"answer\":\"The paper describes the model minority myth as a racialized narrative in schooling and the spokesperson phenomenon as a pattern where teachers or peers position students as representatives for their race, often with harmful effects.\"},{\"question\":\"How does the study examine students’ experiences with microaggressions?\",\"answer\":\"It analyzes qualitative, retrospective reports from 10 college-aged South Asian Americans who described experiences with racial microaggressions in K-12 settings.\"},{\"question\":\"What three themes does the paper use to organize the findings?\",\"answer\":\"The themes are: (a) positioning students as spokespersons obstructs learning, (b) the spokesperson phenomenon functions as a form of racial trauma, and (c) positioning a student as spokesperson reflects imbalance and misuse of power.\"}]","South Asian Americans’ Microaggression Experiences in School - Retrospective Reflections on Interactions with K-12 Teachers | PDF",1792080129,58]