View in EDS HTML Full Text PDF Full Text

Excellence Expected, Needs Overlooked: Implications for Working with Asian American Twice-Exceptional Students

Saved in:
Bibliographic Details
Title: Excellence Expected, Needs Overlooked: Implications for Working with Asian American Twice-Exceptional Students
Language: English
Authors: Soeun Park (ORCID 0000-0002-6208-7805), Megan Foley-Nicpon
Source: TEACHING Exceptional Children. 2025 57(6):440-447.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Twice Exceptional, Asian American Students, Barriers, Student Needs, Student Diversity, Gifted Education, Ethnic Stereotypes, Students with Disabilities, Academically Gifted, Family Influence, Cultural Influences, Mental Health, Immigration, Context Effect, Socioeconomic Status, Culturally Relevant Education, Racial Factors
DOI: 10.1177/00400599221097020
ISSN: 0040-0599
2163-5684
Abstract: Twice-exceptional students often face challenges stemming from misconception, misidentification, or misplacement in educational systems. Because the disability may mask the gift/talent domain or the gift/ talent domain may mask the disability, it can be challenging to recognize these students and appropriately respond to their learning needs. For Asian Americans in particular, the Asian American community has vocalized the problematic nature of ignoring the heterogeneity and diversity within the community and the impact this has on their education. Without considering their racialized experiences, the learning and social and emotional needs of Asian American twice-exceptional (AA2E) students might not be captured fully. Asian American students are well represented in the U.S. gifted and talented education (GATE) system; they are 5% of school populations but 10% of GATE populations. These data seem to support the model minority stereotype, a stereotype that can negatively affect talented and gifted Asian American students who may feel pressured to maintain high standards and internalize this high expectation. When "what giftedness or disability should look like" meets "what Asian American should be like," the multilayered stereotypes make it even harder to recognize, understand, and respond to the needs of AA2E students. In this article, the authors discuss the development and needs of AA2E students. They provide strategies to support practitioners in addressing (a) the diversity within the Asian American community, (b) family culture and dynamics regarding immigration and education, and (c) mental health needs of AA2E students. The authors hope to leave teachers and educational practitioners feeling better able to support the needs of diverse AA2E students in their classrooms.
Abstractor: ERIC
Entry Date: 2025
Accession Number: EJ1482790
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEH_692faK1PMG0VvwNPi3nAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDNRCNdqdlCNmVVh-AgIBEICBm518hx5FsTDAaB2cgiKOBumhpvb1hBd3AWN_bN6ZzWkivQ095Yj7OOga33WQeax2jcsnVUTSSuwK0kIqTJl6h4kBeXO4J6E3QDq3aUDTWNlc8LSwnTFU23Wi9h07zqsu525Ddpu14e6h7XzIDBUQvN5PQ3aVakGSTUBqQ-iHO6PRhO9NEhWn8MxzDxlVXx4Jb9vzR2rtwzZ9Ku16
Text:
  Availability: 1
  Value: <anid>AN0187779525;tec01jul.25;2025Sep09.01:33;v2.2.500</anid> <title id="AN0187779525-1">Excellence Expected, Needs Overlooked: Implications for Working With Asian American Twice-Exceptional Students </title> <p>Graph</p> <p>Twice-exceptional students often face challenges stemming from misconception, misidentification, or misplacement in educational systems ([<reflink idref="bib13" id="ref1">13</reflink>]). Because the disability may mask the gift/talent domain or the gift/talent domain may mask the disability, it can be challenging to recognize these students and appropriately respond to their learning needs ([<reflink idref="bib3" id="ref2">3</reflink>]). For Asian Americans in particular, the Asian American community has vocalized the problematic nature of ignoring the heterogeneity and diversity within the community and the impact this has on their education ([<reflink idref="bib29" id="ref3">29</reflink>]; [<reflink idref="bib34" id="ref4">34</reflink>]). Without considering their racialized experiences, the learning and social and emotional needs of Asian American twice-exceptional (AA2E) students might not be captured fully. Asian American students are well represented in the U.S. gifted and talented education (GATE) system; they are 5% of school populations but 10% of GATE populations ([<reflink idref="bib8" id="ref5">8</reflink>].; [<reflink idref="bib14" id="ref6">14</reflink>]). These data seem to support the model minority stereotype, a stereotype that can negatively affect talented and gifted Asian American students who may feel pressured to maintain high standards and internalize this high expectation ([<reflink idref="bib16" id="ref7">16</reflink>]; [<reflink idref="bib26" id="ref8">26</reflink>]; [<reflink idref="bib34" id="ref9">34</reflink>]). When "what giftedness or disability should look like" meets "what Asian American should be like," the multilayered stereotypes make it even harder to recognize, understand, and respond to the needs of AA2E students.</p> <p>"We provide strategies to support practitioners in addressing (a) the diversity within the Asian American community, (b) family culture and dynamics regarding immigration and education, and (c) mental health needs of AA2E students.</p> <p>In this article, we discuss the development and needs of AA2E students. We provide strategies to support practitioners in addressing (a) the diversity within the Asian American community, (b) family culture and dynamics regarding immigration and education, and (c) mental health needs of AA2E students. We hope to leave teachers and educational practitioners feeling better able to support the needs of diverse AA2E students in their classrooms.</p> <hd id="AN0187779525-2">How Excellence Is Expected but Needs Are Overlooked</hd> <p>The diversity within the Asian American community often is ignored. Instead, a monolithic view of this group has been more prevalent and perpetuated. One example is the "model minority myth," or seeing Asians as one group who are all smart, wealthy, and hardworking ([<reflink idref="bib19" id="ref10">19</reflink>]). But some Asian American students experience academic difficulties, and their learning needs may remain unnoticed or misunderstood because of this stereotype and societal expectation ([<reflink idref="bib10" id="ref11">10</reflink>]; [<reflink idref="bib29" id="ref12">29</reflink>]). As examples, we present Hanna, Tan, and Norah.</p> <p> <emph>Hanna is a 16-year-old, Indian American 11th grader who was diagnosed with autism spectrum disorder at age 5 and depression at age 15. After a thorough assessment by a school psychologist, she became eligible for an individualized education program (IEP) but did not have one in place.</emph> </p> <p> <emph>Tan is a 9-year-old third-generation Hmong American born third grader who was diagnosed with attention deficit hyperactivity disorder (ADHD) and subsequently became eligible for 504 accommodations. Shortly after his ADHD diagnosis, he scored high enough on the Cognitive Abilities Test (which is given as a screener to all third-grade students in the district) to become eligible for his GATE program.</emph> </p> <p>"When "what giftedness or disability should look like" meets "what Asian American should be like," the multilayered stereotypes make it even harder to recognize, understand, and respond to the needs of AA2E students.</p> <p> <emph>Norah is a 12-year-old second-generation Korean American seventh grader who was diagnosed with dyslexia at age 5. She meets eligibility for her school's GATE program but has never received an IEP or 504 accommodations due to excelling in most subjects and performing mostly at expected levels in reading.</emph> </p> <p>Considering the special education and GATE scholarly literature, some challenges may be specifically relevant to AA2E students, including nonidentification and misidentification. [<reflink idref="bib10" id="ref13">10</reflink>] discussed that the underrepresentation of Asian Americans in special education may indicate their learning needs are unidentified. A failure to identify the learning needs of Asian American students may be related to the model minority stereotype. For example, <emph>Norah was diagnosed with dyslexia but never received an IEP or 504 accommodations because her scores were not consistently low enough on standardized tests of reading. Her overall academic excellence might have contributed to teachers' implicit biases related to the model minority stereotype (i.e., "She is a smart Asian kid"), resulting in their not attending to her relatively lower scores on reading tests and activities. Not receiving appropriate accommodations may impede Norah's academic growth, minimize her ability to excel in her talent domains, or negatively impact her socioemotional functioning.</emph></p> <p>High-achieving Asian American students may have difficulties forming peer relationships with fellow high-ability students or feel pressured to sacrifice their social desires ([<reflink idref="bib16" id="ref14">16</reflink>]; [<reflink idref="bib17" id="ref15">17</reflink>]). They might have paradoxical feelings toward peers from similar ethnic backgrounds, viewing them as competitors as well as friends ([<reflink idref="bib16" id="ref16">16</reflink>]). <emph>Hannah felt isolated among her classmates and was conscious of her ethnic background and disability. At the same time, she was expected to compete with peers who had similar talents.</emph> Because Asian American students' strong desire for belongingness and relationships often is overlooked due to the stereotypical image of "the hardest workers" ([<reflink idref="bib19" id="ref17">19</reflink>]), it is important to understand what impedes them from forming meaningful relationships.</p> <p>Implicit racial bias also may lead to misidentifying or misunderstanding Asian American students who are already in the special education system ([<reflink idref="bib29" id="ref18">29</reflink>]). Specifically, due to the model minority stereotype, educational or health professionals may misinterpret Asian American students' needs when they deviate from the stereotypical portrayal of this population ([<reflink idref="bib29" id="ref19">29</reflink>]). In [<reflink idref="bib30" id="ref20">30</reflink>], Asian American parents of twice-exceptional children shared teachers attributed their children's struggles to laziness and/or bad tempers, suggesting AA2E students may be misunderstood or even misplaced in the education system. For example, <emph>Tan deviates from the model minority stereotype. His peers report that he bothers them when they work on assignments and tries to be the "class clown." His behavior often leads to fights. Tan tells his parents "classes are boring" and asks to stay home from school. He does not appear hardworking or complacent. Although Tan scores very high on ability and achievement tests, his emotional and behavioral presentation are not aligned with the typical image of an Asian student. This mismatch might result in harsh judgment from teachers and mislabeling as a "lazy and disrespectful kid" instead of a child who requires emotional, behavioral, and learning assistance.</emph></p> <p>Recommendations for teachers and educational practitioners working with AA2E and their families are summarized in Table 1. We emphasize applying the recommendations offered in these next sections within each student's context rather than applying them to every student from diverse Asian ethnic groups, ages, and educational environments. Additionally, we also encourage teachers and educational practitioners to access these resources:</p> <p></p> <ulist> <item> The Asian American, Native Hawaiian, and Pacific Islander Web Hub ([<reflink idref="bib1" id="ref21">1</reflink>])</item> <p></p> <item> <emph>Supporting Asian, Asian American, and Pacific Islander Students and Families: Tips for Educators in K–12 Settings</emph> ([<reflink idref="bib27" id="ref22">27</reflink>])</item> <p></p> <item> <emph>The Asian Americans with Disabilities Resource Guide</emph> ([<reflink idref="bib2" id="ref23">2</reflink>].)</item> </ulist> <p>Table 1 Considerations when working with Asian American twice-exceptional students</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /><col align="char" char="." /></colgroup><thead><tr><th align="center">Factors</th><th align="center">Considerations</th><th align="center">Recommendations</th></tr></thead><tbody><tr><td>Within-group diversity</td><td>Asians consist of many different ethnic groups. Many Asian Americans are multiracial or multiethnic. Understanding the ethnic variability within this population is as important as understanding the complex layers of their exceptionalities.</td><td>Learn about the history and culture of Asian communities locally and regionally.Be aware of your assumptions about students' ethnicities.</td></tr><tr><td>Immigration</td><td>Immigration history and immigration generation status may be linked to Asian American immigrant families' use of health care and/or educational services. Furthermore, their sociocultural experiences may affect how students understand and advocate for their own needs.</td><td>Be open to learning about students' family immigration history and experiences.</td></tr><tr><td>Intersecting identities</td><td>The model minority myth may impact each Asian American twice-exceptional student differently. Economic and social gaps within communities may differentiate how these students experience stereotypes.</td><td>Consider the student's intersecting identities and sociocultural locations, such as gender, social class, nation of origin, religion, and residential area, in addition to ethnic identity and (dis) ability.</td></tr><tr><td>Diverse contexts</td><td>Asian Americans' educational emphasis should be understood in the context of their immigration status. Oversimplifying the group's general parenting style (i.e., harsh and strict Asian parents) or assuming the education-oriented mindset as the default cultural value results in overlooking the systemic discrimination that immigrants must navigate. Additionally, this misunderstanding may hinder teachers and educational practitioners from attending to Asian American twice-exceptional students' socioemotional challenges and needs, such as forming friendships in a competitive environment.</td><td>Be aware of the prevalent stereotypes toward Asian Americans that may be part of the student's daily struggles.Listen to the student's racialized experiences.</td></tr><tr><td>Internalization</td><td>Asian American twice-exceptional students may be more vulnerable to school-related stress but may not seek out help if they have internalized the model minority myth.</td><td>Provide a culturally responsive resources or referrals.</td></tr></tbody></table> </ephtml> </p> <hd id="AN0187779525-3">Recommendation 1: Acknowledge Within-Group Diversity of Asian Communities</hd> <p>To adequately support AA2E learners, first explore the history and culture of Asian communities locally and regionally. Be aware of your assumptions about students' ethnicities. The cases of Hannah, Tan, and Norah illustrate the variability of ethnic identities among individuals from Asian communities. Hannah is Indian American, Tan is Hmong American, and Norah is Korean American. Although many Asian Americans share the experience of immigration and acculturation, the historical context of immigration significantly varies across Asian ethnic groups ([<reflink idref="bib25" id="ref24">25</reflink>]). For example, some Asian American children and youth may come from families that immigrated as refugees, whereas other Asian American families may voluntarily immigrate for higher education and professional mobility ([<reflink idref="bib23" id="ref25">23</reflink>]; [<reflink idref="bib28" id="ref26">28</reflink>]). Despite the within-group diversity of Asian communities, a panethnic and monolithic view has been applied to Asian American students, wrongly assuming that they are all successful and do not need special educational services ([<reflink idref="bib28" id="ref27">28</reflink>]). In fact, educational paths and experiences of Asian American students vary across and within ethnic groups ([<reflink idref="bib22" id="ref28">22</reflink>]; [<reflink idref="bib28" id="ref29">28</reflink>]). Some systemic influences, such as poverty and the context of newer immigrant and refugee groups, have been associated with the academic achievement gap within the Asian American communities ([<reflink idref="bib23" id="ref30">23</reflink>]; [<reflink idref="bib28" id="ref31">28</reflink>]). Because of this in-group difference within the Asian communities, scholars have criticized the oversimplified view of Asian Americans' representation in the education system and have investigated disaggregated data to shed light on the diversity of experiences and needs ([<reflink idref="bib32" id="ref32">32</reflink>]). For example, Pang and colleagues (2011) examined a data set from a statewide California testing program for reading and math achievement to examine gaps in students' performance. When reading and math achievement data were compared between White American students and the whole Asian American and Pacific Islander (AAPI) ethnic group, AAPI students performed significantly lower in reading but significantly higher in math than did White students. Yet when these data were disaggregated, the White American students' academic performance in reading and math were significantly higher than many AAPI ethnic groups. It is important that educators understand and account for the diversity among Asian American populations when making educational decisions.</p> <p>Asian American students' racial identity may depend on their association with different peer groups (e.g., Asian peers, non-Asian peers of color, White peers) within a school ([<reflink idref="bib35" id="ref33">35</reflink>]). [<reflink idref="bib25" id="ref34">25</reflink>] highlighted this malleable identity development of Asian American children and youth as one of their important developmental contexts. Similarly, AA2E students may have to learn how to make sense of the interconnection of their racial and ethnic identity, ability, and disability. Acknowledging the heterogeneity of Asian communities would be an important step toward better understanding the multilayered contexts of AA2E students and helping them to embrace the multifaceted and fluid process of self-exploration.</p> <hd id="AN0187779525-4">Recommendation 2: Learn About Immigration Generation Status</hd> <p>Be open to learning about students' family immigration history and experiences. Immigration history and experiences can influence decisions to access certain services offered through scools (e.g., mental health). Approximately 60% of Asians in the United States were foreign-born in 2015 ([<reflink idref="bib4" id="ref35">4</reflink>]). From the aforementioned cases, <emph>Hannah is a first-generation, Norah is a second-generation, and Tan is a third-generation immigrant</emph>. First-generation immigrant status generally refers to those who were born in a foreign country. U.S.-born children or sometimes children who arrived at preschool age are considered second-generation immigrants. To emphasize the cultural adjustment process for school-age children, the term "1.5-generation" has been used to specifically describe Asian American immigrants who migrated to the United States as older children or adolescents (ages 6 to 17; B. S. [<reflink idref="bib20" id="ref36">20</reflink>]; M. [<reflink idref="bib38" id="ref37">38</reflink>]). Thus, <emph>Hannah can also be 1.5-generation.</emph></p> <p>The generation status of Asian American immigrants has been linked to the utilization of mental health services ([<reflink idref="bib18" id="ref38">18</reflink>]; [<reflink idref="bib33" id="ref39">33</reflink>]). Foreign-born Asian American immigrants are less likely to utilize professional mental health services compared to their U.S.-born counterparts ([<reflink idref="bib11" id="ref40">11</reflink>]). This is likely because of the strong cultural stigma and shame tied with mental health issues and culturally less responsive treatment in the U.S. health care system ([<reflink idref="bib23" id="ref41">23</reflink>]). In addition, socioemotional factors may influence the utilization of mental health services, depending on the generation status of Asian American individuals ([<reflink idref="bib23" id="ref42">23</reflink>]; [<reflink idref="bib33" id="ref43">33</reflink>]). Specifically, [<reflink idref="bib23" id="ref44">23</reflink>] found first- and second-generation Asian American participants in their study with higher family conflict were more likely to utilize formal and informal mental health services, indicating a greater risk for intergenerational family discord among these families. They also found, for the 1.5-generation participants, social encouragement to seek out help was a significant predictor of the utilization of mental health services, suggesting the important role of social bonds for these individuals. Furthermore, [<reflink idref="bib33" id="ref45">33</reflink>] found that more cohesive families were less likely to use general health services for mental health problems, and this effect was stronger for third- or later generation Asian Americans.</p> <p>For Asian American families with a twice-exceptional child, the barriers to seeking treatment may be even higher due to the cultural stigma toward mental health within the community. As a result, their mental health needs might be overlooked and remain unidentified or untreated. For example, <emph>Hannah was diagnosed with depression and felt isolated at school. However, her father dismissed her depression while expecting her to excel at school. Hannah may not have felt supported by her family or felt afraid to share her concerns without fear of judgment.</emph> The twice-exceptional child with an immigration background may experience a gap in understanding their mental health needs stemming from acculturative differences from their parents. For instance, <emph>Norah began to ruminate and stress about social interactions at school. Being a "language broker" for her mother who had less experience with the American school system, she faced challenges in communicating her concerns or advocating for herself.</emph> Hence, when working with an AA2E student, practitioners should consider their immigration and acculturation dynamics in assessing any barriers to advocate for their needs.</p> <hd id="AN0187779525-5">Recommendation 3: Consider Gaps in Socioeconomic Status and Intersecting Identities</hd> <p>Consider the student's intersecting identities and sociocultural locations, such as gender, social class, nation of origin, religion, and residential area. There are wide gaps in income among Asian ethnic groups ([<reflink idref="bib4" id="ref46">4</reflink>]). Social, political, and economic climates of countries of origin may predetermine the immigrants' postmigration resources and opportunities, rendering a gap between those with professional mobility and those with less education or professional backgrounds ([<reflink idref="bib25" id="ref47">25</reflink>]). Economic gaps may affect occupational, educational, and social variations among Asian Americans and shape social capital and ethnic dynamics for Asian American students. For example, in <emph>Hannah's case, her school district was in a middle- to upper-class neighborhood, and the gifted education programs were overrepresented by specific Asian ethnic groups, such as Chinese and Korean.</emph> In a study by Y. [<reflink idref="bib21" id="ref48">21</reflink>], the author used a national sample of kindergarteners to compare the home educational contexts of Asian Americans to those of White, Hispanic, and Black families. Asian American (aggregated) families showed greater consideration of schools when deciding their residential areas compared to their White, Hispanic, and Black counterparts. The interconnection between race, family socioeconomic status, occupation, and educational resources in the community is an example of how individuals' educational paths are shaped by their contexts.</p> <p>The ethnic composition of the school's GATE program, residential pattern (e.g., ethnic enclaves), and parental network may also shape a particular developmental context of an AA2E student. <emph>In Hannah's case, the ethnic composition of the AP classes stood out to her, which impacted her sense of belongingness, even though she was classified as "Asian" like her other peers. For Tan, the residential area, community resources, his behavioral concerns, and the stereotypes (toward Asian Americans and twice-exceptional students) interacted to shape his educational paths, including support and programming or services. In Norah's case, being the only Asian at school and her mother's cultural/linguistic isolation from a parental network influenced her educational plans, self-advocacy, and career choices.</emph> The societal expectations for each of these students to be a model minority can be understood differently depending on these socioeconomic contexts.</p> <hd id="AN0187779525-6">Recommendation 4: Listen to the Student's Racialized Experiences</hd> <p>Listen to students' racialized experiences and be aware of the prevalent stereotypes toward Asian Americans that may influence a student's daily struggles. Oversimplifying the group's general parenting style (i.e., harsh and strict Asian parents) or assuming the education-oriented mindset as the default cultural value results in overlooking the systemic discrimination that immigrants must navigate. Additionally, this misunderstanding may hinder teachers and educational practitioners from attending to AA2E students' socioemotional challenges and needs, such as forming friendships in a competitive environment. For example, the "forever foreigner" stereotype left many Asian Americans feeling othered with an implicit message of "Asians are non-American" ([<reflink idref="bib37" id="ref49">37</reflink>], p. 26). Another example includes assuming all Asian parents are "Tiger parents" (i.e., extremely harsh and strict and care only about their child's educational success; [<reflink idref="bib9" id="ref50">9</reflink>]). This stereotype can impact interactions with families of AA2E students. Research provides counterevidence to a stereotypical image of Asian parents who are only education oriented. To elucidate Asian Americans' commitment to education, [<reflink idref="bib12" id="ref51">12</reflink>] conducted in-depth individual and group interviews with Indian American individuals and families. The author suggested Asian Americans' focus on education is not simply because of their education-centered upbringings or "cultural values." Asian American immigrant parents tend to choose education as a venue for social mobility, which comes from their experience of navigating intensely competitive environments as immigrants ([<reflink idref="bib12" id="ref52">12</reflink>]). This perspective helps to demystify the image of a harsh and strict Asian parent that groups all Asian Americans into the same category, regardless of other sociocultural experiences. Similarly, Y. [<reflink idref="bib21" id="ref53">21</reflink>] analyzed a national sample of children and found the extent to which Asian immigrant parents held higher educational expectations was not significantly different from their non-Asian counterparts. Y. Kim also stated that for some Asian American parents, prioritizing their child's education and sacrificing their own needs might be their way to express parental warmth. Their findings highlight the Asian immigrant parents' effort to expose their child to extracurricular activities and "outside the home" environments.</p> <p>The home context of AA2E students specifically has been minimally discussed in the literature. In one qualitative study conducted by [<reflink idref="bib30" id="ref54">30</reflink>], the authors interviewed Asian American parents who have a twice-exceptional child. The parents in this study showed resilient and constructive parenting styles and persistent advocacy efforts as they navigated their child's twice exceptionality and their multilayered cultural contexts. Even with tireless parental effort and support, AA2E students may internalize the myth of a harsh Asian parenting style, and the intergenerational gap may complicate the parent-child relationship. Teachers and educational practitioners can consider the cultural and racialized context of the Asian American parent-child relationship and build a collaborative effort with Asian American parents and caregivers.</p> <p>In relation to education and home contexts for AA2E students, language is another component to consider. Many Asian American students who are from first-generation families are bilingual. Bilingualism of Asian American children is an asset and a protective factor for behavioral and emotional concerns ([<reflink idref="bib15" id="ref55">15</reflink>]; Q. [<reflink idref="bib39" id="ref56">39</reflink>]). For twice-exceptional students, this asset may mask their learning needs. For example, <emph>Nora had been serving as a language broker for her immigrant mother, using her linguistic ability as a resource to support her family. At the same time, she was diagnosed with dyslexia. Her relationship to her learning needs, challenges in self-advocacy, and strengths in language and communication can be better understood when acknowledging her lived experience as a daughter of an immigrant.</emph></p> <hd id="AN0187779525-7">Recommendation 5: Provide Culturally Responsive Resources or Referrals</hd> <p>The final recommendation is to provide culturally responsive resources or referrals. AA2E students may be more vulnerable to school-related stress but may also not seek help if they have internalized the model minority myth. Grounded in the model minority stereotype, Asian Americans often are perceived as a psychologically well-adjusted and well-functioning group, which may result in overlooking their mental health needs ([<reflink idref="bib7" id="ref57">7</reflink>]). Especially for those who are 1.5 or second generation, common sources of stress include fitting into the mainstream culture, cultural gaps in younger and older family members, and the model minority myth ([<reflink idref="bib24" id="ref58">24</reflink>]). Specifically, Asian American youth tend to feel pressure to meet high parental expectations and live up to cultural stereotypes and feel challenged when noticing different cultural understanding between themselves and their parents/caregivers ([<reflink idref="bib24" id="ref59">24</reflink>]). Nevertheless, studies have shown Asian American youth tend to underutilize mental health professional services and underreport their mental health needs ([<reflink idref="bib24" id="ref60">24</reflink>]; [<reflink idref="bib36" id="ref61">36</reflink>]).</p> <p>Asian Americans who internalize the model minority myth may live with unrealistic expectations toward themselves, which may lead to a greater pressure to succeed, psychological stress, low self-esteem, and suicidality ([<reflink idref="bib6" id="ref62">6</reflink>]; [<reflink idref="bib36" id="ref63">36</reflink>]). Asian American students may receive authority figures' preferential treatment at school (because of high expectations), which may increase the chance of harassment and bullying by peers ([<reflink idref="bib36" id="ref64">36</reflink>]). Experiencing racial discrimination and hatred stemming from racial prejudice and stereotypes can be detrimental to Asian American students' ethnic identity development and create a sense of insecurity, self-blame, or shame ([<reflink idref="bib34" id="ref65">34</reflink>]). <emph>Nora was considered the "teacher's pet" because of all the high praise she received when helping her mother communicate with school staff. Peers called her a "perfect student" who never made mistakes. This peer pressure made it challenging for her to ask for help to understand some of the reading assigned in her more advanced courses.</emph></p> <p>"This might be a challenging time for AA2E students to understand themselves, seek out help, and advocate for their needs with family, peer groups, and school personnel.</p> <p>In addition to difficulties recognizing, understanding, and advocating for their learning needs, AA2E students may suffer from racial minority stress at various levels. At an interpersonal level, they may directly or indirectly experience racial bias, discrimination, or microaggressions in their interactions with peers and school personnel. At a larger society level, a surge of Asian hate crime ([<reflink idref="bib5" id="ref66">5</reflink>]) may negatively affect their feeling of safety in their daily life at school. These sources of academic, social, and cultural challenge are interrelated and may affect students' overall psychological well-being. For example, in a study by [<reflink idref="bib31" id="ref67">31</reflink>], 95 Chinese American adolescents and their parents provided daily reports of school problems and their emotional well-being for 2 weeks. The study found daily school problems experienced by the participants predicted lower happiness and higher emotional and physiological stress. Furthermore, the Chinese parents' emotional well-being was negatively affected by their children's daily school problems, indicating the family's vulnerability to school-related stress ([<reflink idref="bib31" id="ref68">31</reflink>]). The negative impact of daily school problems was higher for youth from more Chinese culture-oriented families, suggesting immigrant families' educational emphasis may be linked to higher vulnerability to school-related stress ([<reflink idref="bib31" id="ref69">31</reflink>]). It is possible that decreases in parents' emotional well-being, in turn, shape a high-pressure family culture that may impede a caring and understanding environment for their children. Teachers and educational practitioners should consider paying attention to how AA2E students respond to school-related stress and obtain support at school and home.</p> <hd id="AN0187779525-8">Conclusion</hd> <p>Currently in the United States, Asian Americans are the fastest growing racial/ethnic group, followed by Hispanics, Native Hawaiians and Pacific Islanders, Black, and White populations, respectively ([<reflink idref="bib5" id="ref70">5</reflink>]). Simultaneously, discrimination, violence, and hate crimes toward Asian Americans recently have been surging ([<reflink idref="bib5" id="ref71">5</reflink>]). This might be a challenging time for AA2E students to understand themselves, seek out help, and advocate for their needs with family, peer groups, and school personnel. As illustrated in the three cases of <emph>Hannah, Tan, and Norah</emph>, AA2E students might be at risk of being misidentified or misunderstood because of the racial stereotype that places a high expectation of them while overlooking their needs. It is recommended teachers and educational practitioners—regardless of their racial/ethnic identities—consider the unique contexts of AA2E students and reflect on their own stereotypes, internal biases, and understanding of the model minority myth. It is important educators continue to improve on their ability to identify and meet each student's needs while being reflective of their multiple identities and contexts. These individual-level efforts will help inform and make systematic changes to our educational system that benefit all children, especially those who are traditionally marginalized.</p> <ref id="AN0187779525-9"> <title> References </title> <blist> <bibl id="bib1" idref="ref21" type="bt">1</bibl> <bibtext> AA & NH/PI Health Central. (2022). The AA & NH/PI web hub. https://aanhpihealth.org/</bibtext> </blist> <blist> <bibl id="bib2" idref="ref23" type="bt">2</bibl> <bibtext> The Asian Americans with Disabilities Initiative. (n.d.). The Asian Americans with disabilities resource guide. https://<ulink href="http://www.aadinitiative.org/resources">www.aadinitiative.org/resources</ulink></bibtext> </blist> <blist> <bibl id="bib3" idref="ref2" type="bt">3</bibl> <bibtext> Baldwin L., Omdal S. N., Pereles D. (2015). Beyond stereotypes: Understanding, recognizing, and working with twice-exceptional learners. TEACHING Exceptional Children, 47(4), 216–225. https://doi.org/10.1177/0040059915569361</bibtext> </blist> <blist> <bibl id="bib4" idref="ref35" type="bt">4</bibl> <bibtext> Budiman A., Cilluffo A., Ruiz N. G. (2019). Key facts about Asian origin groups in the U.S. Pew Research Center. https://<ulink href="http://www.pewresearch.org/fact-tank/2019/05/22/key-facts-about-asian-origin-groups-in-the-u-s/">www.pewresearch.org/fact-tank/2019/05/22/key-facts-about-asian-origin-groups-in-the-u-s/</ulink></bibtext> </blist> <blist> <bibl id="bib5" idref="ref66" type="bt">5</bibl> <bibtext> Budiman A., Cilluffo A., Ruiz N. G. (2021). Asian Americans are the fastest-growing racial or ethnic group in the U.S. Pew Research Center. https://<ulink href="http://www.pewresearch.org/fact-tank/2021/04/09/asian-americans-are-the-fastest-growing-racial-or-ethnic-group-in-the-u-s/">www.pewresearch.org/fact-tank/2021/04/09/asian-americans-are-the-fastest-growing-racial-or-ethnic-group-in-the-u-s/</ulink></bibtext> </blist> <blist> <bibl id="bib6" idref="ref62" type="bt">6</bibl> <bibtext> Chen X., Graham S. (2018). Doing better but feeling worse: An attributional account of achievement—Self-esteem disparities in Asian American students. Social Psychology of Education, 21(4), 937–949. https://doi.org/10.1007/s11218-018-9447-9</bibtext> </blist> <blist> <bibl id="bib7" idref="ref57" type="bt">7</bibl> <bibtext> Cheng A. W., Chang J., O'Brien J., Budgazad M. S., Tsai J. (2017). Model minority stereotype: Influence on perceived mental health needs of Asian Americans. Journal of Immigrant and Minority Health, 19(3), 572–581. https://doi.org/10.1007/s10903-016-0440-0</bibtext> </blist> <blist> <bibl id="bib8" idref="ref5" type="bt">8</bibl> <bibtext> Civil Rights Data Collection. (n.d.). 2017-18 gifted and talented enrollment estimations. https://ocrdata.ed.gov/estimations/2017-2018</bibtext> </blist> <blist> <bibl id="bib9" idref="ref50" type="bt">9</bibl> <bibtext> Chua A. (2011). Battle hymn of the tiger mother. Bloomsbury Publishing.</bibtext> </blist> <blist> <bibtext> Cooc N. (2019). Disparities in the enrollment and timing of special education for Asian American and Pacific Islander students. The Journal of Special Education, 53(3), 177–190. https://doi.org/10.1177/0022466919839029</bibtext> </blist> <blist> <bibtext> Derr A. S. (2016). Mental health service use among immigrants in the United States: A systematic review. Psychiatric Services, 67(3), 265–274. https://doi.org/10.1176/appi.ps.201500004</bibtext> </blist> <blist> <bibtext> Dhingra P. (2018). What Asian Americans really care about when they care about education. The Sociological Quarterly, 59(2), 301–319. https://doi.org/10.1080/00380253.2018.1436944</bibtext> </blist> <blist> <bibtext> Foley-Nicpon M., Candler M. M. (2018). Psychological interventions for twice-exceptional youth. In Pfeiffer S. I., Shaunessy-Dedrick E., Foley-Nicpon M. (Eds.), APA handbooks in psychology. APA handbook of giftedness and talent (pp. 545–558). American Psychological Association. https://doi.org/10.1037/0000038-035</bibtext> </blist> <blist> <bibtext> Ford D. Y. (2013). Multicultural issues: Gifted underrepresentation and prejudice—Learning from Allport and Merton. Gifted Child Today, 36(1), 62–67. https://doi.org/10.1177/1076217512465285</bibtext> </blist> <blist> <bibtext> Han W. J., Huang C. C. (2010). The forgotten treasure: Bilingualism and Asian children's emotional and behavioral health. American Journal of Public Health, 100(5), 831–838. https://doi.org/10.2105/AJPH.2009.174219</bibtext> </blist> <blist> <bibtext> Henfield M. S., Woo H., Lin Y. C., Rausch M. A. (2014). Too smart to fail: Perceptions of Asian American students' experiences in a collegiate honors program. Gifted Child Quarterly, 58(2), 137–148. https://doi.org/10.1177/0016986214521659</bibtext> </blist> <blist> <bibtext> Hsin A., Xie Y. (2014). Explaining Asian Americans' academic advantage over Whites. Proceedings of the National Academy of Sciences, 111(23), 8416–8421. https://doi.org/10.1073/pnas.1406402111</bibtext> </blist> <blist> <bibtext> Hwang W. C., Wood J. J. (2009). Acculturative family distancing: Links with self-reported symptomatology among Asian Americans and Latinos. Child Psychiatry and Human Development, 40(1), 123–138. https://doi.org/10.1007/s10578-008-0115-8</bibtext> </blist> <blist> <bibtext> Kiang L., Huynh V. W., Cheah C. S., Wang Y., Yoshikawa H. (2017). Moving beyond the model minority. Asian American Journal of Psychology, 8(1), 1–6. <ulink href="http://dx.doi.org/10.1037/aap0000070">http://dx.doi.org/10.1037/aap0000070</ulink></bibtext> </blist> <blist> <bibtext> Kim B. S., Brenner B. R., Liang C. T., Asay P. A. (2003). A qualitative study of adaptation experiences of 1.5-generation Asian Americans. Cultural Diversity and Ethnic Minority Psychology, 9(2), 156–170. https://doi.org/10.1037/1099-9809.9.2.156</bibtext> </blist> <blist> <bibtext> Kim Y. (2021). Home educational contexts of Asian American children: Disentangling the effects of structural and cultural factors. Early Childhood Research Quarterly, 54, 307–320. https://doi.org/10.1016/j.ecresq.2020.10.002</bibtext> </blist> <blist> <bibtext> Lee D. M., Duesbery L., Han P. P., Tashi T., Her C. S., Ooka Pang V. (2017). Academic needs and family factors in the education of Southeast Asian American students: Dismantling the model minority myth. Journal of Southeast Asian American Education and Advancement, 12(2), 1–31. https://docs.lib.purdue.edu/jsaaea/vol12/iss2/2</bibtext> </blist> <blist> <bibtext> Lee M., Takeuchi D., Gellis Z., Kendall P., Zhu L., Zhao S., Ma G. X. (2017). The impact of perceived need and relational factors on mental health service use among generations of Asian Americans. Journal of Community Health, 42(4), 688–700. https://doi.org/10.1007/s10900-016-0305-4</bibtext> </blist> <blist> <bibtext> Lee S., Juon H. S., Martinez G., Hsu C. E., Robinson E. S., Bawa J., Ma G. X. (2009). Model minority at risk: Expressed needs of mental health by Asian American young adults. Journal of Community Health, 34(2), 144–152. https://doi.org/10.1007/s10900-008-9137-1</bibtext> </blist> <blist> <bibtext> Mistry J., Li J., Yoshikawa H., Tseng V., Tirrell J., Kiang L., Mistry R., Wang Y. (2016). An integrated conceptual framework for the development of Asian American children and youth. Child Development, 87(4), 1014–1032. https://doi.org/10.1111/cdev.12577</bibtext> </blist> <blist> <bibtext> Mun R. U., Hertzog N. B. (2019). The influence of parental and self-expectations on Asian American women who entered college early. Gifted Child Quarterly, 63(2), 120–140. https://doi.org/10.1177/0016986218823559</bibtext> </blist> <blist> <bibtext> National Association of School Psychologists. (2021). Supporting Asian, Asian American, and Pacific Islander students and families: Tips for educators in K–12 settings. https://<ulink href="http://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity-and-social-justice/social-justice/supporting-asian-asian-american-and-pacific-islander-students-and-families-tips-for-educators-in-k%E2%80%9312-settings">www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity-and-social-justice/social-justice/supporting-asian-asian-american-and-pacific-islander-students-and-families-tips-for-educators-in-k%E2%80%9312-settings</ulink></bibtext> </blist> <blist> <bibtext> Pang V. O., Han P. P., Pang J. M. (2011). Asian American and Pacific Islander students: Equity and the achievement gap. Educational Researcher, 40(8), 378–389. https://doi.org/10.3102/0013189X11424222</bibtext> </blist> <blist> <bibtext> Park S. (2019). Beyond underrepresentation: Constructing disability with young Asian American children to preserve the" model minority" stereotype. Asia-Pacific Journal of Research in Early Childhood Education, 13(3), 73–95. <ulink href="http://dx.doi.org/10.17206/apjrece.2019.13.3.73">http://dx.doi.org/10.17206/apjrece.2019.13.3.73</ulink></bibtext> </blist> <blist> <bibtext> Park S., Foley-Nicpon M., Choate A., Bolenbaugh M. (2018). "Nothing fits exactly": Experiences of Asian American parents of twice-exceptional children. Gifted Child Quarterly, 62(3), 306–319. https://doi.org/10.1177/0016986218758442</bibtext> </blist> <blist> <bibtext> Qu Y., Yang B., Telzer E. H. (2020). The cost of academic focus: Daily school problems and biopsychological adjustment in Chinese American families. Journal of Youth and Adolescence, 49, 1631–1644. https://doi.org/10.1007/s10964-020-01255-5</bibtext> </blist> <blist> <bibtext> Sullivan A. L., Kulkarni T., Chhuon V. (2020). Making visible the invisible: Multistudy investigation of disproportionate special education identification of US Asian American and Pacific Islander students. Exceptional Children, 86(4), 449–467. https://doi.org/10.1177/0014402920905548</bibtext> </blist> <blist> <bibtext> Wang X. (2020). Influences of family relational factors and immigration generation status on mental health service utilization among Asian Americans. Families in Society, 102(2), 253–271. https://doi.org/10.1177/1044389420949465</bibtext> </blist> <blist> <bibtext> Wong B. (2015). A blessing with a curse: Model minority ethnic students and the construction of educational success. Oxford Review of Education, 41(6), 730–746. https://doi.org/10.1080/03054985.2015.1117970</bibtext> </blist> <blist> <bibtext> Yip T., Douglass S., Shelton J. N. (2013). Daily intragroup contact in diverse settings: Implications for Asian adolescents' ethnic identity. Child Development, 84(4), 1425–1441. <ulink href="http://dx.doi.org.ezproxy.library.tufts.edu/10.1111/cdev.12038">http://dx.doi.org.ezproxy.library.tufts.edu/10.1111/cdev.12038</ulink></bibtext> </blist> <blist> <bibtext> Yoo H. C., Burrola K. S., Steger M. F. (2010). A preliminary report on a new measure: Internalization of the model minority myth measure (IM-4) and its psychological correlates among Asian American college students. Journal of Counseling Psychology, 57(1), 114–127. https://doi.org/10.1037/a0017871</bibtext> </blist> <blist> <bibtext> Zhang Q. (2010). Asian Americans beyond the model minority stereotype: The nerdy and the left out. Journal of International and Intercultural Communication, 3(1), 20–37. https://doi.org/10.1080/17513050903428109</bibtext> </blist> <blist> <bibtext> Zhou M. (1997). Growing up American: The challenge confronting immigrant children and children of immigrants. Annual Review of Sociology, 23(1), 63–95. https://doi.org/10.1146/annurev.soc.23.1.63</bibtext> </blist> <blist> <bibtext> Zhou Q., Tao A., Chen S. H., Main A., Lee E., Ly J., Hua M., Li X. (2012). Asset and protective factors for Asian American children's mental health adjustment. Child Development Perspectives, 6(3), 312–319. https://doi.org/10.1111/j.1750-8606.2012.00251.x</bibtext> </blist> </ref> <ref id="AN0187779525-10"> <title> Footnotes </title> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> Soeun Park</bibtext> </blist> <blist> <bibtext>Graph https://orcid.org/0000-0002-6208-7805</bibtext> </blist> </ref> <aug> <p>By Soeun Park and Megan Foley-Nicpon</p> <p>Reported by Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib13" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib29" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib34" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib14" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib16" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib26" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib19" firstref="ref10"></nolink> <nolink nlid="nl8" bibid="bib10" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib17" firstref="ref15"></nolink> <nolink nlid="nl10" bibid="bib30" firstref="ref20"></nolink> <nolink nlid="nl11" bibid="bib27" firstref="ref22"></nolink> <nolink nlid="nl12" bibid="bib25" firstref="ref24"></nolink> <nolink nlid="nl13" bibid="bib23" firstref="ref25"></nolink> <nolink nlid="nl14" bibid="bib28" firstref="ref26"></nolink> <nolink nlid="nl15" bibid="bib22" firstref="ref28"></nolink> <nolink nlid="nl16" bibid="bib32" firstref="ref32"></nolink> <nolink nlid="nl17" bibid="bib35" firstref="ref33"></nolink> <nolink nlid="nl18" bibid="bib20" firstref="ref36"></nolink> <nolink nlid="nl19" bibid="bib38" firstref="ref37"></nolink> <nolink nlid="nl20" bibid="bib18" firstref="ref38"></nolink> <nolink nlid="nl21" bibid="bib33" firstref="ref39"></nolink> <nolink nlid="nl22" bibid="bib11" firstref="ref40"></nolink> <nolink nlid="nl23" bibid="bib21" firstref="ref48"></nolink> <nolink nlid="nl24" bibid="bib37" firstref="ref49"></nolink> <nolink nlid="nl25" bibid="bib12" firstref="ref51"></nolink> <nolink nlid="nl26" bibid="bib15" firstref="ref55"></nolink> <nolink nlid="nl27" bibid="bib39" firstref="ref56"></nolink> <nolink nlid="nl28" bibid="bib24" firstref="ref58"></nolink> <nolink nlid="nl29" bibid="bib36" firstref="ref61"></nolink> <nolink nlid="nl30" bibid="bib31" firstref="ref67"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1482790
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Excellence Expected, Needs Overlooked: Implications for Working with Asian American Twice-Exceptional Students
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Soeun+Park%22">Soeun Park</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6208-7805">0000-0002-6208-7805</externalLink>)<br /><searchLink fieldCode="AR" term="%22Megan+Foley-Nicpon%22">Megan Foley-Nicpon</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22TEACHING+Exceptional+Children%22"><i>TEACHING Exceptional Children</i></searchLink>. 2025 57(6):440-447.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 8
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Twice+Exceptional%22">Twice Exceptional</searchLink><br /><searchLink fieldCode="DE" term="%22Asian+American+Students%22">Asian American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Gifted+Education%22">Gifted Education</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Stereotypes%22">Ethnic Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Influence%22">Family Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Immigration%22">Immigration</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Factors%22">Racial Factors</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/00400599221097020
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0040-0599<br />2163-5684
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Twice-exceptional students often face challenges stemming from misconception, misidentification, or misplacement in educational systems. Because the disability may mask the gift/talent domain or the gift/ talent domain may mask the disability, it can be challenging to recognize these students and appropriately respond to their learning needs. For Asian Americans in particular, the Asian American community has vocalized the problematic nature of ignoring the heterogeneity and diversity within the community and the impact this has on their education. Without considering their racialized experiences, the learning and social and emotional needs of Asian American twice-exceptional (AA2E) students might not be captured fully. Asian American students are well represented in the U.S. gifted and talented education (GATE) system; they are 5% of school populations but 10% of GATE populations. These data seem to support the model minority stereotype, a stereotype that can negatively affect talented and gifted Asian American students who may feel pressured to maintain high standards and internalize this high expectation. When "what giftedness or disability should look like" meets "what Asian American should be like," the multilayered stereotypes make it even harder to recognize, understand, and respond to the needs of AA2E students. In this article, the authors discuss the development and needs of AA2E students. They provide strategies to support practitioners in addressing (a) the diversity within the Asian American community, (b) family culture and dynamics regarding immigration and education, and (c) mental health needs of AA2E students. The authors hope to leave teachers and educational practitioners feeling better able to support the needs of diverse AA2E students in their classrooms.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1482790
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1482790
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/00400599221097020
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 440
    Subjects:
      – SubjectFull: Twice Exceptional
        Type: general
      – SubjectFull: Asian American Students
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Gifted Education
        Type: general
      – SubjectFull: Ethnic Stereotypes
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Academically Gifted
        Type: general
      – SubjectFull: Family Influence
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Immigration
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Racial Factors
        Type: general
    Titles:
      – TitleFull: Excellence Expected, Needs Overlooked: Implications for Working with Asian American Twice-Exceptional Students
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Soeun Park
      – PersonEntity:
          Name:
            NameFull: Megan Foley-Nicpon
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0040-0599
            – Type: issn-electronic
              Value: 2163-5684
          Numbering:
            – Type: volume
              Value: 57
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: TEACHING Exceptional Children
              Type: main
ResultId 1