The positioning of Asian Pacific Islander and Desi Americans students as overrepresented, "model minorities” or akin to Whites in education hides both the diversity within this group and the challenges many APIDA students face stemming from racialization and socioeconomic disadvantage. In this autoethnographic study, we examine the role race and class identities presented challenges to accessing and navigating higher education. Guided by Critical Race Theory, we offer a counternarrative of a Southeast Asian American female student who grew up low-income and was the first in her family to attend college. We offer implications for policy and practice to better support this underrepresented population. 

Studying historically underrepresented populations can be challenging, especially for doctoral students or early career scholars, who have often been taught more "traditional" research methods. In this article, we outline challenges that we faced when conducting qualitative research on three different historically underrepresented populations, i.e., Asian/American gay, lesbian, bisexual students, doctoral students of color, and Black students at HBCUs, and how we addressed those challenges in order to complete our respective research studies. Some of these issues include recruitment of participants, maintaining confidentiality, and gaining participant trust. We conclude by discussing implications and suggest strategies for future researchers who wish to conduct similar studies.

In this article, the authors examine the role of vicarious racism in the experiences of doctoral students of color. The researchers conducted semi-structured individual interviews with 26 doctoral students who self-reported experiencing racism and racial trauma during their doctoral studies. The analysis generated four themes that detail the different ways in which doctoral students of color in the study experienced vicarious racism and the consequences of this secondhand racism. These themes are (a) observed racism, (b) trickledown racism, (c) normalization of racism, and (d) racial resistance. The article concludes with implications for future research and practice.

In this autoethnographic study, the authors use Critical Race Theory to examine their racialized experiences teaching a course on Critical Race Theory. Data were derived from multiple sources, including reflective interviews, journals, and course evaluations. The three authors present narratives and reflections of salient classroom experiences that relate to their roles within the classroom as facilitators, teachers, and race scholars.

Samuel D. Museus and Kimberly A. Truong report on the negative consequences of the ubiquitous racialized and sexualized stereotypes of Asian American college students that appear online.

• Reprinted in Harvard Graduate School of Education (2012). Headlines. Retrieved from http://www.gse.harvard.edu/news-impact/2012/09/coping-with-racial-trauma...

In this study, Kimberly A. Truong and Samuel D. Museus focus on understanding strategies doctoral students of color use to respond to racism. The authors conducted semi-structured individual interviews with twenty-six participants who self-reported experiencing racism and racial trauma during doctoral studies. Analysis of the data resulted in findings that encompass three categories: internal responses, controlled responses, and external responses. These three broad themes comprise an inventory for responding to racism and racial trauma that focuses on coping and mediating relationships.