Galvanized by the researcher’s personal experiences with racism as a Korean immigrant in the U.S. and the continued silencing of Asian American adolescents’ voices related to issues of race and racism, this qualitative case study examined how six second-generation Korean American adolescents, aged 14 to 16, in the Southeastern United States understand, counter, and interact with issues related to race and racism in an out-of-school book club. Drawing on reader response theory, Asian critical race theory, and racial literacy, the implemented book club engaged participants in fourteen critical conversations in person and on Zoom over a six-month period. They delved into Asian American experiences and anti-racism through reading, watching, and writing on selected texts and videos, followed by reflective discussions. The primary data, collected and analyzed using thematic analysis and an AsianCrit framework, were mainly drawn from the students’ weekly book discussions in pairs and as a group. Other data sources included individual focus interviews, students’ written information about their identities, definitions of race-related terms, answers to anti-racism activity questions, and the researcher’s field notes.
The findings revealed that students actively resisted racism and challenged generational and cultural norms by confronting racism within the Korean community, including addressing racist remarks from elderly family members. They also identified significant gaps in their educational curriculum, particularly the absence of Asian American history. Additionally, the study highlighted the vital role of culturally relevant resources, community, and culture, such as K-pop, in shaping students' racial understandings, indicating a unique interplay between transnational popular culture and racial identity.
These insights underscore the need for intentional race conversations, an inclusive curriculum that incorporates Asian American texts and history, enhanced racial literacy within teacher training programs, and active support by stakeholders and community members for these initiatives to nurture a racially literate and socially conscious student body.
