Date of Award

2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

School Psychology

First Advisor

Markeda Newell

Abstract

Schools in America have been central areas for racialization, and as an immigrant, racial-ethnic minority population, South Asian American (SAA) students have been subjected to a variety of racialization processes (S. J. Lee et al., 2017; Rice, 2017, 2019; Subedi, 2013). However, what is known about SAA educational experiences is often based on celebratory stereotypes that proclaim their uniform success while neglecting attention towards the diversity of their needs (including academic, social-emotional, or mental health needs; Saran, 2015; Ngo & Lee, 2007; P. Patel & Patel, 2017; Pedraza & Guillaume, 2023; N. Sharma et al., 2020). This dissertation uses a critical race theory framework to examine how racialization processes shaped the K-12 school experiences of SAA youth as recalled through their retrospective accounts. In-depth and interpretative analysis revealed how various forms of racialization manifested in participant’s K-12 schooling experiences. Participants shared the impacts of this racialization in shaping their educational experiences, self-perceptions, racial-ethnic identity development and their growth as race-conscious beings. Drawing from their own lived experiences, participants voiced their recommendations for educators, school mental health providers, and school systems to create antiracist, inclusive, and supportive school climates for SAA students.

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