Disaggregating the Asian “Other”: Heterogeneity and Methodological Issues in Research on Asian Americans with Disabilities

Asian Americans comprise the fastest growing racial or ethnic group in the US. Between 2000 and 2019, their numbers almost doubled, from 11.9 million to 22.2 million. The numbers of people with disabilities within this demographically important population, which are also growing, puts stress on the service delivery sector. This situation indicates a pressing need for research on lived experiences of disabled Asian Americans. A review of the extant literature shows that Asian Americans are underrepresented in the research on disability and/or mental health. This lack of hard data is compounded by the tendency to treat Asian ethnicities as monolithic. The US Census Bureau recognizes more than 20 distinct Asian nationalities, ranging from South Asian Pakistani Americans to Southeast Asian Americans. Aggregating all Asian Americans together in surveys and studies impedes a sophisticated understanding of their unique needs and strengths. From a policy or systems perspective, inadequate data representation in the research literature, including outdated conclusions, is an implicit form of disenfranchisement. This conceptual article examines issues and implications around the lack of systematic attention to diversity within the Asian American population in disability research.

Examining the Academic Achievement–Delinquency Relationship Among Southeast Asian Americans

The extent to which poor academic achievement is strongly related to delinquency among Southeast Asian Americans (SEAA) remains unclear; reasons are methodological limitations and aggregated findings for Asian Americans, which mask evidence that SEAA have a higher prevalence of criminality and poor academic performance than other Asian American groups. The present study examines the academic achievement—delinquency relationship in a diverse group of 1,214 SEAA using data from the Children of Immigrants Longitudinal Study (CILS). Propensity score matching (PSM) was used to make causal inferences and assess whether poor academic achieving SEAA, after being matched with higher academic achieving SEAA, displayed a higher prevalence of delinquency. Findings showed that, even after matching, poor academic achieving SEAA were still more likely to exhibit delinquent behavior than those who performed academically better. Interventions targeting SEAA communities will need to focus more on improving academic achievement to directly prevent and decrease delinquent behavior.