Opinion
Equity & Diversity Opinion

Where Did the Term ‘Asian American’ Come From?

To understand the current rise in racism and hate crimes, look to history
By Dina Okamoto — June 03, 2021 5 min read
Jessica Wong, of Fall River, Mass., front left, Jenny Chiang, of Medford, Mass., center, and Sheila Vo, of Boston, from the state's Asian American Commission, stand together during a protest, Thursday, March 12, 2020, on the steps of the Statehouse in Boston. Asian American leaders in Massachusetts condemned what they say is racism, fear-mongering and misinformation aimed at Asian communities amid the widening coronavirus pandemic that originated in China.
  • Save to favorites
  • Print

Since the COVID-19 virus began to spread widely in the United States in March 2020, Asian Americans have been blamed for the ills of the pandemic. They have been targets of harassment, verbal and physical attacks, and hate incidents based on the false connections made between the origins of the virus in Wuhan, China, and Asian Americans in the United State. Former President Donald Trump amplified this misplaced blame through his use of terms such as the “Chinese virus” and “kung flu.”

And a year into the pandemic, a mass shooter in the Atlanta area targeted three local, Asian-owned businesses, leaving eight people dead, six of whom were Asian American women. This senseless attack was not an isolated incident but part of a pattern of hate incidents targeting Asian Americans across the country and a larger history of anti-Asian sentiment and violence.

Amid this violence and harassment, it is imperative that we all learn about the demographics, histories, and contemporary experiences of the different national-origin groups that comprise Asian America. Educating ourselves and our students is an important first step in breaking down stereotypes, changing practices and policies, shifting power structures, and moving toward a more just society.

Since their first major wave of immigration into the country in the mid-1800s, Asian immigrants have been racialized as perpetual foreigners, unfair economic competitors, carriers of disease, sexualized objects, and disposable labor. Based upon these stereotypes and tropes, legislators and public officials constructed racist narratives, fomented xenophobic and anti-Asian sentiments, and implemented restrictive and discriminatory policies.

Asian Americans experienced wide-scale racial exclusion, discrimination, and violence, including the Chinese Exclusion Act in 1882 and the Immigration Acts of 1917 and 1924 prohibiting immigration from Asia, the Chinese Massacre in 1871, race riots against Filipinos and Sikhs in the early 1900s, and Japanese American internment during World War II.

Anti-Asian sentiment and violence have continued into the contemporary era, reminding Asian Americans that their status in American society is conditional rather than that of full citizens. It has continued, in part, because Asian Americans are not a well understood population in the United States, despite the fact that they have been a part of the nation’s history and despite the fact that they are currently the fastest-growing racial group in the country.

Who are Asian Americans? Before 1968, the label and identity of “Asian American” did not exist. By examining its origins, we learn that “Asian American” is a socially constructed idea. In my book, Redefining Race, I explain that the national-origin groups that are racially categorized as Asian American actually have no natural or biological affinity. Immigrants who arrived in the United States from China, Japan, Korea, India, and the Philippines in the late 1800s and early 1900s did not readily form alliances or cooperate, nor did they see themselves as part of the same racial category. Instead, they built separate ethnic communities, depended on their own systems of social and economic support, and, at times, intentionally distinguished themselves from one another.

The label and identity of “Asian American” emerged decades later in the 1960s, well before the federal government and its agencies adopted it as an official racial category. Asian activists built a political movement based on the shared experiences and struggles of Asian ethnic groups in the United States, developing the new panethnic label and identity.

Asian immigrant communities across the country had historically suffered from poverty, segregation, and discrimination. To address these stark inequalities, students and community members in the 1960s—most of whom were of Chinese, Japanese, and Filipino descent—engaged in large-scale social movements aimed at dismantling structures of class, gender, and racial oppression.

They built the Asian American movement, and despite their national origin, language, cultural, and religious differences, they emphasized their shared histories and experiences as cheap laborers and unassimilable foreigners without access to citizenship, property, and civil rights, and even entry into the United States. They also asserted solidarities with those in China, Vietnam, the Philippines, and other Asian nations who were experiencing U.S. imperialism and racial oppression.

In previous decades, Asian-origin groups had largely organized along ethnic lines, and this core idea about the role of race in generating shared experiences among all Asian-origin groups in the United States and abroad was quite radical at the time. The new definition of the Asian American community also emphasized political change from the creation of democratic organizations and the active participation of group members. Asian American activists rejected the model-minority notion, which framed Asians as having few problems and as next in line for assimilation if they individually worked hard enough.

Instead, activists engaged in collective action along panethnic lines to demand ethnic-studies programs, protest anti-Asian hate crimes, build new nonprofits and advocacy organizations, and seek social change. All the while, they remained deeply engaged with the struggles of Black, Chicano, Puerto Rican, and Native groups and recognized that they were all part of a similar fight for systemic social change. This panethnic political work among Asian Americans increased in the subsequent decades and continues today.

So why is this history important? While it is just a starting point, this history helps us begin to understand who Asian Americans are and how race and racial inequalities shape their experiences. While the term “Asian American” emerged as part of a revolutionary social movement, today it is a racial category that advocates use to seek change and build political power.

But it can also hide the diversity and heterogeneity of the Asian American population. We must move beyond the model-minority myth and other false narratives, toward a more complex understanding of the Asian population. It is only with this complex understanding that we can make sense of the broader context of the recent anti-Asian hate incidents.

Related Tags:

A version of this article appeared in the June 09, 2021 edition of Education Week as Where Did the Term ‘Asian American’ Come From?

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Artificial Intelligence Webinar
Managing AI in Schools: Practical Strategies for Districts
How should districts govern AI in schools? Learn practical strategies for policies, safety, transparency, and responsible adoption.
Content provided by Lightspeed Systems
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Artificial Intelligence Webinar
AI in Schools: What 1,000 Districts Reveal About Readiness and Risk
Move beyond “ban vs. embrace” with real-world AI data and practical guidance for a balanced, responsible district policy.
Content provided by Securly
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Recruitment & Retention Webinar
K-12 Lens 2026: What New Staffing Data Reveals About District Operations
Explore national survey findings and hear how districts are navigating staffing changes that affect daily operations, workload, and planning.
Content provided by Frontline Education

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Equity & Diversity Obituary Jesse Jackson, Advocate for Equitable K-12 Funding and Curbing Youth Violence, Has Died at 84
The reverend and long-time civil rights advocate was a two-time presidential candidate.
- Coretta Scott King holds hands while singing with the Rev. Jesse Jackson and Christine Farris, the sister of Dr. Martin Luther King, Jr., as they parade on Peachtree Street in Atlanta on Monday, Jan. 19, 1987 to honor King's birthday. At left in Mrs. Alveda king Beall and at right is Lupita Aquino Kashiwahara.
Coretta Scott King, left, walks with Jesse Jackson and Christine Farris, the sister of Martin Luther King, Jr., during a 1987 parade in Atlanta to honor King's birthday. Jackson's work for poor and marginalized communities also included a focus on educational opportunities.
Charles Kelly/AP
Equity & Diversity Opinion Minnesota Students Are Living in Perilous Times, Two Teachers Explain
The federal government is committing the "greatest constancy of deliberate community harm."
6 min read
Conceptual illustration of classroom conversations and fragmented education elements coming together to form a cohesive picture of a book of classroom knowledge.
Sonia Pulido for Education Week
Equity & Diversity Opinion 'Survival Mode': A Minnesota Teacher of the Year Decries Immigration Crackdowns
Federal agents are creating trauma and chaos for our students and schools in Minneapolis.
5 min read
Conceptual illustration of classroom conversations and fragmented education elements coming together to form a cohesive picture of a book of classroom knowledge.
Sonia Pulido for Education Week
Equity & Diversity Opinion 'Fear Is a Thief of Focus.' A Teacher on the Impact of ICE and Renee Nicole Good's Death
At a time that feels like a state of emergency, educators are doing their best to protect students.
4 min read
Conceptual illustration of classroom conversations and fragmented education elements coming together to form a cohesive picture of a book of classroom knowledge.
Sonia Pulido for Education Week