Stereotyping is a form of systemic racism for Asian Americans, who have historically been stereotyped in the United States through “Yellow Peril” fearmongering—economic and societal threats. Viewed as perpetual foreigners, no matter their duration living here or whether they were American-born, Asian males are often characterized as scheming, weak, ignorant, and undesirable, while Asian females are exotic, cunning, and subservient. This perpetual foreigner stereotype is maintained by institutions from Hollywood, private and public sectors to elected public servants. Asian Americans have been fighting against stereotypes since the 1920s, and continue to do so, on- and off-screen.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 6.4, 7.5
Historical Knowledge: 6.20, 6.21, 8.25, 8.27, HS.63, HS.64, HS.65
Historical Thinking: 7.25, 8.32
Social Science Analysis: 6.26, 6.27, 7.29, 8.34, HS.71, HS.73, HS.74

In this lesson, students will learn about the Los Angeles Chinese Massacre of 1871, and identify the causes by examining the attitudes and policies of the time. They will learn about and analyze other massacres that have occurred in the United States in order to gain a better and more nuanced understanding of how and why these acts of violence occur. Lastly, students will research the process for reparations and consider how to address and rectify the harm of such injustices.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: HS.2, HS.9
Geography: HS.42, HS.51
Historical Knowledge: 6.20, 6.21, 8,22, 8.25, HS.52, HS.53, HS.64, HS.65
Historical Thinking: 7.25, 8.30, 8.31, HS.67, HS.68
Social Science Analysis: 6.24, 6.26, 6.27, 6.28, 7.27, 7.28, 7.29, 7.30, 8.33, 8.34, 8.36, HS.71, HS.72, HS.73, HS.74, HS.75

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"A paper recently published in BMC Psychology reports that mental health stigma in the workplace leads to unemployment much more often than we tend to realize. Ample evidence shows that workplace stigma negatively affects the careers and wellbeing of people with mental health issues and illness—a group 3 to 7 times more likely to be unemployed than others. This makes workplace stigma an important public health problem that deserves more attention. The scientific literature reveals at least four stigma-related problems that negatively affect workers’ sustainable employment. First, negative stereotypes are prevalent, and workplace stakeholders often hold negative attitudes towards people with mental illness. Prejudice makes employers less likely to hire workers with mental illness, and more inclined to let them go. A second problem with workplace stigma is the disclosure dilemma: Both disclosure and non-disclosure can lead to unemployment..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Introducing Africa is comprised of two lessons and is designed to raise studentsĚ_Ě_´ awareness about stereotypes of Africa; teach them information about the history, geography, economics and cultures of Africa; and to give them an appreciation for the diversity of the African continent. This kit will teach students to identify important details, make logical inferences, and draw informed conclusions from visual documents including photographs and money. The lesson was designed for third grade but can be used with older students.

This social media literacy unit introduces students to foundational skills in analyzing images and social media posts. It also reenforces critical thinking questions that can be applied to various forms of media. This unit was taught to 9th grade students but is easily adaptible to a range of secondary classrooms. It was also taught in conjunction with another unit focused on social media platforms and content.

This lesson covers personal narratives from victims and descendants and highlights how the American government forced Japanese Americans and the Aleuts of Alaska into incarceration camps under President Roosevelt’s Executive Order 9066. It additionally covers the forced removal process, conditions and lives in the camps, and the eventual release of prisoners. The lesson analyzes the incarceration of Japanese Americans and Aleuts as a violation of their constitutional rights. Students discuss examples of incarceration and connect instances of incarceration with current social and political events pertaining to the concept of “families belong together.”

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 8.2, 8.5, 8.8, HS.1, HS.9
Historical Knowledge: 6.20, 6.21, 8,22, HS.52, HS.64
Historical Thinking: 7.25, 8.31, HS.67
Social Science Analysis: 6.24, 6.28, 7.27, 7.30, 8.33, 8.36, HS.71, HS.72, HS.73, HS.74

During the 1950s, the United States was gripped by McCarthyism, a period of accusations against individuals and groups for treason without just evidence. Heightened by fears of communist spies hidden among the U.S. population, Senator Joseph McCarthy gained prominence after presenting a list of possible Communist Party members working within the U.S State Department. This lesson discusses how McCarthyism abused the First Amendment rights of Americans, how it targeted Chinese Americans during the Korean War, and the modern day racial profiling of people in the name of national security.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 8.2, 8.8, 8.10, HS.1, HS.2, HS.6, HS.9, HS.10
Historical Knowledge: 8.25, HS.52, HS.61, HS.63, HS.64, HS.65
Historical Thinking: 7.25, 8.31, HS.67, HS.68, HS.69
Social Science Analysis: 7.30, 8.33, 8.36, HS.71, HS.72, H.73, HS.74, HS.78

This three-part activity is designed for college-level intermediate Spanish classes with specific reference to Spanish-English bilinguals. Section one facilitates a review of Spanish grammar (e.g., article-noun agreement, accent and spelling/pronunciation rules), while also raising cultural awareness (e.g.,  stereotypes). Section two situates the lesson in business marketing themes and vocabulary by addressing slogans and logos. The student is asked to create their own design and to avoid grammatical errors and stereotypes. Finally, in section three, the student will compose a formal email to the "marketing manager" in order to discuss the shortcomings of the design of the original merchandise and to introduce their own design improvements. 

This lesson will explore the model minority myth, introduced in the 1960s by publications such as The New York Times Magazine and U.S. News & World Report, applied on Asian American, Native Hawaiian, and Pacific Islander (AANHPI) and examine the realities and experiences of this non-monolithic community. Students will use data from the U.S. Census to compare and contrast AANHPI communities. Students will then look at the 2018 lawsuit against Harvard University’s admission policies as a case study to investigate the ways the model minority myth can be used as a wedge between different communities of color.

2021 Social Science Standards Integrated with Ethnic Studies:
Geography: 5.13
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.57, HS.60, HS.61, HS.63, HS.64, HS.65
Historical Thinking: 5.24, 7.25, 8.31, 8.32, HS.68
Social Science Analysis: 5.26, 5.27, 6.24, 6.27, 8.33, 8.36, HS.72, HS.73, HS.74

Perpetual foreigner stereotyping is a form of systemic racism used against Asian Americans. They have historically been stereotyped as foreigners in the United States no matter their duration of time living here or whether they were American-born. The perpetual foreigner stereotype is maintained by institutions such as Hollywood, private and public sectors, to elected public officials. Throughout U.S. history, Asian Americans have been scapegoated as the cause of the country’s various problems and catastrophes including economic despair, wars, terrorism, and coronavirus pandemic.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 8.8, HS.2, HS.9
Geography: 5.13
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.63, HS.64, HS.65, HS.66
Historical Thinking: 7.25, 8.31, 8.32
Social Science Analysis: 5.26, 5.27, 5.28, 6.24, 6.26, 6.27, 6.28, 7.27, 7.29, 7.30, 8.34, 8.36, HS.71, HS.72, HS.73, HS.74, HS.75

By the end of this section, you will be able to:Define and distinguish among prejudice, stereotypes, and discriminationProvide examples of prejudice, stereotypes, and discriminationExplain why prejudice and discrimination exist

By the end of this section, you will be able to:Define and distinguish among prejudice, stereotypes, and discriminationProvide examples of prejudice, stereotypes, and discriminationExplain why prejudice and discrimination exist

By the end of this section, you will be able to:Define and distinguish among prejudice, stereotypes, and discriminationProvide examples of prejudice, stereotypes, and discriminationExplain why prejudice and discrimination exist

By the end of this section, you will be able to:Define and distinguish among prejudice, stereotypes, and discriminationProvide examples of prejudice, stereotypes, and discriminationExplain why prejudice and discrimination exist

Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan

By the end of this section, you will be able to:Define and distinguish among prejudice, stereotypes, and discriminationProvide examples of prejudice, stereotypes, and discriminationExplain why prejudice and discrimination exist

Asian Americans have been in the U.S. for over 170 years yet common stereotypes and myths persist. Even today, Asian Americans are often regarded as “perpetual foreigners” or the “model minority.” Unfortunately, the Asian American experience is overlooked, forgotten, or misrepresented in history texts and in the K-12 curriculum. The COVID-19 pandemic has evoked a disturbing surge in racist and violent acts targeting Asian American and Pacific Islanders (AAPIs) that has its roots in ignorance, xenophobia, and mistrust. These actions have galvanized the AAPI community into action and promoted solidarity between AAPI and other groups.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, HS.2, HS.9
Geography: 5.13
Historical Knowledge: 6.21, 8.25, HS.52, HS.60, HS.61, HS.64, HS.65
Historical Thinking: 7.25, 8.31, 8.32, HS.69
Social Science Analysis: 5.26, 5.27, 5.28, 5.29, 6.24, 6.26, 6.27, 6.28, 7.29, 7.30, 8.34, 8.36, HS.71, HS.72, HS.73, HS.74, HS.75, HS.76, HS.77, HS.78

The terrorist attacks on September 11, 2001 marked a turning point in American policies toward immigration, privacy, and the ways South Asian Americans were perceived and treated after. Students will learn about the various ways South Asian Americans have experienced disproportionate and targeted racial profiling, hate crimes, and other acts of discrimination. They will also learn about the ways in which South Asian Americans responded to the 9/11 attacks and the aftermath, providing insight into how immigrant communities are often caught between the pressures of representing themselves in a way that appeals to the expectations of the status quo, and the desire to practice their culture and traditions in a way that allows them to fully embrace their cultural and ancestral identity.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, 6.4, 7.5, 8.8, 8.9, HS.2, HS.6, HS.9, HS.10, HS.11
Geography: 5.13, HS.51
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.64, HS.65
Historical Thinking: 5.25, 7.25, 8.31, 8.32, HS.68
Social Science Analysis: 5.26, 5.27, 5.28, 6.24, 6.26, 6.27, 7.27, 7.29, 8.33, 8.34, 8.36, HS.72, HS.73, HS.74, HS.75, HS.76, HS.78