Tag: identity

  • Essay: The Complexity of Asian Identities in America

    Last summer, I was asked to write a response to Hua Hsu’s memoir Stay True as part of Skidmore College’s First-Year Experience summer reading program. I’ve been thinking about it since, especially how the questions it raises about Asian American identity remain unresolved. This is what I wrote.


    Hua Hsu’s moving memoir “Stay True” raises important questions about identity formation: Who shapes us? Our parents? Our friends? Ourselves? Strangers?

    “I defined who I was by what I rejected” (p. 27), Hsu writes, speaking of music, films, books, and people—including Ken, at first. Rejection is often one of the first acts of identity assertion: think of a toddler yelling, “No!” Hsu’s unexpected friendship with Ken can be read, in part, as Hsu recognizing that, perhaps, taste is superficial.

    What brings Hsu and Ken closer? Perhaps it’s their shared Asian-ness. They both feel distance from their parents. Hsu, whose parents are from Taiwan, even recognizes that Ken, whose Japanese American family has been in the U.S. for generations, has a stronger claim on America. But he also suggests that the white-dominant culture of the U.S. doesn’t offer them clear futures when he writes of their friendship: “Who needed role models when we had one another?”  (p 191).

    I think you can read their creation of Barry Gordy’s “IMBROGLIO” as their attempt to write themselves into being. Such an assertion of identity, though, creates tension with the dominant culture. Perhaps negotiating that tension is what it means to be Asian in the U.S.?

    That rings true to me. I was always filled with anxiety on the first day of class in school and college. A teacher or professor would stumble over my family name, Janairo, pronounced ha-NIGH-row, and put an unwanted spotlight on me.

    As the son of a Filipino immigrant father and an Irish American mother, I can pass as white. I could accept the mispronunciation and say, “Here!” But I like being Irish Filipino American. I want to respect my family name, my history. So I always give the correct pronunciation and, anticipating a question, say where my father is from and, then, anticipating another question, mention my mother’s heritage. This often makes me an object of fascination (“That’s so interesting!”) or suspicion (“Are you kidding?”).

    A moment in “Stay True” hit me as especially poignant. In a rhetoric seminar discussion on race, Ken finds students dividing themselves between Black and white, while he “was hardly seen at all” (p. 78). That moment epitomizes how superficial—how skin deep—the concept of race is. Ken doesn’t fit the Black-white binary, so he isn’t seen; I, with white skin, claim a Filipino-ness, so I become a curiosity.

    So how do we assert our identities?

    There’s a nihilistic answer in Ken’s horrific murder. It suggests that, despite all of his brilliance and fun—his recognition of Hsu!—powerful forms of cruelty exist that don’t care and can take it all away.

    A much more positive answer is the fact the memoir itself now exists. All its remembrances and illuminations of the Asian American experience, especially the complexities within those experiences, show the real power of sharing our stories to open up new understandings of our world, even long after a key player is gone.

  • Now listening: ‘Becoming’ by Michelle Obama

    Michelle Obama describes a scene from her first day of school in which the teacher asks each students to try to read flashcards that have color words on them, such as blue, green, orange, and white. Competitive and proud, the young Michelle reads one after another until she gets stumped on white, even though she knew she knew it. Back at home, she studies up on the color words. The next day, she asks the teacher to test her again. This time, she doesn’t stumble but gets all the words just right.

    This story is extraordinary. I don’t think most students would be capable of demanding to be re-tested like that. (At least, I don’t think I would have the wherewithal to speak up like that.) In effect, her act was an assertion of self against the power dynamics of the classroom in order to bolster her own position within those very power dynamics. How was she able to do that? That question hovered over her memoir. Is this an intrinsic part of her character? Or was she taught this? I’m not sure the book answers this questions directly, though Obama also tells the story of how she jumped ahead of her piano lessons to tackle more difficult works, much to the chagrin of her teacher. She also says numerous times about how she is a list-maker and box-checker. That is she believes in herself, is smart, and likes order, and has been that way pretty much all her life. So was asking for the retest an attempt to reclaim that sense of order, by reasserting before others that how she thinks about herself is truly how she is.

    A clue to that girl’s tenacity can be found in an episode much later in the memoir, which she describes as having “to use what power I could find inside a situation I never would’ve chosen for myself.” That situation was the media and public’s fixation on her looks when she was First Lady; however, that sentiment could also be seen as the kind of thought process that powered the young Michelle to ask for a new test — her power was to ask the teacher, the situation she never would have chosen was to be seen as less than capable at spelling and color words than she knew she was.

    Have you read or listened to “Becoming?” Let me know what you think.