2026-09-21T03:42:11Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/129366 2025-10-20 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms The student, Taylor Masamitsu, accepted the attached license on 2025-04-02 at 11:18. The student, Taylor Masamitsu, submitted this Dissertation for approval on 2025-04-02 at 11:31. This Dissertation was approved for publication on 2025-04-03 at 13:35. DSpace SAF Submission Ingestion Package generated from Vireo submission #21626 on 2025-10-19 at 18:17:21 Re/naming queer Asian America: Toward a queer-raciolinguistic perspective for education policy analysis Masamitsu, Taylor 2025-04-03 Pak, Yoon K Pak, Yoon K Bracamontes, Damian V Rodriguez, Gabriel Hale, Jon education policy critical social theory queer Asian America eng Asian American subjects represent the fastest-growing racialized demographic group in the United States, including in K-12 schools. At the same time, young people are sustainably self-identifying as queer (conceived broadly) at higher rates than previously recorded and/or sufficiently appreciated. These anticipated and observed demographic changes, one might think, would warrant targeted academic and political investments in service of queer Asian American subjects and subjectivities. Yet, these bodies remain woefully understudied in education, humanities, and social science research—while policymakers’ and analysts’ apparent embodiments (knowingly and otherwise) of racism, xenophobia, and cisheterosexism reduce and/or neglect queer Asian American subjects and subjectivities in education policymaking and accompanying analyses. These are the primary issues I center on in this dissertation study. More specifically, I lay the conceptual groundwork for queer-raciolinguistics, a novel theoretical framework that education policy scholars and advocates can use to better understand the material realities facing contemporary queer Asian American young people and other queer subjects of color. I then apply this framework to a political discourse analysis of California’s Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act—ultimately arguing that lawmakers succeeded in overcoming considerable obstacles when attempting to support some socio-politically marginalized subjects, but they very well may have further cemented the already mountainous ontological and epistemological divides between queerness and race and ethnicity. 2025-05 Thesis https://hdl.handle.net/2142/129366 Copyright 2025 Taylor Masamitsu Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois Urbana-Champaign Ph.D. Dissertation