UCLA

Youth gangs have been described as one of the most important urban youth issues in society today. Given the permeance of street gangs in economically marginalized communities inhabited by predominantly people of color, youth gang formation, membership, and criminalization carry racial connotations. Compared to other racial groups, however, far less is known on Asian American and Pacific Islander (API) youth gangs, despite long standing gang presence in this community. The absence of APIs in this topic of inquiry implies their experiences can be understood in the absence of racial context which contributes to their problematic representation as the “model minority.”

Drawing on Asian critical race theory, this qualitative study utilizes a critical phenomenological approach to explore how 30 gang affiliated API youth understand their racial identity and experiences through in-depth phenomenological interviews. Building on an ethnographic pilot study of Asian American gang affiliated youth in a schooling context, findings from this study suggest the unique origin and evolution of API youth involvement in gangs. Specifically, there is a generational distinction when it came to gang membership. Findings also demonstrate API youth rely on various strategies of racial identity construction through their gang affiliation. For example, they embrace racialized stereotypes and ascribe racial/ethnic meaning to cultural practices to make meaning of their identity. Finally, findings reveal API youth adopt the “schoolboy gangster” paradox to navigate the tensions of their racial and gang identity. This experience produces a double life where they play the role of being a devoted son at home and in schools to hide their identity as gang members.

This study provides empirical contribution to a group overlooked in gang subculture and bridges the theoretical gap between youth gangs and racial categorization. Additionally, this study offers implications for policy and practice in the field of urban education committed to racial equity and social justice.