Anqi Hu – PhD Candidate in Sociology @ Emory University

ABOUT ME

I’m a fourth year PhD candidate in sociology at Emory University. Broadly, I’m interested in race and ethnicity, Asian America, network analysis, and identity processes.

In my dissertation, “Intra-racial Perceptions and Identity Dynamics: Asian American Views on Stereotypes, Affirmative Action, and Ethnic-Racial Socialization,” I explore the complexity of what it means to be ethnic Asian American. Specifically, I ask three questions:

How do the perceived stereotypes of different Asian ethnic groups vary among the U.S. public?

How do Chinese and Indian American parents interpret and make sense of affirmative action?

How do Chinese and Indian American parents discuss the U.S. racial hierarchies and diversity with their children?

PUBLICATIONS

Conversations and Confusions: Ethnic and Racial Identity Exploration in a High School Asian Culture Club

Hu, Anqi. 2024. “Conversations and Confusions: Ethnic and Racial Identity Exploration in a High School Asian Culture Club.” Ethnic and Racial Studies 1–23.

Social Psychology and Intersectionality

Browne, Irene and Anqi Hu. Forthcoming. Social Psychology and Intersectionality. In Handbook of Social Psychology. Springer.

CURRENT PROJECTS

From Monolith to Mosaic: Understanding Inter-Ethnic Perceptions Among Asian Americans

This line of research examines the inter-ethnic perceptions among Asian American groups, challenging the notion that Asian Americans are a monolithic category. Using the Stereotype Content Model (SCM), I investigate how different ethnic groups within the Asian American community perceive each other in terms of warmth (trustworthiness, likability) and competence (intelligence, capability). Prior studies have largely overlooked these internal distinctions, yet my findings reveal significant variation shaped by historical, socioeconomic, and demographic factors. By understanding these perceptions, my work sheds light on how stereotypes influence intergroup relations, community cohesion, and social identity formation within the Asian American population.

Beyond the Model Minority: Chinese and Indian Parents on Race in College Admissions

This project explores interethnic differences in affirmative action attitudes by focusing on two groups at opposite ends of the spectrum: Chinese and Indian Americans. Using Racial Triangulation Theory (Kim, 1999), I examine how these communities navigate their unique racial positioning—valorized as a “model minority” yet perceived as perpetual foreigners. While affirmative action debates often overlook Asian Americans, my research uncovers how systemic privilege, racial marginalization, and sociohistorical factors shape their views on race-conscious admissions policies. By analyzing these dynamics, this study contributes to a deeper understanding of how race, class, and immigrant experiences inform political and educational outlooks among Asian American communities.

Not One Race Talk Fits All: Intergenerational Conversations about Race and Ethnicity in Chinese and Indian American Families

This study examines how Chinese and Indian American parents engage in ethnic-racial socialization—the ways they discuss race, discrimination, and identity with their children. Drawing on García Coll et al.’s (1996) Integrative Model of Minority Child Development, this research considers how systemic inequalities, cultural adaptation, and parental perceptions of racism shape these conversations. By focusing on two of the largest Asian American ethnic groups, this study sheds light on how intergenerational beliefs about race influence children’s understanding of their place in the U.S. racial hierarchy and their educational and social experiences.