Asian American Philanthropy to Higher Education

4. Who is Asian American? As of July 1, 2008: • 304 million U.S. population • 15.5 million Asian alone or in combination, 5.1% of the U.S. population Top 5 States by Population Size: California 5,073,000 New York 1,484,000 Texas 956,000 New Jersey 711,000 Hawaii 696,000 Source: U.S. Census Bureau, 2008 National Population Estimates, July 1 and April 1, 2000 to July 1, 2008

5. Who is Asian American? Source: U.S. Census Bureau, 2008 American Community Survey

6. Who is Asian American? Personal and household income distribution, by race/ethnicity Race/ethnic Type of group income Asian Americans Hispanic or Latino African Americans SOURCE: US Census Bureau, 2006 $25k$50k Persons White Poverty <$25k N/A 35.6% Households 8.6% Persons N/A $50k$75k $75k$100k >$100k 35.2% 14.5% 6.9% 7.2% 24.9% 26.3% 18.9% 11.6% 18.3% 33.5% 29.8% 18.1% 8.0% 10.6% Households 10.1% 20.9% 19.3% 19.2% 13.1% 27.5% Persons N/A 49.4% 36.5% 9.0% 2.6% 2.6% Households 18.3% 37.7% 29.7% 17.2% 6.6% 8.8% Persons N/A 41.3% 37.0% 15.7% 3.5% 2.6% Households 22.3% 43.1% 26.8% 15.1% 7.3% 7.8%

7. Role of Family in the Development of Philanthropy

8. Role of Religion and Culture Confucianism Christianity Sources: Confucianism, http://drum.lib.umd.edu/bitstream/1903/11702/1/Tsunoda_umd_0117E_12136.pdf Christianity, http://asianphilanthropy.org/?p=346#more-346 Hinduism, http://learningtogive.org/faithgroups/voices/phil_persp_of_hinduism.asp Hinduism

9. Role of Education

10. Role of Community and Society

11. Ten Motivations of Asian Americans to Give to U.S. Higher Education 1. 2. 3. 4. 5. 6. 7. Sense of duty to support American society Donor’s desires for personal benefits Self-satisfaction and the joy of giving Reciprocal incentives from college experiences Institutional attachment to alma mater Individual affinity to Asian American communities Demonstrating philanthropic leadership in the Asian American community 8. Personal attachment to charitable gifts 9. Traditional beliefs in higher education 10. Filial piety and fraternal responsibility Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

12. Ten Motivations of Asian Americans to Give to U.S. Higher Education 1. 2. 3. 4. 5. 6. 7. Sense of duty to support American society Donor’s desires for personal benefits Self-satisfaction and the joy of giving Reciprocal incentives from college experiences Institutional attachment to alma mater Individual affinity to Asian American communities Demonstrating philanthropic leadership in the Asian American community 8. Personal attachment to charitable gifts 9. Traditional beliefs in higher education 10. Filial piety and fraternal responsibility Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

13. Ten Motivations of Asian Americans to Give to U.S. Higher Education 1. 2. 3. 4. 5. 6. 7. Sense of duty to support American society Donor’s desires for personal benefits Self-satisfaction and the joy of giving Reciprocal incentives from college experiences Institutional attachment to alma mater Individual affinity to Asian American communities Demonstrating philanthropic leadership in the Asian American community 8. Personal attachment to charitable gifts 9. Traditional beliefs in higher education 10. Filial piety and fraternal responsibility Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

14. Ten Motivations of Asian Americans to Give to U.S. Higher Education 1. 2. 3. 4. 5. 6. 7. Sense of duty to support American society Donor’s desires for personal benefits Self-satisfaction and the joy of giving Reciprocal incentives from college experiences Institutional attachment to alma mater Individual affinity to Asian American communities Demonstrating philanthropic leadership in the Asian American community 8. Personal attachment to charitable gifts 9. Traditional beliefs in higher education 10. Filial piety and fraternal responsibility Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

15. Ten Motivations of Asian Americans to Give to U.S. Higher Education 1. 2. 3. 4. 5. 6. 7. Sense of duty to support American society Donor’s desires for personal benefits Self-satisfaction and the joy of giving Reciprocal incentives from college experiences Institutional attachment to alma mater Individual affinity to Asian American communities Demonstrating philanthropic leadership in the Asian American community 8. Personal attachment to charitable gifts 9. Traditional beliefs in higher education 10. Filial piety and fraternal responsibility Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

16. Ten Motivations of Asian Americans to Give to U.S. Higher Education 1. 2. 3. 4. 5. 6. 7. Sense of duty to support American society Donor’s desires for personal benefits Self-satisfaction and the joy of giving Reciprocal incentives from college experiences Institutional attachment to alma mater Individual affinity to Asian American communities Demonstrating philanthropic leadership in the Asian American community 8. Personal attachment to charitable gifts 9. Traditional beliefs in higher education 10. Filial piety and fraternal responsibility Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

17. Ten Motivations of Asian Americans to Give to U.S. Higher Education 1. 2. 3. 4. 5. 6. 7. Sense of duty to support American society Donor’s desires for personal benefits Self-satisfaction and the joy of giving Reciprocal incentives from college experiences Institutional attachment to alma mater Individual affinity to Asian American communities Demonstrating philanthropic leadership in the Asian American community 8. Personal attachment to charitable gifts 9. Traditional beliefs in higher education 10. Filial piety and fraternal responsibility Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

18. Ten Motivations of Asian Americans to Give to U.S. Higher Education 1. 2. 3. 4. 5. 6. 7. Sense of duty to support American society Donor’s desires for personal benefits Self-satisfaction and the joy of giving Reciprocal incentives from college experiences Institutional attachment to alma mater Individual affinity to Asian American communities Demonstrating philanthropic leadership in the Asian American community 8. Personal attachment to charitable gifts 9. Traditional beliefs in higher education 10. Filial piety and fraternal responsibility Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

19. Ten Motivations of Asian Americans to Give to U.S. Higher Education 1. 2. 3. 4. 5. 6. 7. Sense of duty to support American society Donor’s desires for personal benefits Self-satisfaction and the joy of giving Reciprocal incentives from college experiences Institutional attachment to alma mater Individual affinity to Asian American communities Demonstrating philanthropic leadership in the Asian American community 8. Personal attachment to charitable gifts 9. Traditional beliefs in higher education 10. Filial piety and fraternal responsibility Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

20. Ten Motivations of Asian Americans to Give to U.S. Higher Education 1. 2. 3. 4. 5. 6. 7. Sense of duty to support American society Donor’s desires for personal benefits Self-satisfaction and the joy of giving Reciprocal incentives from college experiences Institutional attachment to alma mater Individual affinity to Asian American communities Demonstrating philanthropic leadership in the Asian American community 8. Personal attachment to charitable gifts 9. Traditional beliefs in higher education 10. Filial piety and fraternal responsibility Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

21. Ten Motivations of Asian Americans to Give to U.S. Higher Education 1. 2. 3. 4. 5. 6. 7. Sense of duty to support American society Donor’s desires for personal benefits Self-satisfaction and the joy of giving Reciprocal incentives from college experiences Institutional attachment to alma mater Individual affinity to Asian American communities Demonstrating philanthropic leadership in the Asian American community 8. Personal attachment to charitable gifts 9. Traditional beliefs in higher education 10. Filial piety and fraternal responsibility Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

22. Donor Perceptions of Effective University Fundraising Strategies  Introducing the concept of philanthropy to Asian American students  Institutional involvement with Asian American alumni  Developing targeted strategies for Asian American donors  Involving Asian American community leaders in asking  Recruiting development officers with cultural sensitivity  Avoid Asking, and Build Trustworthy Relationships Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

23. Donor Perceptions of Effective University Fundraising Strategies  Introducing the concept of philanthropy to Asian American students  Institutional involvement with Asian American alumni  Developing targeted strategies for Asian American donors  Involving Asian American community leaders in asking  Recruiting development officers with cultural sensitivity  Avoid Asking, and Build Trustworthy Relationships Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

24. Donor Perceptions of Effective University Fundraising Strategies  Introducing the concept of philanthropy to Asian American students  Institutional involvement with Asian American alumni  Developing targeted strategies for Asian American donors  Involving Asian American community leaders in asking  Recruiting development officers with cultural sensitivity  Avoid Asking, and Build Trustworthy Relationships Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

25. Donor Perceptions of Effective University Fundraising Strategies  Introducing the concept of philanthropy to Asian American students  Institutional involvement with Asian American alumni  Developing targeted strategies for Asian American donors  Involving Asian American community leaders in asking  Recruiting development officers with cultural sensitivity  Avoid Asking, and Build Trustworthy Relationships Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

26. Donor Perceptions of Effective University Fundraising Strategies  Introducing the concept of philanthropy to Asian American students  Institutional involvement with Asian American alumni  Developing targeted strategies for Asian American donors  Involving Asian American community leaders in asking  Recruiting development officers with cultural sensitivity  Avoid Asking, and Build Trustworthy Relationships Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

27. Donor Perceptions of Effective University Fundraising Strategies  Introducing the concept of philanthropy to Asian American students  Institutional involvement with Asian American alumni  Developing targeted strategies for Asian American donors  Involving Asian American community leaders in asking  Recruiting development officers with cultural sensitivity  Avoid Asking, and Build Trustworthy Relationships Source: “Unraveling the Myths of Chinese American Giving: Exploring Donor Motivations and Effective Fundraising Strategies for the U.S. Higher Education” K. Tsunoda

28. Contact Information Andrew Ho Council on Foundations Manager, Global Philanthropy Email: Andrew.Ho@cof.org Phone: (703) 879-0743 Twitter: @andyho www.cof.org www.asianamericangiving.com www.linkedin.com/in/andyho

Notas del editor

Any person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. It includes Asian Indian, Chinese, Filipino, Korean, Japanese, Vietnamese, and Other Asian." Pacific Islander is in a separate category (Oceania, Australia)
Family Filial piety - Confucius says, ―Exemplary persons (junzi) concentrate their efforts on the root, for the root having taken hold, the way (dao) will grow there from. As for filial and fraternal responsibility, it is, I suspect, the root of benevolence (ren)‖ (The Analects 1.2 in Ames, 1998, p. 71). Learning from parents, grandparents: “―in a moment of happiness, don‘t forget to give to charity” You’re part of the community, you should give back to it. Exposure to civic environment. – Grandpa, parents
Religion Confucianism – self effacement, frugality, generosity as a private matter (also Buddhism) Christianity – Korean Americans, particularly immigrants, possess various ‘indigenous’ traditions of philanthropy. These include practices of informal giving to extended family and other close relations, such as friends or fellow church members; and church-based giving and volunteering, which are social norms among the 70-80 percent of Korean Americans who identify as Christian. Though the popularity of western-style philanthropy is growing throughout the diaspora, a good deal of giving, particularly among immigrants, takes these forms. Hinduism Hindu religion, also known as Sanatana Dharma ( sustainable righteous conduct ), has an equivalent term dana ( giving ) for philanthropy. Dana ( giving ) is a fertile field for understanding the meanings and justifications of giving in religious, ethical, moral, theological, political, economic, and sociological contexts. Philanthropy brings name, fame, recognition and prosperity to the giver and his/her family in the here and now and enhances the quality of life for them after death. Role of guanxi - consequently, many Chinese Americans, especially first-generation immigrants, are less likely to make planned gifts or leave bequests to charities.
Learning and study is the hallmark of Confucianism. This traditional focus on education is explicitly documented in the first teaching of The Analects: Having studies, to then repeatedly apply what you have learned—is this not a source of pleasure? To have friends come from distant quarters—is this not a source of enjoyment? To go unacknowledged by others without harboring frustration—is this not the mark of an exemplary person (junzi)? (Ames, 1998, p. 71) Asian Pacific Islander cultures highly value education Desire an education at a prestigious institution Often perceive that community colleges are “second rate” or “second choice”
Evolved as greater engagement in American civic society Volunteer experiences
America gave me the opportunities to shape who I am today Desire to help the next generation of Asian Americans become successful
Tax benefits – not primary but secondary benefit Naming opportunities – a strong incentive. High correlation between mega gifts and named gifts after donors – about the thank you, not about the name. Many gifts names after family units not individual donors Making college degrees valuable – improved prestige of the alma mater would make one’s degree more valuable
It’s the right thing to do Warm glow of giving Perceived impacts of gifts to society more important than recognition
Positive college experiences – attribute professional success to college experience – fundamental skills and knowledge to thrive in America Received scholarship – for many immigrants, the only way to go to school. Influence by school’s philanthropic philosophy – generous financial aid, learning about philanthropy in college, volunteer service in college Student-mentor relationships – those developed in college – a personal relationship, especially of those who immigrated and were alone. Met his or her partner during college – memorable time with significant others
donors active engagement with alumni relations
Advancing Asian American communities – helping Asian American students, Asian American studies programs, Asian cultural programs The extended family of Asian Americans Improving US-Asia relations Work in companies that have US and Asia presence Supporting scholarly exchange programs Celebrating Asian American University leadership Supporting leadership and future endeavors
Stimulate others to follow their example “The institution asked us to use their names”
Personal interests and values, involvement, align with charitable gifts
Chinese American donors embraced Chinese beliefs in higher education. Donors believed that higher education is a fundamental path to overcome any forms of prejudice and to prosper in life. Particularly for people from low-income family backgrounds, higher education opens up doors of opportunities. giving to higher education advances society as a whole.
Husband-wife Parent-son Elder-younger brother Friend-friend
Another notable trend is former graduates of American institutions in China giving internationally to their alma maters in the U.S. This includes Chinese entrepreneurs, former student immigrants who returned back to their home country after the dot-com collapse in 2000. Additionally, former student immigrants are now sending their children back to U.S. institutions. Although they live overseas, these individuals feel grateful for not only their own but also for their children‘s educational experiences in the U.S.
Donors stated that introducing the concept of philanthropy to students is the first stage of fundraising. Universities need to create campus climates that celebrate the value of voluntary support. Although college students are not economically capable of giving, shared acknowledgement of philanthropic needs generate future contributions. offer a course on philanthropy and fundraising that ―talks about the charity and public contribution, and basically how you pay back to the society that type of lecture or class
The second stage involves ―giving‖ to alumni for further strengthened relationships. One way is to demonstrate institutional involvement with Asian American communities. Universities could acknowledge the community by resolving issues among Asian American students specifically. I think they should acknowledge, first of all, that the Asian American community is getting to be more and more of a presence in this country and have needs. So many of them apply for college, and they are in needs. A lot of them do have needs.
Developing targeted strategies for Asian American donors based on their ethnic, professional, and personal interests. The ethnic-specific alumni programs promote institutional attachments among Asian American alumni, particularly among those who feel a strong affinity to the Asian American community. They have not thrown parties for Asian donors, put it that way, at least that I know of. Something like that will make you feel like you‘re kind of exclusive, privileged or elite. They haven't done anything like that. universities could celebrate Asian heritage by promoting Asian American leadership in the university administration. As mentioned above, a nomination of an Asian American leader at a public university attracted tremendous amounts of donations from Asian American donors. Likewise, universities could ―give to alumni through appointing Asian American leaders in administrative positions.
University presidents, deans, faculty, and development officers are all key actors who identify and strategize fundraising efforts. Besides these university personnel, donors suggested involving prominent Asian American leaders. Asian traditional beliefs celebrate absolute obedience and respect for elder members of the community. If these Asian American leaders from the community or business enterprises engage in asking, prospects will have a hard time rejecting their offers.
Universities need to recruit development officers who understand Asian American culture and norms. Effective development officers for Asian American donors do not necessarily have to be Asian Americans. More importantly, these are individuals who understand cultural nuances that are unique to Asian American donors. Qualified candidates are those who are actively involved in the Asian American community, people who are very well-networked and well aware of communal needs.
Throughout this ―taking process, universities should not ask for monetary donations directly, but instead focus on developing trustworthy personal relationships. I think the American approach for many Asian donors would not work very well. You need to know how to wine and dine and then when to ask. And it‘s different for different people. Part of it is cultural, part of it is personal. So you really have to have both skills. And some Americans have that: you can really understand the cultural niceties but not all of them, whereas most Asian who grow up will understand. If they don‘t know they know who to ask… Find a really good either Asian American or American who lived in Asia who is in development who understands the cultural nuances. Or, find an Asian American donor who has very enthusiastically supported your organization who can help you develop an Asian initiative and help you hire somebody who can understand it. I met a lot of non-Asian Americans who lived in Asia who could be very good at doing this because they really get it. But I don‘t think I ever met any American non-Asian in development who could do as good of a job. There is no right timing. You never know when they will be ready. You just have to continue to have interactions with them. Say hi to them, invite them to this and that. I have seen so many cases where a family gives a few thousand or maybe a hundred thousand in the last ten years, and suddenly they give about five million.
So thank you very much. I’m happy to answer questions later on during the Q&A session, or you can contact me at the Council as well. Thank you!

Asian American Philanthropy to Higher Education

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